Hey guys, I'm here at the 21 convention with Ben Benson. Hey awesome speech man. Thanks, man. Appreciate that. It was great I really took a lot away from it. Yeah, well, you know, I think I think a big part of that is the the audience Participation if you've got a good group, I think it's easy to do a fairly decent job. Definitely Can you give the viewers a quick synopsis of what you spoke about? Yeah, we talked about really there was a little bit about sort of my background and what have you Who I am where I came from and how I got in this position But really what I wanted to share with is what I call correct principles ideas distinctions on life and particularly on business on how to get ahead and how to you know make make something of yourself and In the current economy and the current climate what's required is people to be a heck of a lot more resourceful than they've ever Been but until they know that you know, it's very difficult to kind of move forward So hopefully that's what we've tried to do I saw there was a some good some good questions and what have you so, you know, we'll see yeah No, the principles you you explained were great. Yeah, and I love when people can put these principles into place because There's so much advice out there. Yeah, but when you have something solid that works across the board. Sure Very very valuable. Yeah, definitely. I think I think that that's that's the biggest problem today is there's a lot of You know, we're drowning in information and starving for wisdom And I think that's really what it comes down to is what are the things that we know that work? What are the things that we've seen other people do that are yielding those results and that way, you know You cut you cut the learning curve significantly and and that's what we try to do with the seven laws Philosophy and you know the book on our training and what have you so so but you know, thanks for inviting me It's been a great group and you know, hopefully my first time here. Hopefully not my last awesome Thanks for coming out. Thanks man. Appreciate that. Cheers


Dunk life every day. Yeah, I come around.  I'm about to body them. I'm about to body I can't remember the tune. I let his dunk life every time. Yeah, seven one three to the two eight one Yeah, it's vertical 42 inch and the two eight one. Yeah, I'm jumping. Don't jump with me.  I'm dropping wraps.   Thanks. What's up? Hello? What's today? Saturday happy birthday to my boy Leo shout out to your friends.  Happy Saturday. Hope you have all your limbs Hope yours your brain works today.  If not, hello, we're here And the other thing about today's podcast is it this is what it is.  Whoa So yeah, Nick flies off one foot. He is literally my goals off one I don't know if that's possible. I don't know if in my lifetime I could work that much up to get to that point before my bones deteriorate But that's the goal. I mean, I always shoot for the highest thing shoot for the moon Land amongst the void, right?    My hamstring was bugging so bad. I have to rest it It was so hard to rest while they're there But when I take my penultimate it really stresses it out So I think what I can do which I said a couple weeks ago or a week ago is like Just do small penultimate jumps, which is like vert jumps and just like drop step jumps Because it doesn't really like use my full stride So I think I can do that But I really got to take time off for like a week or two because it's not going to heal and I've been That this injuries been nagging But when I went to jump I had some really high jumps, but then it just hurt so bad that the next ones I like hesitated so feeling really good my two-hand off the dribble is super easy I did it on the 9 9 side of that hoop and it was like so easy and it's feeling natural in my head again If you saw my vlogs if you've been keeping up you see sometimes it gets natural Sometimes I get into a good groove and yeah, it just feels crazy natural. I'm feeling way more powerful I did like a windmill it wasn't a drop step But I went to go down the lane and a ball get in my way So I had to like dodge it and I just basically took like two steps and windmill dunked off the dribble So that was like so easy first try. So that's a really crazy good sign My dribble dunks are really getting there and I want to punch stuff almost had a game dunk But I have no footwork.  It's just it's a weird thing It's not it's not natural for me to go off the dribble as it is off a lob But again, it's like right now. It's like on my best dribble dunk I can do a windmill I could really crush one But like I want to get to a crazy level where I'm doing like an e-spay off the dribble So then a basic dunk is super easy That's that's how I think I should I need to be able to dunk so I can dunk in games because it's like say We'll use numbers is like say my vert off the dribbles like 46 I only need 42 to dunk in a game So right now it's like 42 43 So I need like all of my bounds to get a dunk in the game But if I like get my bounce super high, then it'd be super easy. Anyway having a ton of fun Tomorrow I might not do the podcast, but I'm gonna try to do at least something But if not you got plenty dude, I posted two videos today already. What do you what else you want? But if not, we'll be right back on Monday So my training is gonna be a little slow Maybe but I can give you insight and I have so many videos as you know so many ideas podcasts every single day and What did I want to say about the podcast? I have other I Don't know.  That's it. I want to keep rapping. It's so much fun That was my best one I've done in a while and I wanted little Dickie to see it not even for the I don't even care if he shares it Like if it gets a lot of views I just want him to see it because he inspired me so much and I really I don't know how this will sound But I really think that he would like it like I think if he saw the lyrics that I use He would feel the resemblance to his Craft and the way he raps and like the way he thinks about things So I don't know I would think it'd be super cool the same way Maybe you could can relate to this is that you see me dunking putting in all this work If I saw the way you dunk or you got you yammed one, you know, I would love it You know, just get me hype. I think the same way with that, but I just love that. I love music I love a gun. Oh, I watched them the Meek Mill documentary last night. Shout out to my mom. Hi mom She told me to watch it which is kind of I did not see that coming and It was all about rapping that also put me in the rap mood Everything's going about if you're in the universal energy sometimes these things just come to a line There's like a theme and if you if you're I feel like if you're in touch with the universe You're in touch with yourself. You're very clear-minded You feel like this universal thing for some reason music's fairly popular in my life right now And so that Beek Mill documentary is amazing. He didn't do anything. He was like Wrongfully accused and was just insane that he what I was crazy about me is that growing up around his friends is that He was like the only rapper like for me I don't even grow around grow up around people that do that But I still know people that like enjoy doing it But like for him it seemed like his friends like oh you're rapping like I thought for sure It'd be like a lot of his friends were rapping and he was just like the best one I don't know it was just weird But it was cool also his his boys helped him out like kept him in the studio kept him away from trouble Obviously he got convicted wrongly, but you should check it out.  Does it just do it? If not mooch off your parents come on Your friends split it it's four dollars a month. You can get it by the series It's a really good one so far only watch the first two episodes my mind is going really fast and that's it on this day in history Let's get to it. I gotta get out of here because I gotta go celebrate my birthday with my best friend It's really fun. I can't wait.   It buries the Roman Pompeii and the Herculaneum 15,000 die Jesus Cramity 79 year 79 it erupted isn't it supposed to like erupt again Mount Vesuvius It reminds me of that guy Dom is that he's like he was talking um about hooking up or something. He's like I had He was like I had two more seconds before I turned it to Mount Vesuvius or something like that. It was hilarious 410 Rome overrun by Vizy golfs under a laryx for the first time in nearly 800 years seen as the fall of the Western Roman Empire I don't visit us Vizy golfs.  I love film It'd be so cool if I could go to that film festival would be amazing to like experience that so I gotta get the I gotta plan it out When your stars align do like the solar system and plan it out big Sean voice today in music 1787 Wolfgang on my day as Mozart completes his violin a piano sonata in a k5 26 I don't get the last few words of that But Wolfgang did something today and I'm happy about it because I love music too today in sport 2008 Sembrerlimics in Beijing comes the most watched event on TV ever nearly 5 billion 70% of the world's population damn All right, let's check if people commented on my rap. I think they did I know yesterday's podcast Shout out to the dunk lifers of the day the podcast listeners much love. I also did an elevate remix think about that elevate elevate With a dunk remix. I don't I think it might be actually let me check that really quick It's still ineligible it has I file the dispute because they Copy right on my song. So that's why that podcast isn't there, but hopefully if that pops out It's on it you can probably listen to the audio. Maybe I'll put it on my SoundCloud as well So you can hear my rap my newest rap on SoundCloud. I'll probably drop the elevate one right there, too For your stuff so yesterday's podcast Arley said I'm gonna go DM little dickier bars. That's awesome And Zachary Gottlieb, I love your vids dude. So impressive.  So I pushed it too much, but I think if I get healthy up my I'll be the best shape of my life I'm feeling really good.  Also. Go bump my music. I think you'll like it To the loo


