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"Oh, hi! Welcome to my school hou-"

GOTTA SWEEP SWEEP SWEEP

Welcome to Baldi's Basics

in Education and Learning...

that's - that's - that's - that's

[Static]

One school house…

One Math professor…

One problem that can't be solved…

Ladies and gentleman, I present to you, the deranged school of Baldi's Basics.

From what looks like something that crawled out of MS Paint hell, Baldi's Basics takes

you on a magical math journey that will leave you with never-ending nightmares.

You're thrown into a school house with this fine fella and you're on a quest to recover

7 magical notebooks scattered about this cursed building.

Immediately I'm thrown back into my younger years where a little Swanky was powering through

the edutainment games of the past.

From Number Munchers, to more complex games like The Secret Island of Dr. Quandary - I

spent A LOT of time at school playing through these.

While the core of these games were education-based, that doesn't mean they weren't enjoyable.

That doesn't mean Reader Rabbit wasn't the coolest thing ever.

Well, maybe it does.

But the fact that we could indulge in games at school was absolutely superb.

Swinging back over to Baldi's Basics though…

I think that's exactly why people are enjoying this so much.

The awful artwork is on par with some of the earlier games we played, and the robotic nature

of the voices in the game are spot on too.

Often times we didn't really care about the world of edutainment games.

We'd finish playing it and then go back to school, and when we got home we'd fire

up our other video games.

But Baldi's Basics is different thought because I did want to know about this world.

What was going on his this world of eye bleeding artwork?

One would think there is no story present here at all…

I mean, even one of the chalk boards reads "place lore here", signifying that there

isn't anything to be covered.

But I don't think that's the case at all.

Humor me for a second, but the objects, characters, and environments of a game tell a story on

there own…

And beneath the madness that is Baldi, I think there is actually a story that can be derived…

Something creepy and abstract.

The true story of Baldi and the horrors of this school.

But before I dive into theory-land, let's cover what we know.

Believe it or not there is actually a story that is provided by the game, and it reads

as follows: "Oh noes!

School is out but your friend has a problem!

He left all his noteboos in school, but doesn't have time to go get them, because if he does

he'll be late for eating practice.

To help him out, you have to go back in the school and find all 7 of his notebooks for

him.

It won't be easy though!

Baldi loves challenging his students with fun trivia problems whenever he can!

Each time you find a notebook, you'll have to answer some questions.

Answer all three correctly, and you will earn a prize!

Find all 7 notebooks, and then exit the school, to win!

Seems pretty straightforward enough.

Seven legendary noteboos all waiting to be collected.

One friend who has to practice his eating, which I imagine means "oh crap I'll be

late for dinner if I have to go back", and one Baldi who is still lingering after school

hours.

So now we have the baseline story in place, but this is where things get interesting.

Because now we must scavenge the school to actually piece together what is going on here.

So let's start off with our main adversary in this adventure: Mr. Baldimore.

Or at least creeping on the developer's Twitter, it looks like we might be able to

assume his full name could be based on the insanely deep lore he revealed.

Swinging back over to the game though, there's a room in the building that specifically outlines

blurbs associated with each of the characters.

Baldi's states that he's a great teacher due to his incredible hearing abilities.

He can not only tell where any sound came from, but who made it too.

I'm not sure why having great hearing warrants someone to be a great teacher - I mean, I

guess you can catch people misbehaving in class when your back is turned, but it seems

like an odd skill.

Obviously it's letting us know that he can hear us when we make noises in the game, but

the fact that he can hear us from anywhere is kinda creepy.

I mean, there are plenty of other characters running around the school, so you think that

would distract him some.

But nope, Baldi with his laser focus hunts us down one ruler hit at a time.

It's also pretty interesting to me that Baldi starts off rather friendly before ultimately

turning into a complete monster.

He welcomes us to his schoolhouse, despite him only be a teacher there, and he even rewards

us with a quarter for our first good deed.

However, perhaps this is only to drag us into a false sense of security.

We entered this schoolhouse and found two notebooks really easily, but the last five

are going to be quite the challenge.

Which is bizarre if you stop and think about it.

Our friend told us that he left his notebooks in the school, which would make one think

that all the notebooks should be together.

I mean, how does someone conveniently leave all the notebooks in separate classrooms and

then ask their friend to go retrieve them all?