What is up you guys welcome back to another one if you are new to the channel I am Goldpony I do new car truck SUV reviews on YouTube and today we are comparing the new 2022 misubishi outlander to the Nissan Rogue 2021 Nissan Rogue at the time of this video so having now reviewed both of these vehicles having test driven both of these and fully tested both of them out I've had a lot of requests for this particular comparison and the reason being is because these two are very similar you guys probably already know there is a partnership between misubishi Nissan and Renault so there are quite a few similarities and different parts of each vehicle shared with each other on this one for example the platform is exactly the same the power plant between these two is going to be exactly the same putting out 181 horsepower 181 pound feet of torque transmission is the same 0 to 60 in 8.2 seconds is going to be the same so having said that though there are several key differences between these two and so in this video I will be comparing the 10 key differences between these two with a clear winner at the end of this video so having said that what do you guys say let's go ahead and start with number 10 on my list it's a for my number 10 comparison I will be comparing the price difference between these two the misubishi outlander starts at a price of 25,795 Nissan Rogue is going to start at $25,750 so $45 less than the misubishi outlander so top model though if you were comparing those two for the outlander comes in at $35,345 top model for the Rogue 36,930 so slightly more expensive than for the Rogue so depending upon what you're looking for maybe that's going to sway you in a particular direction but all in all since the Rogue wins for the lower starting price and the outlander wins for the less expensive top trim level I'm going to have to chalk this one up as a tie and let's move on to our next comparison number nine being fuel economy so for this one misubishi outlander comes in at 24 in the city 31 highway for the front wheel drive for the Rogue 27 in the city 35 on the highway for the front wheel drive that's substantial outlander for the all-wheel drive comes in at 24 city 30 on the highway for the Rogue 26 in the city 33 on the highway for the all-wheel drive both taking regular unleaded fuel so very clear winner when it comes to fuel economy if you have a long commute to work perhaps the Rogue is the one you're going to want to look for and this does put the Nissan Rogue in the lead one to nothing next on my comparison is the all-wheel drive system and so having just referenced the fuel economy both vehicles are available with an all-wheel drive system however they are actually pretty substantially different the misubishi outlander uses an all-wheel control system which technically is a four-wheel drive system on the other hand Nissan Rogue uses an intelligent all-wheel drive system essentially sending power to the front wheels and then when it detects slippage it instantly kicks in the rear wheels giving you all-wheel drive then on the other hand for the misubishi outlander this was actually originally developed for the Lancer Evo 7 if you guys know what that Evo 7 is it was essentially a rally car back when misubishi still built them i definitely would not mind if misubishi brought those back from the dead but they were designed for rally racing and so racing in the dirt and the snow so therefore this system is going to go beyond the traditional all-wheel drive systems focusing on control and balance between the wheels so a little bit more than just sensing slip little more focus on controlling the handling as well in the active center differential so in the end misubishi outlander is going to take the better all-wheel drive system putting us at a one-to-one tie and so for my number seven comparison is going to be the cargo space again a very substantial difference between these two the outlander actually comes in at 79.7 cubic feet with all rows folded and with the Nissan Rogue 74.1 cubic feet so quick and easy comparison for this one obviously the outlander wins this putting us at a score of two-to-one outlander in the lead and so for my number six comparison i will be comparing the safety between these two both come standard with a blind spot monitoring system lane departure warning etc there is one key difference and it's not a huge difference but it is a difference between these two when it comes to safety because again they are pretty darn similar for the Rogue there is a rear side airbag that comes standard this is actually typically an option even on luxury vehicles like BMW for example but having said this the outlander does not give you this so this helps the Rogue obtain its IIHS top safety pick plus rating as well so in the end Nissan Rogue is going to win the safety comparison two-to-two tie let's move on to the next one and so for my number five comparison it is going to be the rear legroom this is very important especially if you have adults sitting in the back let alone children for that matter but the misubishi outlander as you guys probably tell from the cargo space comparison is going to be a slightly larger vehicle than the Nissan Rogue misubishi outlander in the second row comes in at 39.9 inches Nissan Rogue comes in at 38.5 inches so outlander takes a second row legroom if you were comparing the third row legroom you wouldn't because the outlander does have a third row but the Rogue does not that is a very substantial difference between these two so for that reason the misubishi outlander wins this comparison putting us at three to two outlander is in the lead it's it for this next comparison at number four this is a huge difference between these two let me tell you and this comparison is going to be the warranty and so for the misubishi outlander it comes with America's best warranty being five years 60,000 mile bumper to bumper 10 year 100,000 miles on the powertrain of course powertrain covering things like the transmission and the engine drive shaft things like that basically when it comes to the Nissan Rogue three or 36,000 mile bumper to bumper five year 60,000 mile on the powertrain so the powertrain warranty is essentially double on the misubishi outlander so that's worth noting and so misubishi does have America's best warranty along with Kia and Hyundai and Genesis so they're pretty much rounding out the top at least here in the US I should say but overall for the warranty comparison the outlander obviously wins this one putting us at a score of four to two outlander is in the lead so for my next comparison number three is going to be reliability and so although I will prefix this saying these are the same reliability didn't want to mention it because everybody is going to ask me in the comment section if I do not mention it and so according to consumer reports which is the reliability rankings that you want to go with because they are neutral they buy their own vehicles they take no handouts from any manufacturers out there both vehicles scored an average reliability rating and so the way their ratings actually work is there's well below average below average then there's average then there's above average and well above average so both of those are right in the middle so this comparison is going to be a tie on that one still outlander is in the lead four to two let's move on to number two on our list and so for this next comparison I will be comparing the country of origin and so for this comparison there will be no clear winner just depends on what you're looking for and there is a difference so I wanted to mention it for the Nissan Rogue that one is built in Tennessee so the USA however for the Mitsubishi Outlander that one is JDM that one is built in Japan so like I said one is not necessarily a better thing than the other if you're watching this video in Japan perhaps you want to go with the Outlander if you're watching this video in the US perhaps you want to go with the Rogue or maybe if you're in the US and you're a big JDM nut you want to go with the Outlander so it all depends on what you're looking for but that puts us out of time for this comparison Outlander still in the lead four to two and so for this next comparison the very last comparison on our list is going to be the tech and actually both of these SUVs have quite amazing tech comparatively speaking to the other vehicles that I've been reviewing lately when it comes to SUVs both have a nine-inch color touchscreen display when it comes to the infotainment screen both have available 12.3 inch digital gauge clusters which I absolutely love both come with wireless Apple CarPlay another huge perk to both of these however there is one tiny slight difference on this one the Outlander does have some added graphics when you change the drive modes whereas the Rogue does change the gauges slightly there is no digital Rogue displayed for a much cooler look in my opinion so for me I know it's just a slight difference but it does count and the Outlander does display a picture of the Outlander when you change the actual driving mode so for that little added graphic I'm going to give that one to the Outlander five to two in the end but again both are extremely nice SUVs right now and just speaking for the Mitsubishi Outlander that thing has come light years from where it used to be I'm so impressed with what Mitsubishi and the Nissan partnership is doing now they are really making a comeback definitely two SUVs you should definitely take a look at so the question for you guys is because I love reading your comments put it in the comment section below watch when you would pick and why that is about it for this one you guys feel free to follow me on social media if you wanted to see what video is coming next on the channel before it actually gets to YouTube be sure to hit the subscribe and the bell notification button if you're in the new car reviews that is what we do here on this channel after all but do appreciate you guys watching more than you know and I will see you guys all in the next video stay gold


Hi, my name is Adam Toner, the President General Manager of Township Chevrolet Buick GMC here at SummerSide PI. We're always searching for the right, driven individuals to join our dynamic and forever-growing team. In just three years, our staff's grown from 35 to now just over 70 of the hardest-working people we ever find. Our team's constantly raising their standards each day to focus on constant, never-ending improvement and finding better ways of doing things better to serve our customers by adding more value. We offer a variety of positions in many of our different departments, including sales, service, accounting, parts, marketing and vehicle care. Every position has its own sets of challenges to overcome, which brings variety each day in the sense of fulfillment. My favorite thing about working at Township Chevrolet, I'd have to say that's my coworkers. I enjoy coming to work every day. I enjoy laughing. The opportunity to grow, to expand your horizons and to meet people. My favorite thing about working at Township Chevrolet is probably the challenges that I get every single day. I love challenges. Language was the very first thing for me when I moved to Canada. I had never thought in my life I was going to be serving people, let alone selling cars. And that's exactly what I'm doing as a sales manager, helping people, selling cars and changing the way people buy them. I enjoy working at Township Chevrolet because I'm surrounded by cool, orientated people like myself that are focused on making their lives better and really enjoy working here. There's lots of places to advance and lots of places to go. We're not just stuff at the one job, so you learn lots of new skills and just great people to work for. Why us? Because we simply do things differently. We help people buy their vehicles through text messaging to live four hours away from us. We're bringing transparency and convenience to our service department by allowing people to monitor the progress of their vehicle and see everything through photos and video. We're creating our own marketing content by doing things like flying our own drones over the PI's largest inventory of new news vehicles all in one place. And we give back a lot. We've all the most community events, specifically related to community health, education, athletics. So if you're looking to be on a team that is constantly growing, working hard, finding new, innovative ways to sell and service vehicles while being the best of what we do, apply today.


The court affirms the right of states and police to enforce anti-open-grazing law. And on the issue of financial autonomy, state governors, Junsun and Hassan agree on implementation timelines. This is cross politics and I am Mary Ann. The Federal High Court, Abuja, has affirmed the right of Nigerian states to implement anti-grazing laws in their domains. This position weakens that of the Attorney-General of the Federation, Abu Bakar Malami, who had said such a ban was unconstitutional and infringes on the rights of movement enshrined in the nation's laws. Well, discussing this with me this evening is Jiti Obunye and Mundi Bani, both legal practitioners. Thank you, gentlemen, for joining us. Thank you for having me. Great. I'm going to start with you, Jiti. Just like I said in my opening, this position, according to this report, weakens the position of the Attorney-General, who said that this type of ban was purely unconstitutional. And I mean, that interview that he did obviously got different kinds of reactions and blowbacks. But walk us through this court order, this new powers that states and police have to enforce the anti-grazing ban in the different states that have said or nodded and okayed it. For example, the southern states who have taken a position already on it. Thanks for having me. Let me just state upfront that it's not the decision of the courts that weakens the position of the Attorney-General. The untenability of the position that's found by the Attorney-General was obvious. The Attorney-General position was frequently weak. So before this judicial intervention, logic commonsense, constitutionalism, and legal precedence, judicial precedence all have weakened the position of the Attorney-General. The constitution is off-sighted by lawyers, but sometimes lawyers may not want to look at the victims, but normally if they want to engage in suffice, two sections of the constitution are very important. All the sections are important, but three sections are very, very important. And there are section four, five, and six. Section four defines the legislative powers of the federation and the states. Five defines the executive powers of the federation and the states. Section six defines the judicial powers of the federation, and meriting the courts and all of that. Now, by virtue of section four, every house of assembly of the state has the legislative competence to legislate within their states. And insofar as the subject of this legislation is not contained in the exclusive legislative list, meaning an item within the legislative domain of the National Assembly, the State House of Assembly can legislate. And so what we're talking about basically is the use of land. The land use act lays the governor of the states, the trustee of the land of the state. Some also that even the central government were to need the land in the states to carry out the federal project. It will have to request on the state for a parcel of land to use for its projects. That's why the federal government saved the land in the federal capital territory and some other federal lands, you know, all over the country, does not have the lands of its own. So, grazing is about use of the land in the states. It's about land use. And so it is within the legislative competence and executive competence of the state government to say, this is how we want lands in our states to be used. And I know that the other way that we have to their reference section 41 of the Constitution which guarantees the right to freedom of movement. But hey, that section is contained in the whole chapter called the fundamental human rights guaranteed by the Constitution. And trying in the Constitution. I'm not sure that any section in that chapter, which is set up for the Constitution, guarantees the right of the cow. But say that section 41, that governs right of movement, does not have the utterance of human rights. That under that section, every nomads is entitled to pass a battle over the country. It's permitted to destroy the vegetation and farm produce of farmers as he likes and that is protected by that section. And that in the state governments want to intervene. Did you first go to the National Assembly to seek the amendment of the Constitution? That is not an argument that anybody should even celebrate. So before judicial affirmation of the right of the states to legislate on the subject and the police and law enforcement machinery are really good to the state, should have the state enforce that law. I think that the position of that to the general was particularly we can be a general not to have moved that position at all. And secondly, and one comment. Here is another one, who should be very interested in peace, law enforcement, order in the country. Law enforcement should be concerned that under the pretext of heading, under the pretext of taking calls about foreigners from far from places like Mali, Niger, Mauritalia, Senegal, are in Nigeria with their arms. Government authorities have found this. So if cows will have to be rancid to ensure that people don't bear arms and saturates our forests with their arms, why shouldn't any reasonable person block that kind of thing? Burning away racism. So almost of course, they are going to get a position, you know, was dead or whatever and if it's good that the cuts are pronounced on the law enforcement, on the constitutionality of each part of the state of Mali. Thank you.  Because there were arguments that were raised and I watched that video over and over and over again because I was trying to make sense of it all. But he did make a comparison that I am still trying to understand between their part-dealers and these people who trade in cattle or who rare their cattle and move about within areas. Now, Vaisalbani, I'm asking, if a spepper, I mean I understand the spepper-dealers have to rent a shop, they have to pay the landlord and that gives them the right to, you know, run whatever business they're running within that shop and if they decide to change the modus operandi of their business they still have a right to come back to the landlord to say, well I want to change that business in case that's not what he wants his space to be used for. But comparing that to cows and cattle that are being taken from place to place what is the basis for that comparison? I wish it was, you know, the attorney general I was asking this question. But is there really a basis for that comparison being that one person is paying rent a space that he or she has been using and this other person is walking around free and grazing wherever he wants and as a result of that farmlands are being destroyed. So is there really a basis for that comparison? Well, thank you. You said it rightly that that question should have appropriately been addressed to the attorney general who made that assertion. I must tell you that I'm still in shock when I listened to that particular argument that was put forward by the attorney general of the federation and the comparison that you just analyzed. You know, the position of thing is that when we, some people have been saying it, that it's obvious that the government is clearly in support of what is playing out recently where some husband have taken over the farmlands of many Nigerians and in the process, you know, killed many. In some instances, women are raped.  And I also have understood that when those people make a report to the police that the police looked the other way and nobody makes any arrest concerning what has been going on. In other words, there is a tacit approval from the government authority of what is playing out in our country. Now for an attorney general who opposed to be the chief law officer to have made the statement that he had made the comparison that he is so shocking, he's so clearly, clearly unbelievable. Now, in the case of a person who rents a shop, when you want to rent a shop, you approach the owner of the shop and you negotiate the rent for you to pay. And of course, you must also enjoy that facility without any causing of any problem in the property you are using. You are not supposed to kill, you are not supposed to rape, you are not supposed to do any damage. You have to pay before you use somebody's property. Now compare it to a situation where somebody who says is a headsman, you know, comes into your farm without any permission whatsoever, without any grant from you. And then ensure that it damages your farm produce. Everything that you have leveled for the entire year, he brings them down and not only brings it, he also makes sure that if you raise any objection whatsoever that your life is clearly in danger. He beats you, he rips you, he kills you in the process and he's been going on. And there has been this crisis all over, you know, both in the North and in the South. And people have been saying, look, why would government, you know, that standard king would allow such a thing to happen. There's something has to be done and the southern governors all came together and said, look, we must reinforce the fact that we have banned open grazing. That are a better way of, you know, tending to cows. And that is by way of ranching and which is actually more modern way of doing that. But the issue of open grazing have caused so much harm and damage and then have even threatened the unity of this country. And they have taken that decision which they have a right as GT has said, to enact according to the section of the constitution that is there that we provided for the state of assembly to enact a law, you know, governing an area they have jurisdiction. And they have jurisdiction concerning the land they have in their state. And for you now to come openly and now make the comparison that he did. I am still in shock. I'm telling you that many Nigerians have decided to doubt even their ability and competence and capacity of people who call themselves the advocate of Nigeria who cannot in any way make a very solid argument and convince people with logic and law because the law is cited on the issue of free movement. And GT has already pointed out that particular section is meant for human beings. The fundamental human right has provided for in chapter four is for Nigerian citizens and not for cows. Cows have no fundamental human right to protect under the constitution. And in any case cows that does damage to somebody's farm produce, you know, this is my farm. This is my property that I have owned. This is my property I have a right to farm.  You are infringing on my right to now shift to property. You are infringing, you are doubting, you are violating the provision of the constitution that gives me right to my own property.  