Or perhaps they were all in one area, but Baldi scattered them across the school so

he could hunt you down with a ruler.

It's like The Most Dangerous Game, except Baldi isn't using a gun.

And we finally do get those seven blasted notebooks, despite failing every quiz associated

with them, our world transforms around us.

The halls grow blood red and we find ourselves having a super hard time trying to escape.

Baldi lays down a steady ruler beat track as he sprints through the halls closing in

on us…

But doesn't all of this seem super weird?

The school is literally terraforming around us and changing its shape as we try to escape…

And I think all of this points to a clearer picture of what is really going on here.

It's all a dream.

Womp womp.

I know that's usually the worst explanation to anything because it's a copout, but hear

me out on this.

As a child in early grade school I often had school-related dreams that would highlight

my greatest fears.

Whether it be a difficult test, classmates being jerks, or a teacher that terrified us.

For a lot of people schools aren't the best environments.

There is a lot of pressure at school for a ton of different reasons.

The things we see in Baldi seem to mimic these scenarios, but it's almost as if they are

being amplified and released all at once.

What if we were a kid who struggled with math?

For some people it doesn't click right away, especially at a young age.

Anything related to math would eventually grow to be a pain point for us.

We'd hate math because we aren't good at it, and we'd grow to hate our math teacher

because he is a source of that pain.

What better nightmare fuel?

Your friend is relying on you to grab their things but you come across unsolvable math

problems that only make your instructor more and more angry.

You continually fail over and over again as your teacher becomes further infuriated at

your actions.

And to top things off, you run into other people who block you as you try to escape

your teacher.

How they actually look escapes your memory and you just remember them for what they stand

for.

A broom for the janitor,

a sock puppet for the arts and crafts student,

a blurry face with a jump rope for the girl who asked you to jump at recess

the Principle who only

mutters on and on about rules in the hallway.

You even encounter someone who bullies you into giving them your food.

Regardless of what happens though, your teacher Mr. Baldi walks towards you step by step as

you panic.

It's a nightmare where you can never run fast enough or get away, and to make matters

worse, if you do manage to get all the notebooks, the reality of your world collapses and it

truly becomes a nightmare that seems impossible to escape.

The hallways change as the school around you reacts to your frightened emotions.

It tries to become a labyrinth that you can't escape from, but if you finally do manage

to escape, you simply awake…

You awake to a splash screen saying… you won?

You have a math test today and you're dreading it.

Or at least that's what we can try to piece together from this.

Now obviously this is a game jam game - and for those who don't know what that is, it's

a game created under certain rules within a specific window of time.

I've actually attended a few game jams myself and they are really cool, collaborative experiences.

Sometimes you make a game in under 48 hours, sometimes longer.

Baldi's was built around the theme of meta games.

Meta games typically break the fourth wall, parody other titles, or involve looking through

game files or other assets.

There's a lot they can contain.

For example, Doki Doki Literature Club was a great meta game because it was a dating

sim parody with an overhauled metagame within.

Baldi's fits into the the same style, but just in a different way.

Even though no overarching story was outlined for us in Baldi's Basics, what we have present

is enough to try to piece one together.

It's like stumbling upon a crime scene and only having the clues.

We thought it was Colonel Mustard with the pipe in the dining room, when in reality,

it was Baldi with the ruler in the hallway.

Obviously we're trying to stitch together a story out of complete nonsense, but that's

what's so fun about it as well.

But now that I've dumped that on all of you, I'd love to know what you think.

What do you think is going on in Baldi's basics?

A crazy nightmare fueled by a fear of math?

Did our friend set us up and try to sacrifice us to a math demon?

Let me know your thoughts in the comments below.

And with that…

Thanks for tuning in to this deadly exam!

If you haven't already, check out my creepy playlist of other video game theories.

Doki Doki Literature Club, FNAF, Dream Daddy, Bendy, and so much more.

Anyways, thanks for watching guys and gals - and until my next video, cheers!

For more infomation >> Baldi's TERRIBLE SECRET! (Baldi's Basics in Education and Learning Theory) - Duration: 10:03.

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05/22/2018 - NMUSD Board of Education Meeting - Duration: 2:45:16.