I shouldn't take any decision concerning such a violation of my right. We have seen cows in various schools. We have seen cows in various hospitals. We have seen cows become kings in many places, especially in Abuja and all over the place and all that. And nothing has been done. It's so irritating. It's so annoying. It's so provoking that we are allowing such a thing in this first century where we are still carrying animals on the road on the street. Sometimes if you are driving on the road, you begin to pray that there must be a prayer. You have to offer not to be attacked by cows on the road. Well, is that happening except in Nigeria? And we're saying that we have to actually tell ourselves that we are a civilized nation and a not law that would govern us here. And somebody now says, one, there was this argument that we didn't consult a people and his men before making that decision. I don't know whether there is any such right for you to consult any person before you're not a law that governs your jurisdiction. The second issue now is that it's unconstitutional. I couldn't cite a proper section that actually covers in him in that particular argument. But I'm really still in shock that the attorney general who say what you said and make the comparison that he did is telling contrary to our logic and law and even the constitution that he cited. Okay. Back to you, GT. The court has said again that they are rejecting a suit that was seeking to compel the president to direct security agencies to enforce Benoit open grazing prohibition and ranching law of 2017. Now, when I looked through it, I was wondering to myself, do we need the president to be compelled for this laws to be enforced? I mean, is it not the duty of states to adjudicate? I mean, if I'm using the right terminology here, should a president have to do that? Because this is already law. It's not a bill. It is a law that is already existing. So do you need the president to be compelled for that law to be enforced? Ordinarily, you don't need to compare the president to discharges executive functions. But times are different. And therefore I am of the considered view that I do not agree with that part of the judgment of the Honorable George that I just delivered the judgment. The reasoning in that portion of the judgment was that that is a constitutional duty and any breach that are off is purely or sanctionable by the National Assembly through an impeachment or a removal from the offing process. And therefore that relief being sought to compare him to discharges functions of his office with regards to that law in Benin State is not just sanctionable. I will provide respect to the adjudicists. I believe that the court was trying to be evasive, trying to dodge a very controversial issue. Look by law, and that's by an order of mandamus. A public duty by a public officer, including a public office holder that is not being discharged can be compared to be discharged by an order of mandamus. So here we are, every state in the country, every state governor, and this has come to a clean change, does not have the power, so to speak, to command the police instead to do certain things. The commander in chief of the armed forces, including the police, is the president. He is the one who appoints the IGP. The IGP directs the commissioner in the states. So if the president, for example, for political differences and for his aversion to the policy that was banning Nogun racism, or in particular, is aversion to the enactment of that law, will not want the police to help the state to enforce that law. It will support the establishment of that law, and given the way that law is housed, it will require physical enforcement, rigorous and vigorous enforcement to ensure and guarantee compliance. Are you telling me that the police has to be compelled or need an order by Mr. President to enforce laws which they are ordinarily supposed to enforce? I mean, if the law has it stated already, why do you need an order from Mr. President if your job constitutionally is to enforce laws? I started by saying that ordinary does not be the case, but we know that for political reasons, the police can be told not to do anything. It's happened in this country before. The police can be told to do certain things and not do certain things. In Anambra state, in the Igeera, one AIG under Abbasidia regime kidnapped a governor. It happened in this country. So if the police were told not to do certain things from Abuja, you will just hear an order from above. The Anambra state government had no such problem because it was using Amontepun to enforce all the reports emanating from Anambra states concerning all those, you know, cows that were moving all over the place. Amontepun call is the body that is responsible for the enforcement. The Anambra state may not have that capacity. And so in the have recalls, or they have recalls to a law called, the freedom I call to compare the president, to seek to compare the president to ensure that there is compliance. I think that that relief is just teaching the circumstances. But as I've said, ordinarily, the police ought not to be told to enforce the law. The executive arm of government enforces the law. The executive arm of the instrumentality of enforcement. Civil enforcement is the police force. Is the police force. And so in the police in a state whose commissioner is appointed from Abuja is given an instruction not to put his men and officers at the service of a state that is insisting on enforcing that kind of law. I'm telling you that the state governor will be limbed off. He will not have any power to force the police in the state to sue and force them to. And so in those circumstances, that governor will be right, or that stakeholder will be right to seek a specific relief to compare the police to act in those circumstances. That's the point I'm making. All right. Well, finally, Marisa Binder, because we're almost out of time. Southern states have said that they have insisted, as a matter of fact, that they're not going back and that the ban on open grazing in those states that have okayed it is irreversible. But just as Marisa Jiti has said, we seem to be politicizing this whole issue. And you have also made an assertion that we seem to be speaking on certain issues and not paying attention to the other. If, for instance, the states have said this ban is irreversible and then a party that is in support of Mr. President and their stance on open grazing finds their way back into government. Do you think that this is going to be reversed one way or the other? And what can they do to make sure that maybe for states that do not have these open grazing laws, what do they need to do so that it is marked in stone or carved in stone so that another governor doesn't come in and say, you know what, let's jettison this and then we have another reoccurrence in closing. The state government have not enacted a law with regards to issue of open grazing. I would like... I think that we lost connection with Bicel Bani so I'm just going to bounce that question back to Bicel Jiti just quickly because we are out of time. One of my learning friends says that the states that are yet to enact their own respective laws, you know, prohibiting open grazing and having duty now, possess to go do that so that there will be a law specific law banning open grazing. But my view, the capital is that even if the state government you know, does not enact that specific law under the Land Use Act, the Land Use Committee in every state can issue a policy and say in this case, open grazing will not be permitted and I think that that will suffice. It's not at the drop of every heart that we just enact a law. Otherwise, our strategy will be clogged with tons and tons of... Bicel Jiti, you know that we live in a country that every single thing is politicised including the fact that lives are being lost to banditry and cattle rustling but if you say that a certain group of people can just say that this is what we should... this is our stand under the Land Use Act. I mean, it's a word of mouth it's not a word of mouth it's an executive order it's a policy, it's not a word of mouth and even within that context specifically a Hezman then commits murder in killing the criminal code takes care of him he commits other offenses the criminal code is there but as a policy a state government can say in this state by virtue of the Land Use Act this is how we want people to be used in this state and this is how we want people to suffer any time they make legislation it may be good to make legislation but I don't think that that just the talisman that will end all these crises Well, thank you very much Jiti Ogungye and Mondio Bani our Bolshe legal practitioners thank you very much for speaking with us we appreciate it Yes, yes, my pleasure Thanks for having me All right, well thank you all for staying with us we'll take a short break now Thanks for the discussion


In this presentation we will take a look at a problem where there is a liquidation of a partnership and within that liquidation one partner is going to end up with a negative capital count and have to pay the partnership within the process of the liquidation process. So first thing we're going to start off with is to have a ratio and change this kind of ratio formats to a percentage format. This is often going to be seen in problems where we have this 3 to 1 or some type of setup like this to show the profit sharing. One reason being that it helps us have a ratio in case some of the percentages aren't exact. So the way to deal with this is we're just going to take out the calculator and we're going to say that we have 3 plus 2 plus 1 gives us 6. So we're going to take the 3 over 6 and that's 50% for our first capital account and then our second capital account is 2 over 6 or 0.3333 for our second capital account and then 1 over 6 for the third capital account. So we'll do that again with formulas here. We're going to say that this equals 3 over 6, 50%. This equals 2 over 6 or 0.333. Note that this really goes on forever, it's 0.3333 on forever here even though we can only see it at 2 decimal places on this format. This is important to note because when we use this cell in a formula then it will pull the actual number 1 third rather than just 0.33. Next we'll do the same for M so we're going to say this equals 1 over 6, it was 0.17 and then if we add these up of course it sums up to 1 or 100%. So then we're going to use this information to work the rest of the problem. Now these are going to be the kind of our trial balance, we have 182.5 of cash, we've got 3,530,000 of inventory, our assets, that's going to be the only asset we'll deal with here and then we've got the account payable, 240,000 and the capital accounts. So we know the assets equal the liabilities plus equity or this plus this is 712.5 and these are 712.5. So now we're going to use this information in order to liquidate the partnership in our sequence first selling the assets then paying off the liabilities then paying the capital accounts paying the partners. We must do it in that order or we really should do it in that order because if we don't then we could end up in a problem where the capital accounts end up with a negative balance and even still with doing this process as in this problem we'll have a negative balance and we want to avoid that as much as possible because that will result in arguments in the partnership most likely within the liquidation process. So to avoid that as much as possible we're going to sell the inventory first get all the cash that we can pay off the liabilities then pay the partners. So that's the first step we're going to sell the inventory now we're going to say we sold it for 320,000 in this problem so we had it on the books for 530,000 we're going to sell it for 320,000 then we'll take the inventory off the books for what it's on the books for because we're sold the entire amount 530,000 and then we have a difference if we highlight these two the 530 minus the 320 gives us the $210 difference which we're then going to have to allocate to the partners in accordance with their partnership agreement their 50, 33 and 17 split. So to do that in a calculator we would say that we have the 320,000 minus the 530,000 gives us 210 times for K 0.5 50% times their percentage 105. Same thing if we took 210 times the percentage for C it would be 0.33 but note that's pretty low because it's actually going to be 0.3333 on forever if we use this cell it'll actually not come out to this number it'll come out to 70,000 and to see that just to see how that rounding can kind of throw us off sometimes if it was 210,000 times 0.333333 it's pretty close. If we took the ratio of 210,000 times one-third or divided by 3 then we get that 70,000 that's what will show up even though we only see 0.3333 here once we use the formula. So let's do that now let's just do this with a with the formulas here what we're going to do is add these up because they're subtraction problem because this one's negative and that's positive so if we say this number plus this number it's going to say this number plus the negative which is a subtraction so we can just say equals sum of these two which will actually be a subtraction problem because this is a negative number brackets times the 50% and enter so all we did was just add those two up which is a negative which makes a subtraction problem so that 210 times 50%. So we'll do that here again we're going to say this equals the sum double click the sum function highlight those two numbers which will actually be a subtraction problem close the brackets times then that 0.33 which is really one-third or two-sixth same thing 70,000 so then we'll do this again we'll say equals the sum brackets and we'll highlight these two close the brackets times this 0.17 giving us the 35,000 so that's going to be our allocation of course if we add these up we've got the 210 which is equal to our loss of 210 so now we'll bring the balances down so we're just going to add these up we're going to bring the balances down so we're in cash we're just going to say equals the sum of these two numbers bringing the balance down inventory and we could just copy that across that formula but I'm going to do it each way each time so we can emphasize what we're doing here both from a excel standpoint and just mathematically as well as theory why we're doing it so the inventory was here it's going down to zero because we sold it all the accounts payable is just going to be brought down no change so I'm just going to say this equals that same number then the capital accounts will sum these up and I can use the sum function even though it's a subtraction problem so it's 93,000 minus the 105 if I sum this problem however it's going to take this is a positive that's a negative so it's going to subtract the two so I can still use the equals SUM double click the sum highlight and note it actually went to a negative number because of course the you know went from down to zero and then in the negative direction so that's a problem for K here their capital account went into a negative that's not good and then we'll sum up C's equals the sum brackets these two enter and then M equals the sum double click highlight these two that's the 106th out 167,000 minus 35,000 gives us 132,000 okay so then we're going to have the payback now this is the thing that's kind of usual unusual here the new thing here and that is that case account has a negative balance so someone has to go to this partner and say hey you know what we sold the inventory for way less than it's on the books for resulting in this big loss of you know 210,000 and that brought your capital account from a positive balance down to you owning the partnership 12,000 within the liquidation process hopefully we can get this partner to pay us within the liquidation process pay the partnership and then we can allocate the payment in accordance with the profit sharing agreement but that doesn't always I mean within a liquidation process it you know might be difficult to get payments sometimes because it's trying to liquidate the process and this problem will show the payment and then the next one will show what would happen if we couldn't you know get a payment from this partner as the liquidation process happened so now we're going to go to we're going to say that case paying the partnership which is good that's what should happen so it's good for good of them so we're going to say 12,000 is going to go up for cash and then his capital account is going to go down by the 12,000 so now now we're going to sum these up so we got the 502 500 K just paid us on the partnership 12,000 so if we sum them up equals the SUM double click the sum highlight those two cells we're now at cash of 514 500 inventory still zero I'll just leave that zero accounts payable is still 240 I'm just going to say equals that 240 then the case capital will sum these up so I'm going to say equals SUM double click the sum and highlight those two so the negative 12,000 and a positive 12,000 equals zero and so now case capital account is at zero which is good and then we're going to say this equals the 142 500 tab and then ends equals the 132,000 and enter so we still have the the assets of now 514 500 equaling the liabilities plus the equity 514 500 now we need to get rid of the accounts payable account so accounts payables on the books for 240 that's a liability we want to pay off the liabilities before allocating money to the partnerships to the partners from the partnership so we're going to pay out 240 so we're going to be here we're going to say negative 240,000 tab tab within e 52 negative 240,000 no effect on the capital accounts now we'll just sum this up again we were at a balance of 514 500 cash we just paid out 240,000 we will use the SUM function which will actually be a subtraction problem because it's going to sum up a positive and negative number so this will be equals SUM double click the sum function highlight those two numbers and that comes out to 274,500 we'll do the same thing here in e 53 equals SUM double click the sum function highlight those two numbers and that comes out to zero and then the capital accounts we'll just bring down the balance so in g 53 equals that number and then in h 53 equals that number and enter okay and then we can just distribute so now we've got cash of 274,500 and C and M's capital counts at 1425 and 3132,000 respectively and we can just pay that out now last step so we're going to pay out 274 500 to C's 142 500 and M 132,000 and now we can just sum these up in the final amount so we're just going to sum these up and it'll sum back to zero because this is a positive and that's a negative so we're going to say equals SUM sum those two and tab and we'll do the same here equals SUM and we'll sum those two tab one more time equals SUM summing those two and tab and now we're at all zeros here so that's that's our goal we're gonna do the same thing now in in a journal entry format and we'll get to see the trial balance and this is something we often see the problems in this table format with book problems and in practice as well but when we actually record it and it's we have to do that with a journal entry and it's really good practice to see it in journal entries for me it's easier to do in a journal entry format so if you work with a lot of journal entries it makes sense to actually see the trial balance and then you can see what you're going to do in the format so liquidation problems are really good practice for that so we have a pretty simple trial balance here but we try to give some of all the accounts so we can see how this would work so we've got cash as an asset we've got inventory we've got the accounts payable our only liability we've got the capital accounts this is reflecting our beginning balances here on the table and so we know that the debits are non-bracketed numbers and the credits are bracketed numbers so if we add them up they add up to zero okay so now we're just gonna go through our same steps we're gonna sell the inventory the assets then we're gonna pay off the liability and then we're going to allocate to the partners at the last step note that there's nothing in revenue and expenses it's important to note that we had closed out we must have closed out the the income statement so so we have a post closing trial balance and essence here only balance sheet accounts when we do this process because that means that this side assets minus liabilities 472 500 equals this side equity 472 500 and we can just close this thing out to the capital accounts so first we're gonna sell the inventory so inventories on the books for 530,000 and we're gonna sell it we're gonna get cash so we're only gonna get however 320,000 even though it's on the books for 530 so we're gonna get cash cash is a debit balance account we're gonna make it go up by doing the same thing to it another debit so we'll copy the cash we'll put that on top in j 42 right click and paste 123 the amount will be that 320,000 then we're gonna credit the inventory inventory is an asset account we need to make it go down so we're gonna do the opposite thing to it this case a credit so we'll copy the inventory right click and copy we're gonna put that in cell J 47 right click and paste 123 I'm gonna indent that as we go so I'm gonna go up to the top home tab alignment increase indenting and then the credit side of this is gonna be whatever's in there 530,000 so we're gonna credit 530,000 to make it go down to 0 the difference then will be the gain or loss on sale that's gonna be our income statement account so note where that is down here it's on the income statement note on our table that we just allocated it directly to the capital accounts on the table but here we're gonna do a two-step process and make this sale as if it would typically be when we sell inventory we're gonna record the gain or loss on the income statement then we'll close it out to the capital accounts so this is gonna be a loss so we're gonna copy the gain or loss on the income statement put that in J 48 right click and paste 123 if we take the 530 minus the 320 we get the 210 that's gonna be a debit because the debits are what is needed to be in balance here we're gonna do this with the plug formula the negative sum formula so we'll say negative SUM double click the sum function and highlight those four cells and there we have it 210,000 so no I put the this on the bottom even though it's a even though it's a debit so we could reverse the order but the structure of this makes the most sense to me to go back and look at what has been done so I'm gonna keep it there in this format therefore so let's post this out then we're gonna say the cash is up top here's the cash on the journal entry here it is on the trial balance we're gonna post it to the entries column where we will say equals and scroll to the left and point to that 320 bringing the 182,500 up by 322,500 and 2,500 then we're gonna go to the inventory inventory is here on the trial balance we're gonna be in p47 and say equals point to the 530,000 bringing the balance from 530 down by 532,0 and then we have the gain so here are the loss in this case loss here's the gain or loss a debit's gonna be a loss because it's kind of like a like an expense debit any expense rather than revenue being a credit so we're gonna say equals and point to that 210 bringing the balance up from 0 by 210 to 210 so now we have this 210 on the income statement and we said before that we need to kind of close out the income statement so that's what we will do now we'll take this this gain this $210,000 gain we will allocate it to the capital accounts so we're gonna copy this I'm gonna copy the gain and I'm gonna try to put it on the bottom I'll try to keep in the right format this time so there's gonna be one two three one two three and then the gains gonna be underneath so or the loss so right click and paste I'm on cell J 53 that should give us enough room if we're down here on J 53 then I'm gonna go to the home tab alignment increase in denting and we're gonna credit that cell in L 553 negative 210,000 then we'll debit the three capital accounts so we'll highlight the three capital accounts copy those right click and copy let's do that again I'm not sure exactly what happened copy and then we'll put that up top here in J 50 right click and paste one two three alright so now we're gonna take that 210 we're gonna allocate it in accordance with their profit sharing ratios which I'm gonna pull from over here and the reason we have to is because if we just type in 0.33 it's not gonna come out to the right number again we have to use this cell because it's really one-third so we're gonna we're gonna be in cell K and cell K 50 for case capital and say that this equals a negative to flip the sign of this number times that 50% and what we should get the same 105,000 that we got on the table we'll do the same thing again here I'm gonna say negative of this number times C's percent equals enter equals negative 210,000 times m's percent and enter so now if we add these up if we highlight these it should add up to 210 which is the same as the credit if we highlight the whole thing it adds up to zero so it works it's in balance we're gonna post it then so here's the capital account K's capital account we're gonna post it here in P 49 we will say equals point to the 105,000 and enter bringing the balance flipping it from a credit balance of 93,000 to a debit of 12,000 that's where the problem lies in this problem is the fact that it flipped to this this debit balance of 12,000 then we've got the C capital 70,000 we're gonna post here in P 50 equals that 70,000 bringing the balance from 212 500 down by 72 142,500 then C's capital is gonna go here so we're in P 51 where we say equals and point to the 35,000 so we've got the 167,000 it's gonna go down by 35,000 to 132,000 and then we've got the gain which is gonna go down here there's already something in that cell so we're gonna double click on it go to the end after the 8 and say plus and point it to that 210 that'll bring the balance down once we hit enter bring us back in balance and bring the net