For more infomation >> 05/22/2018 - NMUSD Board of Education Meeting - Duration: 2:45:16.

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Review: iPad for Education - Duration: 3:46.

For more infomation >> Review: iPad for Education - Duration: 3:46.

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Baldi the teacher!||Baldi's basics in education and Learning - Duration: 15:01.

Baldi: sPaNkY TiMe

correct

For more infomation >> Baldi the teacher!||Baldi's basics in education and Learning - Duration: 15:01.

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05/23/18 Council Budget Hearings: Board of Education - Duration: 2:55:46.

For more infomation >> 05/23/18 Council Budget Hearings: Board of Education - Duration: 2:55:46.

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School Students Get Financial Education - Duration: 1:26.

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since 2002. He has created thousands in passive monthly income for countless

followers. Now he has a free book - the 7 principles for creating wealth in your life.

Get your copy now at getricheducation.com/book

That's getricheducation.com/book because investing in what produces income

for you now and later, Keith Weinhold is your guy. Sign up now at getricheducation.com/book

For more infomation >> School Students Get Financial Education - Duration: 1:26.

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Massachusetts Higher Education Commissioner Dr. Carlos Santiago | Connecting Point | May 25, 2018 - Duration: 12:50.

MASSACHUSETTS EDUCATION COMMISSIONER DR.

CARLOS SANTIAGO WAS IN WESTERN MASSACHUSETTS

THIS WEEK.

SANTIAGO IS CAUTIONING THAT THE ABRUPTS CLOSURE OF MOUNT IDA

COLLEGE IN DEDHAM IS PART OF A LARGER TREND HERE IN

MASSACHUSETTS, AND BEYOND.

LAST WEEK, ATTORNEY GENERAL MAURA HEALEY OKAYED THE

$75 MILLION SALE OF MOUNT IDA TO U. MASS AMHERST, BUT ALSO SAID

SHE WOULD INVESTIGATE WHETHER MOUNT IDA OFFICIALS VIOLATED

THEIR FIDUCIARY DUTY.

SANTIAGO'S OFFICE HAS WORKED WITH HEALEY'S TO UNDERSTAND

THIS SUDDEN TURN OF EVENTS.

BUT BEFORE SANTIAGO AND I GOT TO THAT, I FIRST ASKED HIM ABOUT

THE STATE OF PUBLIC EDUCATION.

>> THIS IS PROBABLY THE MOST CHALLENGING I'VE SEEN IN MY 30

PLUS YEARS.

BECAUSE THE DEPARTMENT -- DEMOGRAPHY IS CHANGING.

SO AT A TIME WHEN MASSACHUSETTS AND ITS INNOVATION ECONOMY NEEDS

MORE EDUCATED AND SKILLED WORKERS IN ITS LABOR FORCE, THE

PIPELINES ARE GETTING A LITTLE DRYER THAN WHAT WE WOULD HAVE

HOPED.

>> ONE OF THE THINGS GETTING IN THE WAY OF THAT IS COST.

>> COST IS, AFFORDABILITY IS ONE OF THE THINGS MORE ON THE

INDEPENDENT PRIVATE INSTITUTIONS THAN OUR PUBLIC INSTITUTIONS.

BUT EVEN AMONG THE PUBLIC INSTITUTIONS, COSTS HAVE BEEN

RISING.

>> SPEAKING TO YOUR POINT ABOUT THE NEED FOR, WHEN YOU LOOK AT

THE LIGHT MANUFACTURING INDUSTRY IN PARTICULAR, WE KNOW NOT ONLY

HERE IN MASSACHUSETTS BUT THROUGHOUT NEW ENGLAND THERE ARE

A LOT OF OPENINGS IN THAT AREA.

SPRINGFIELD TECHNICAL COMMUNITY COLLEGE IS THE ONLY TECHNICAL

COMMUNITY COLLEGE IN MASSACHUSETTS.

WOULD YOU LIKE TO PUSH FOR ONE OR TWO MORE TECHNICAL COMMUNITY

COLLEGES?

>> WELL, I THINK IN MANY RESPECTS EVEN OUR NONTECHNICAL

INSTITUTIONS ARE STARTING TO MOVE MORE IN THAT DIRECTION OUT

OF NECESSITY.