income back to zero so there we have that okay so so we've we've now allocated that now we've got this loss that we have to deal with that's gonna be the next step so again with we have to go to the capital account for cancer hey you know that we sold it for there's a loss on the sale and your capital account went from a positive capital account to a negative capital account meaning you owe them partnership money within the liquidation process would you please pay the partnership and if they do then that's great so then we can say cash is going to go up by the 12,000 that's owed by K partner within this liquidation process so we're gonna copy right click and copy cash put that down here in J 55 right click and paste 1 2 3 the amounts gonna be for that 12,000 we're gonna credit the 12,000 as well I'm gonna put a negative of that number and then we'll take that from the capital account so in in 49 right click and copy and we'll put that down here in J 56 right click and paste 1 2 3 then we're gonna go to the home tab alignment increase the indenting and there we have it so now we can post this so here's the cash here here's the cash up top we want to be in the middle so we're in P 46 there's something in that cells therefore we'll double click on it go to the end of it and say plus and then point to that 12,000 bringing the balance up from 502 500 to 514 500 and then we've got the capital account here here's the capital account on the trial balance we're gonna be in the middle and P 49 double click go to the end of it plus and then point to that 12,000 bringing the balance down to zero so now the balance is at zero and we only have these other two capital accounts but we still have to pay off the liability the payable that'll be our next step so we want to pay off the payable we're gonna pay it with cash so cash is gonna go down cash is a debit balance we're gonna do the opposite thing to it on credit so we'll copy cell in 46 right click and copy we're gonna skip a cell skip another one put on the bottom in J 59 right click and paste 1 2 3 then we're gonna go to the home tab alignment increase the indenting and the amount's gonna be for this 240,000 so we're gonna pay cash of a credit to 240,000 then we're gonna debit something 240 I'm gonna say negative of that number flipping the sign and that's gonna go to the accounts payable so accounts payable is gonna go down to zero so in N 48 right click and copy we're gonna put that in J 58 right click and paste 1 2 3 and then we'll just post this out so here's P there's the accounts payable we're gonna post that here to the trial balance in P 48 so within P 48 we will say equals point to that 240,000 bringing the balance down to zero and then cash is up top so we're gonna scroll up just a little to P 46 something is in it so we will double click on it go to the end of it and say plus and then scroll down just a bit and pick up that cash number and enter so now we're back in balance down here now we're just left with the cash and the capital accounts and it's nice to see it this way because we can just say okay cash is 247 if we highlight these two it's 274 it's 274 500 they're equal therefore we can just pay the cash out and pay it to the two owners the two capital accounts note that these capital accounts are not going to represent almost never the profit sharing percentages because these are just the percentage of sharing profits and doesn't necessarily almost never correlates to how much was invested throughout the entire life of the partnership and the amount drawn out those two don't have to be in alignment with the partnership percentages unless stated within the partnership agreement so most of the time the capital accounts will not equal those percentages okay so then we're just gonna pay this off so we're gonna say cash has a debit balance we're gonna make it go down doing the opposite thing to it so we'll copy this and it's gonna go underneath against so those two capital accounts and it's gonna be in the bottom because we're gonna credit it so we'll try to be in proper format here so we are in J 53 J 63 right-click and paste 1 2 3 then I'm gonna go up top home tab alignment increase in denting and then we're in cell L 63 the amount being credit of 274 500 I know if you wanted to try to like put a reference like a negative of that number I you can't do it there because you'll have a circle reference once we post it because we're gonna post it here which is gonna change that number which we would have used down here so just be aware that formulas would be best whenever possible but every once in a while the most common problem will be a like a circle reference like that and so just be aware of that when it when that happens so then we're gonna have the C capital and M capital we're just gonna copy those right-click and copy put those up top we're in cell J 61 right-click and paste 1 2 3 and then again we're not using the profit sharing percentages we're just pulling whatever is in the capital account here we're paying whatever's owed this basically represents what's owed it's at a book value now because we only have cash wasn't at a book value before because we had inventory which could possibly have a different value than it's on the books for so now we're gonna pay this off at 142500 and 132,000 and if we add those two up adds up to zero if we add them all up and we can post this then so here's the C capital here's C capital up top we want to be in P 50 where we will say double-click go to the end of it plus and then point to that 142500 bringing the balance down to zero and then here's M's capital here's M's capital we're gonna go to the middle double-click on it go to the end of it plus and then point to that 132,000 bringing the balance down to zero and then we've got the cash cash will be up top so we'll have to scroll up just a bit we're gonna be here in P 46 double-click on it go to the end of it plus then we'll scroll down just a bit and we're picking up that cash amount and that should bring us back in balance and bring cash up so there we have it now we're at all zeros and we've liquidated the partnership


Hi, my name is Tracy Takahama-Spinoza and this is a video about the reading brain, specifically looking at biliteracy skills. I'm a professor at Harvard University's Extension School. I teach a class called the Neuroscience of Learning. It's an introduction to mind, brain health, and education. And I have also got a claim to fame that I've raised three multilingual children. And so it's not just the theory, it's really the practice of how all of this works. One of the interesting insights that most teachers do not get exposure to has to do with the neural mechanism. So we're going to be looking at how the brain learns languages in general, why reading is a special trait, and then look at the different neural networks for biliteracy skills in particular. I'm going to do all of this from a mind, brain, health, and education perspective. So trying to understand the contributions from psychology as well as from neuroscience studies about the brain as well as educational practice. So basically, the first and main question we have is where are languages in the brain? And there's been a lot of wonderful research, specifically, I would say that Stanislaus Sehan is one of the foremost researchers in this area as far as cognitive neuroscience is concerned. He wrote a wonderful book, Reading in the Brain. He's French, and his books are available on French, English, and Spanish online if you're interested. Marian Wolf is also an exceptional writer in this area, researching the brain and specifically how it reads. And she's also exploring context of technology and its impact on the reading brain. We also maintain in the course at Harvard a bundle, which is a curated collection of bibliographic references to the most recent research on bilingualism and multilingualism which you're welcome to have a look at. So what's the sampling of this information? Dehan and his colleagues initially suspected that within the occipital cortex of the brain and the back part, it was very interesting that there seemed to be a high level of processing, not just for visual imaging, but when letters were processed differently from other types of visual symbols. And that opened up this idea that there may be something called a letter box area in the brain or something that is mainly primed to understand those symbolic representations for linguistic symbols. And that was kind of new, evolutionarily wise in terms of the brain. So other research looked into how the brain learns a word, so not just the letters that might be involved or the symbol system, but how are words actually formed? And it's a really complex process. But more complicated is, you know, once you know the word, how can you create a sentence and how does the brain actually decipher how that sentence works? And so looking for the neural correlates of all of these different things made us understand that reading, writing, language in the brain is not just in one place, but there's very complex networks that are involved. For example, in semantic retrieval, understanding the meaning of a word, for example, highly complicated process in the brain. So these complex neural networks, not just the place in the brain, were where we're thinking about language these days. And this is leading us to new hypothesis about how the bilingual brain might read, for example. So other studies pointed out that abstract symbols, for example, an exclamation point or a question mark or quotation marks are processed in a different area of the brain than that letter box. So it's telling us that symbolic understanding for language is also different from the things that form words and the things that form other types of communication within written language. So looking at this global idea of language processing, we begin to get a better and more complex idea of what's involved in the reading brain. We also know that if a person is reading passive words out loud actively, or if they actively read passive words, their brains are doing different things. So we know that emotions also change the neural networks in the way that they are processing language as well. Additionally, there's a lot of research going on now related to the balance of cognition and affect. So does your emotional state influence what you're able to learn? And we know that at a level not of networks, but rather of neurotransmitters, so chemicals, we know that anxiety creates certain types of neurotransmitters, chemicals in the brain. And those inhibit new learning. They inhibit other neurotransmitters that are needed to make synaptic connections. And so we know that highly negative emotional states are definitely bad for learning, but any teacher could have told you that. But now we have this kind of neuroscientific evidence. So in the course of looking for how does the brain learn language, we find distinct neural networks for understanding how spelling works. How should I spell this word? Those neural networks are different from what does the word mean, right? Humor is a different neural network from processing first and second languages, prosody or the intonation that we use. Gesture using our hands to actually help us with the rhythm of a language. All of those are different neural networks in the brain. So to top it off, we also know that a brain that is beginning to learn language or beginning to learn to read, for example, looks very different from an experienced or expert brain.  So as a novice brain, you've really got neural circuits all over the place because they're not refined. But once you get better at things, you use less energy to actually achieve that language exchange or reading or writing. So one of the first conclusions we can say then is that understanding these very important and intricate neural networks and their relation to each other makes us understand that there is a clear hierarchy of information. If we introduce basic core concepts clearly at first, for example, the letters that are needed to form words, then the words that become sentences and the sentences that become paragraphs. If we understand those very core elements first before moving on to the other things, we have a better chance of success. So a hierarchy of skills is what's coming out of this neural network. This is based on the concept then of constructivism, right? We know that people construct their knowledge of the world. Well, now we talk about neuroconstructivism. How are those neural networks in place so that you can construct that higher order understanding of reading and writing? Now, all of this is basically conjecture because we're piecing together puzzles of parts of information. Some people are studying humor, interpretation in the brain. Other people are studying first versus second languages in the brain. Other people are studying intonation and emotion in the brain. Almost nobody, except for, for example, Stanislaw Sehani and Mary Ann Woof, few people are looking at the big picture of how does all of that fit together to tell us how the brain is really processing all of language and becomes literate or biliterate. So one way to look at this that's helpful and usable knowledge for teachers is to break this down into a schematic understanding. How is it that we understand this? Well, there are some things that we see in a classroom, right? The child can sound out a word based on phonemic understanding, right? C-A-T-Cat, okay? So they begin to sound out words, right? But these are multiple. That just sounding out that word is multiple pathways. It's understanding what each of those letters corresponds to that phonem and how put together they sound out a word. But that word also has a meaning that's the cat, right? And so there's all of these different pathways that are related to that in the brain. And so being able to read is really broken down into multiple neural pathways. So when we talk about language skills in the brain, they're just not in one space, one part of the brain, but we know that there's this complex set of neural networks that are being, that are involved in this process. So if we switch now from general reading and understanding the brain and how somebody might learn their first language, I want to turn to bilingual benefits. And most of you are very clear that there's great benefits to being a successful bilingual. You have a higher level of extraction at earlier ages. You're able to use language rules earlier if you're brought up bilingual from birth. You can inhibit. Inhibitory control is higher in bilinguals and in monolinguals. And literally you're using a bit more of your brain than you are if you're just a monolingual, right? And there's no disadvantages. Bilingualism is a wonderful and very positive thing all around. There's really no disadvantages so long as it's done right. And in fact, there are some really key benefits, especially to the poorer populations. We know that early extensive bilingual exposure in the earlier years has a great benefit overall for learners in terms of executive function control and overall academic achievements. So there's some great benefits to teaching a second, third or fourth language in the early years as well. So when we began to see this maybe 10, 20 years ago, we started to have this very poor neuroimaging that was just giving us little splotches and blobs of things. But it was making us understand that these neural networks were very different for different types of sub skills of language. And when we started to compare monolinguals and bilingual children, we're realizing there's actually additional elements, additional parts of the brain that are being used in different types of processing. And these things began to be known as neural signatures. There's something that's typical about bilingual brains that looks different from a monolingual brain. So a trained eye could look and see certain types of reinforcement. We know that there is more white matter. There's more reinforcement, more myelin sheath in certain areas of the brain that have been rehearsed more. And you see that in bilingual brains more than in monolingual brains. And perhaps the leading researcher in this field is Laura Ann Petito, whose work has just been phenomenal in looking at bilingual brains and how they differ from monolingual brains. Bialstock, Ellen Bialstock is another wonderful researcher in this field that points out the cognitive benefits of early bilingualism and how this has benefits in other subject areas, not just in language itself, but because of enhanced executive functions, there's better academic achievement overall. So there's also comparisons of bilinguals over their lifespan and the increases in white matter tract, which means that there's less of a deterioration within the synaptic structure connecting neurons in the brain, which is another benefit. So bilingualism across the lifespan has seen to be a protective factor for neurocognitive disease.  So semantic memory retrieval and the way that motor areas are defined in the brain are also slightly different in monolinguals and bilinguals. And longitudinal studies watching or tracking bilinguals over the course of their lifestans show that they do have slightly different neural pathways than a monolingual would have. Many of these point to the subset of executive functions of either working memory, inhibitory control, or cognitive flexibility, which has seemed to be enhanced through bilingualism, as well as a benefit of being able to task switch easier if you are bilingual. Furthermore, this research showed this is a very iterative process. So a bilingual's use of language has to be active in order for you to have all of these great benefits. So it's really this iterative interaction with your world and the growing development of those skill sets over time that serves as those protective factors. And this includes in some studies and some research Alzheimer's disease, for example. Once we saw all these great benefits then, there was some nitpicking then. Now what does this mean for different types of bilinguals? People brought up bilingual from birth. How is that different from early bilinguals or from people who learn their languages as adults? What would the differences in neural connectivity be? And that's where the research sits today is those comparisons of those different types of bilingual. The general research trend seems to be showing that obviously the earlier the better. Your brain adapts to what it does most. So the earlier you have additional languages in your life, the better it is for your brain. And part of this recommendation of the earlier the better comes from the idea that certain neural structures are changed by those early experiences in the brain and that early rehearsal lays pathways for future things. So what you know influences what you can know. The more you know now, the more you can know in the future due to those neural structures and their processing in the early ages, which sets a pathway for what will happen in the future. So studies again now are showing that this core functioning is really changed by early immersion in foreign languages. Now, all of this has to do with spoken language. So if we switch gears now and look at the written word, it's a totally different ball game. It's really, really fascinating to see how writing in a foreign language is one of the most complicated things you can ask your brain to do because so many neural pathways are functioning at the same time. Semantic retrieval, things about writing, things motor cortex things, everything is happening at the same time. And this is not surprising if you look at the older research looking at psychology and educational work, for example, by Cummings and Gibbons and Corson. These fellows made it clear that oral skills are very different and much easier to acquire than literacy skills. Learning to read and write takes about five to seven years to get on par with a native speaker, whereas you can learn to speak between one and two years depending on the methodology. If it's full immersion, it's much faster. If it's within a school context, it can be a little bit longer. But learning to speak like a native is much, much easier than learning to read or write. And many studies began to really bring this to light starting in the early 2010s, 2012. And going back to Stanis Lastihan's book, he looked at the reading brain without adding on this complexity of biliteracy. But when I inquired him about this, he said, actually, we're seeing that if you were brought up early as an early bilingual, there's really almost no difference between a monolingual and a multilingual brain. So that's so interesting, isn't it? The earlier you have language, the more your brain looks like it's just accepting all of your languages as a first language. So if we break this down, what we know about the different studies in early biliteracy skill and in language skills in general and learning how to read and write, we go back to this schematic representation. We have language, which is what we talk about in school, right? Some of the subdomains could be reading, writing, speaking, and listening to that language. And this is the things that we try to enhance and teach. But you have to now go down to this neural pathway to understand the different networks that are involved because different types of activities enhance different networks in the brain. So the main idea is to understand all of these different networks to be able to enhance them with the appropriate activities in class, okay? So that's the big idea here. If we take neuroconstructivism, we try to understand all of these different pieces have to be ready. And this is one of the findings that we had when we did our initial research and compared it in schools. We saw that if we know there are at least 16 neural networks that are related to being able to read. And if all 16 aren't working, the kid isn't reading. Even if he has one of those just weak, he's not gonna read.  You can practice, practice, practice. And then one day, all of a sudden, the kid reads. And it's not because in that moment he learned to read, it's because all of those neural pathways were ready for him to read. So we need to have all of that preparation ready before we're able to do that. Of these 16 neural pathways, we know that things that have to do with physiological perception of the world influence your ability to read as do social-emotional impacts and the cultural context and just the cultural artifacts like the written language, what kind of symbols are you using? Those things influence your reading as well. As do general cognitive abilities of memory, attention, and executive functions, as well as domain-specific functions that have to do with symbols, orders, patterns, categories, and relationships. And so we know that attentional networks are different from visual networks being able to see, which are different from understanding symbol systems in the brain. And that's different from working memory and having this phonological loop so you're trying to remember cat, cat, cat, just remembering that long enough to be able to get the semantic memory there is different. Changing those phonemes, that b, a, g, into an idea of bag, that's a very different neural network from semantic retrieval. What does that word mean, okay? Which is distinct from semantic understanding, which is different from syntactic understanding, understanding the order of the words. They play a different role depending on the placement within the sentence, right? We also know that saying something like, I'm pregnant, depending on your intonation, means totally different things, and that's managed by a different neural network in your brain. If you say I'm pregnant or I'm pregnant, it's totally different, but it comes from similar neural pathways in the brain for context and intonation. So if you don't have prosody going for you, you'll come off flat and you really don't understand what you're saying, right? Or what the person was trying to convey. So we know that intonation is a distinct neural pathway in the brain from all those other things we mentioned. Pulling together coherent sentence, all of those different words and pieces in the right order is a distinct neural pathway, which is even different from pulling together this macro vision of a whole paragraph or a book in an essay, those are distinct neural pathways. Working memory has multiple sub elements to it that are very important, as well as all of these social emotional factors, right? The relationship that the child has with the reading itself, with the peers in the class, with the teacher, how does that impact his social status with the group?  