SO WE KNOW THAT HISTORICALLY SOME HAVE BEEN MORE TO TRANSFER

INSTITUTIONS OR MORE OR LESS TECHNOLOGY FOCUSED, BUT THEY'RE

ALL MORE OR LESS STEPPING UP TO THE PLATE.

I THINK THAT'S GOOD FOR EVERYBODY.

>> BIG NEWS WE'VE BEEN HEARING STATEWIDE RECENTLY IS THE

PURCHASING OF MOUNT IDA COLLEGE.

LAST WEEK WE SAW ATTORNEY GENERAL HEALEY APPROVE THAT

SALE.

WHAT'S YOUR REACTION TO HER DECISION?

>> WE'VE WORKEDERY CLOSELY WITH THE ATTORNEY GENERAL'S

OFFICE.

WE ARE RESPONSIBLE FOR THE CLOSURE PLANS OF THOSE

INSTITUTIONS AND REVOKING THEIR DEGREE AUTHORITY.

SO WE'VE BEEN VERY MUCH INVOLVED FROM OUR PERSPECTIVE.

STUDENTS COME FIRST.

AND FINDING THEM CREDIBLE PATHWAYS SO THEY CAN CONTINUE

THEIR ACADEMIC CAREER IS CENTRAL, THE MOST IMPORTANT

THING WE'VE BEEN DOING.

IT HELPS US WHEN THE ATTORNEY GENERAL CAN BASICALLY ENFORCE

SOME OF THOSE ACTIONS.

SO WE HAVE RELIED ON HER OFFICE TO HELP, WE'VE WORKED TOGETHER

WITH THEM ON SOME OF THE TRANSFER PROGRAMS.

AND BY AND LARGE, EVEN THOUGH MOUNT IDA HAS HIT THE NEWS FOR

THE LAST MONTH OR SO, THE REALITY IS THAT OUR DEPARTMENT

HAS DEALT OVER THE LAST FIVE YEARS WITH 15 SUCH CLOSURES AND

MERGERS.

AND THE OTHERS HAVE NOT GOTTEN ONTO THE FRONT PAGE OF THE

NEWSPAPER OR NEWSCAST.

>> THE CIRCUMSTANCES AROUND THIS ONE WAS UNIQUE, THE TIMETABLE

WAS BRIEF, AND YOU WROTE A LETTER TO THE PRESIDENT SAYING

YOU WEREN'T FULLY BRIEFED ON THE FACT THAT THIS WAS HAPPENING,

RIGHT?

>> I DID MENTION TO THE OVERSIGHT COMMITTEE THAT I WAS

NOTIFIED AT THE STATE HOUSE IN A FUNCTION WHEN A REPORTER PUT A

MICROPHONE IN FRONT OF ME AND SAID WHAT DO YOU THINK ABOUT

THIS CLOSURE?

AND I TOLD THEM WHAT CLOSURE?

>> PROBABLY NOT THE WAY YOU'D LIKE TO HEAR ABOUT THAT.

>> NOT THE WAY WE SHOULD HAVE BEEN INFORMED.

>> TO YOUR POINT, THE DEPARTMENT HAS DEALT WITH 15, AS YOU SAY,

OTHER CLOSURES ARE MERGERS.

ARE YOU CONCERNED THAT THERE ARE OTHERS ON THE HORIZON?

>> WE THINK EVEN IF YOU LOOK AT THE NATIONAL DATA WE ARE SEEING

MORE THAN WE'VE EVER SEEN BEFORE, AND THERE ARE MERGERS AS

WELL AND CLOSURES AND CONSOLIDATIONS.

SO I THINK IT IS A SYMPTOMATIC OF WHAT'S GOING ON IN PUBLIC

HIGHER EDUCATION AND PRIVATE HIGHER EDUCATION, IT'S

SYMPTOMATIC OF THE DECLINE IN ENROLLMENT.

THE MOST VULNERABLE INSTITUTIONS ARE SMALL NONPROFIT INSTITUTIONS

THAT DEPEND MOST HEAVILY ON TUITION FROM STUDENTS.

THOSE ARE THE ONES THAT ARE MOST IN JEOPARDY.