All of these things influence learning outcomes. And I think any teacher would tell you, well, I know that, I know that the kid doesn't, some kids don't have good vocabulary, other kids don't have a good understanding of phonemic awareness, other kids are just shy. So teachers know this, but the very interesting thing is that we now have this information from neuroscience that gives us the tools to say, okay, but what exercises, what activities can I do to enhance these different neural networks to ensure that children read well, okay? So if we go back and look at these various reading circuits in the brain and understand how complex reading is, it's very different to listen and then to read. And reading versus writing is even more complex, right? So we know that language is not one thing in the brain. Language is multiple sub elements in the brain. So in reading languages, you'll see these distinct neural networks. You'll also see that if a kid has been exposed to high frequency words or low frequency words, you'll see that these are distinct neural pathways as well. As is this idea that we can learn a whole lot, for example, from people who are dyslexic. We can learn when things aren't going so well. We understand how that changes the neural pathways in the brain as well. So all of this is just to say that there are very different distinct neural pathways in the brain. There's at least these 16 that we've pointed out that will be important in understanding if you are trying to design or choose activities that would enhance each of those neural pathways. You can't read and write unless all of those are working well. We know that spelling is a distinct neural pathway from the actual exercise of writing that's spelled out words. So all of those things have to combine in order to be able to be an efficient reader, especially in distinct or different languages. Another very interesting fact won't influence the way you teach, but a very interesting fact is that emotionally charged words are actually processed differently in the brain than words for pronouns, for example, or for cat, dog versus something like excited and overwhelmed. So those processing of words is also different based on the emotional charge they have. So in summary, if we look at this from maybe what Indefry and Goudal and Berg's work was, they basically said after trying to look at all of this literature about 15 years ago, they said, you know what? It's easier to ask what parts of the brain are not involved in language than what parts of the brain are involved. Because now if we understand these neural networks in this complex way, we realize that there are many, many areas of the brain that are being used to process language, most specifically for reading and writing. And so if we look back now at these neural networks for reading and writing, these 16 neural pathways, you'll find that those break out into sub areas and there's over a hundred distinct pathways that can be stimulated. So part of this is understanding how to make this usable knowledge by breaking down those neural pathways, understanding the areas of the brain that are being stimulated by that, but understanding these sub elements. When we talk about hearing, that has to do with pitch, tempo, tone, prosody, loudness, whether or not the sound is coming from the left of you, the right of you, or whether or not these are human spoken words or if they're other types of sounds, all of those are different neural networks and teachers need to appreciate those sub elements. Similarly, the things that are used for short-term memory, working memory, long-term memory, those are all very different neural pathways and long-term memory breaks out into multiple sub elements. So biographical memory, semantic memory, long-term fact retrieval, those are all very different. So it's important to appreciate the complexity of the brain, not to be overwhelmed by it, but to understand that this will allow us to be much more precise when we have interaction with our students and choose a much more appropriate type of activities. This is my own personal drawing, trying to understand all of the studies I was reading, trying to track those neural pathways. And again, like in Jeffrey and Gullenberg, I found that it was basically covering most of the brain. It was very hard not to find a part of the brain that was not involved in language processing. So all of these are sub elements, and you're welcome to review this at your leisure to understand all of these different neural pathways related to the distinct neural networks that we mentioned. But this is just the main idea here as a takeaway is to understand the complexity of learning to read and write is much more than just saying, how can we teach a child to read? It's gotta be easy. We're just gonna repeat the same activity. That same activity you might do will only enhance a handful of those neural networks that are necessary. So unless we vary the activities, we will not be able to have successful language intervention. So the main benefit here is precision. It makes teachers more like researcher practitioners. It's based on scientific evidence that we know that these neural pathways exist and we know that they correlate to those different activities. It respects a hierarchy of complexity that is necessary to talk about this neuroconstructivist design for learning. And it basically is how the brain is actually looking for information itself. It knows it can't construct on top of a weak foundation. So it waits to have those lower level or base concepts and reinforced before it moves on. This appears to be university applicable independent of the language. We've used this and looked at this in different language contexts and it does seem to be applicable all around the world. And it helps us better identify those specific gaps that a kid might have on their path to learning, reading, and writing. So the final slide here talks about the difference between general literacy and biliteracy in the brain. And there's a lot going on, but most of the work, as we mentioned before, is only being done in one of these multiple neural pathways. For example, this one is neural mechanisms, a verb in sentence production. It's basically looking at just how verbs play into sentence production, right? Others are looking at the influence or what we can learn from dyslexic brains when we talk about reading and writing in the biliterate brain, right? So each of these is basically looking at a sub-element of this, as I mentioned before, because we now know that breaking down reading and writing in the brain is really much more complex than we had originally thought. And there's multiple pathways that have to be studied and that's what's going on in the research today. So I look forward to your questions. If you can do nothing else, please write down if there were three things you didn't know from before, two things that are interesting to you that you would like to continue researching and that you'll bring as a question to our synchronous meeting, and maybe one thing that you would change about your practice as a language teacher now that you know this information about biliteracy skills. Thank you very much. If you have any questions, please don't hesitate to write. Take care.


Hi there. There's a website called Keymailer, which if you are a YouTube gamer, I highly recommend checking out. It's basically just a website where you can sign up for, you can either request keys from different games, or random developers will just send you keys to their games. It's great. And I got an email today. You get an email if you have an email notification turned on every time you get a key. And I got an email today that was like, hey, you've been You've been gifted a key for baby walking simulator. So this is that. I don't know what we're in for.  Okay, I'm 150 seconds with zero. Okay. Hold and release space bar. Hold. Release space bar. What the? What? 150. Okay, I'm gaining. Okay. Okay. Oh my god, guys.  How do I regain balance? Shit! I don't, I don't, I don't know. I don't, I don't know this, the protracts. I aaaaaaah! Don't fall, baby!   Where am I on the leaderboard? 138. Okay, how do I do this? Hold and release space bar. Do I release it? When do I release it? I don't, I don't know when I release it. I'm not, I'm not quite sure. How do I do this? Baby? Sweet. Baby! Come on, come to papa. Come to papa, baby.   I think I'm getting it, guys. What? What happened? An enemy approaches! An enemy!  How do I do this? I will succeed, 130 at the end. So basically, you hold it until when they wiggle, and then you unhold, I think I'm understanding. I think I'm starting to get it. Guys, are the protracts being made?   What do I do? What do I do with it? What do I do with the ball? I don't know. I don't know what to do. What if the ball hits me? What happens if the ball hits me?   We will surely be concussed. If not, what?  Baby, come on, baby. You've got to do better than that, baby. Come on. Don't slip. Don't fall. Don't fall. Don't slip. Don't fall. Is that... Careful, baby. Careful, baby. Never shake a baby. We got music. Did it hit me in the skull? Baby!  World record. Where am I? 101? I gotta be in the top 100. This game is going to take a million years, though, is the thing. Because babies don't walk so fast. In fact, they walk incredibly slowly. Very, very slowly. Why am I tearing up? I didn't make myself do this. The beautiful... The beauty of youth? Pure? Truly a miracle. Life? Look at this baby. A woman grew this baby inside of her. Every woman is a scientist at heart.  I can't do anything. I can't even grow a plant, let alone a human being. I don't have to say inside my body, which people might have confused, is that I'm trying to grow plants inside my body. I'm not. But even if I wanted to, I couldn't.  Baby, you're a good dancer. Shit. 2.598, we have to be in the top 100. We've gotta. If we don't, my father will be surely so disappointed in me. And if I'm not trying to impress my father, then who am I trying to impress? Myself? Nay. Come on, baby. Use those feet good, Lee. Alright? Don't be too wobbly now. Don't be too wobbly. See, I think we've got a good rhythm going. This is a rhythm game, guys. Like Guitar Hero. I don't know what the yellow thing means. What the yellow line is there. Does the fullness of the diaper also impact the distance that we are able to walk? This is me when I'm drunk. It's 100% me when I'm drunk. Just wobbly little baby. I am a wobbly baby. Every drunk person is- Stop! Let's try again. I just want to get top 100. That's all. I think we have to beat 2,500. What do we have to beat? 2,643 is to get into the top 100. Well, that didn't go well, did it? I am digging the jams in this. The jams are kind of fun. How much can we let the baby wobble? I'm not sure, and I don't want to test it out. Because I don't want this baby to fall. Stand up, baby. See, the farther we go, the harder it gets. Come on, baby! Come on, baby!  We were so close. Baby? Why is there no music? Baby, are you okay? We were jamming out just then. I don't know what happened to the audio. We're already walking. We're on our sweet, sweet journey. One that will lead us to greatness. Where are we walking to? Where will our journey take us? What is the purpose for this child? What made the child get up on its hind legs and say, I want to go forward? Or was it even I want to go forward? Or was it more I want to go somewhere? Somewhere where I can make something of myself, said the baby. Somewhere where I can truly reach my potential. Past the great train. Past the teddy bear. Past the pyramids. Past everything I've known. Where will we go? Give me that hug 98! I know what the number one spot is. Does it show the number one spot? Can I see a leaderboard? I cannot. That is where I'm going to end this. I know that it was short, but such are the legs of a baby. So, you know. Anyway, thank you guys so much for watching. Hope you enjoyed. If you did, make sure to slap that like button right in the face. And I will see you guys in the next video. If you want to check out the game, link will be in the description. Okay, see you later. Bye! Bye!