>> WE DON'T HAVE THE LARGE ENDOWMENTS THAT SOME --

>> THEY DON'T HAVE THE RESEARCH DOLLARS, THEY DON'T HAVE THE

OTHER KINDS OF STREAMS OF REVENUE THAT CAN SUPPORT THEM

DURING THE TOUGH TIMES.

>> YES.

WHEN WE LOOK AT HIGHER EDUCATION MOVING FORWARD, WE HEARD A

REPORT LAST WEEK FROM THE HOPE INSTITUTE, AND YOU MIGHT BE

CONNECTED, IT'S CONNECTED TO ONE OF YOUR FORMER INSTITUTIONS.

>> YES.

>> BUT WHAT WE THREADER IS THAT STUDENTS ARE STRUGGLING AT THE

STATE AND UNIVERSITY LEVEL WITH EITHER HOMELESSNESS, HOUSING

INSECURITY, OR FOOD INSECURITY.

HOW DO WE NEED WHAT ARE THE CHANGES THAT NEED TO BE MADE TO

HELP THESE STUDENTS?

>> IT'S INTERESTING, WHEN YOU FIRST BROUGHT UP THE ISSUE OF

AFFORDABILITY, I IMMEDIATELY THOUGHT OF TUITION AND FEES AND

BOOKS.

WHAT WE KNOW IS IN THE REALITY OF THE STUDENTS THAT ARE COMING

TO OUR INSTITUTIONS NOW, OUR PUBLIC INSTITUTIONS, WHEN YOU

TALK IT OUT, THE COST OF EDUCATION, IT DOES INCLUDE FOOD

INSECURITY, HOMELESSNESS, TRANSPORTATION, AND DAY CARE.

>> NOT THINGS THAT PEOPLE WHO ARE THINKING ABOUT GOING TO

COLLEGE TRADITIONALLY THINK ABOUT, RIGHT?

>> ABSOLUTELY.

SO THERE ARE A NUMBER OF THINGS.

WE'RE WORKING WITH OTHER GOVERNMENT AGENCIES, WE'RE

GETTING THE FEDERAL NUTRITION PROGRAM TO APPLY TO STUDENTS AS

WELL, SO WE'RE WORKING ON SOME PILOTS.

WE'RE USING SOME OF THE STATE UNIVERSITY BEDS THAT ARE

AVAILABLE AND SEEING IF THEY CAN HOUSE TEMPORARILY COMMUNITY

COLLEGE STUDENTS.

THERE ARE AVAILABLE BEDS, YOU HAVE AVAILABLE STUDENTS, THEY

STILL HAVE TO PAY FOR THOSE BEDS WHETHER THEY'RE FULL OR NOT.

SO THIS IS A GOOD WAY TO GET OUR,

PARTICULARLY OUR 24 STATE UNIVERSITIES AND COMMUNITY

COLLEGES WORKING TOGETHER.

SO THERE ARE SOLUTIONS, AND IT'S JUST A NEW WORLD FOR MANY OF US.

WE NEVER THOUGHT THAT HUNGER AND HOMELESSNESS WOULD BE A CRUCIAL

ISSUE, AND NOW IT IS.

>> I KNOW IT WAS SOMETHING THAT WGBH, YOU SPOKE TO THEM IN 2015

WHEN YOU FIRST BECAME COMMISSIONER, THAT THIS WAS A

CHALLENGE, AND AT THAT TIME THE REPORTING POINTED OUT THAT ONE

OF THE WAYS THIS WAS BEING LOOKED AT WAS BY HAVING ON

CAMPUS FOOD PANTRIES.

>> YES.

ALL.

OUR CAMPUSES HAVE FOOD PANTRIES.

WHEN I FIRST TALKED ABOUT THAT IS WHAT I WAS HEARING FROM

STUDENTS.

THEY WERE TELLING ME THEY HAD THESE ISSUES.

MASSACHUSETTS IS ACTUALLY THE FIRST STATEWIDE SURVEY OF ALL

THE PUBLIC INSTITUTIONS IN THE HOPE LAB, SO WE WERE VERY PROUD

THAT AS A STATE WE STOOD UP.

ALL THE CAMPUS PRESIDENTS OF OUR PUBLIC INSTITUTIONS STOOD UP AND

SAID LOOK THIS IS AN ISSUE, WE WANT TO SEE THE EXTENT OF THE

ISSUE.

AND THE RESULT THANKS WE'RE STARTING TO SEE FROM THE SURVEY

SUGGEST YES IT IS AN ISSUE, AND IT'S NOT ALL THAT DIFFERENT FROM

WHAT WE'RE SEEING A CROSS THE COUNTRY.

>> ONE OF THE THINGS YOU CALLED ATTENTION TO IN THAT 2015 REPORT

WAS THAT GRANTS WERE ONE OF THE WAYS THAT THESE PILOT PROJECTS

WERE BEING FUNDED.

IS THAT STILL THE CASE AND IS THAT A PROBLEM?

>> WE HAVE BEEN ABLE TO GET SMALL GRANTS TO SUPPORT THIS.

WE ARE SEEKING ADDITIONAL DOLLARS FROM A VARIETY OF

SOURCES TO SUPPORT IT.

WHEN YOU MAKE THE CASE THAT THIS IS NECESSARY, PEOPLE SOMETIMES

SHAKE THEIR HEADS AND SAY HOW CAN THIS BE.

AND I THINK THE REALITY IS WE JUST HAVE TO CONFRONT IT IN

DIFFERENT WAYS, AND WE'RE EXPERIMENTING.

I REALLY THINK THE PRESIDENTS OF OUR INSTITUTIONS HAVE STOOD UP

AND SAID, LOOK, THIS IS SOMETHING WE NEED TO ADDRESS.

THEY ALL HAVE FOOD PANTRIES, AS YOU MENTIONED, AND I THINK WE'RE

LOOKING TO SEE HOW THE STATE UNIVERSITIES AND COMMUNITY

COLLEGES CAN WORK TOGETHER TO PROVIDE LIVING LOCATIONS FOR

THESE STUDENTS.

>> WHETHER YOU'RE A STUDENT OR NOT, I'VE TALKED TO FOOD

INSECURITY ADVOCATES ON THIS PROGRAM BEFORE, ONE OF THE

CHALLENGES FOR PEOPLE IS THE SHAME OR STIGMA ATTACHED TO

SEEKING THAT HELP.

>> ABSOLUTELY.

>> WHEN YOU WERE A PHD STUDENTS, FOOD INSECURE WAS SOMETHING YOU

STRUGGLED WITH.

WHAT WOULD YOU SAY TO SOMEBODY WHO MIGHT BE IN A VULNERABLE

POSITION TO ENCOURAGE THEM TO SEEK OUT THAT HELP?

>> YES, I THINK OUR CAMPUSES HAVE TO BE MORE ATTUNED TO

WHAT'S GOING ON IN STUDENTS' LIVES.

AND I THINK THAT WOULD REDUCE SOME OF THE STIGMA.

I THINK OTHER STUDENTS ARE GREAT AMBASSADORS FOR THEIR PEERS.

THEY SUPPORT THEM, THEY HELP THEM.

SO WE HAVE TO DO MORE OF THAT.

BUT A LOT OF THIS IS NEW TO US.

IT'S INTERESTING, YOU HAD MENTIONED MY TIME WHEN I WAS A

GRADUATE STUDENT, I EVEN FORGOT I SAID THAT AT THAT INTERVIEW.

BUT IN FACT IT WAS AT A TIME WHEN I RECALL THAT I HAD A

FAMILY, I WAS MARRIED, HAD A YOUNG DAUGHTER, I WAS IN

GRADUATE SCHOOL.

AND WE COULD APPLY AND RECEIVED THE EQUIVALENT OF THE SNAP

PROGRAM, FOOD STAMP PROGRAM.

THAT WAS VERY IMPORTANT, IT WAS TEMPORARY, BUT IT HELPED YOU GET

BY. AND IT MADE A DIFFERENCE.

>> ONE OF THE THINGS THAT YOU'VE POINTED OUT AS OUR FIRST LATINO

COMMISSIONER OF EDUCATION IS YOU'VE WRITTEN A LOT ABOUT THE

CHALLENGES YOU SAW AS A STUDENT, AND PUTTING YOURSELF OUT THERE

TO HELP OTHER STUDENTS SEE THEM SNESTLES YOUR SHOES.

YOU WROTE IN A BOSTON GLOBE OP ED THIS PAST FALL SOMETHING AND

I WANTED TO READ IT.

MANY OF US HAVE ONE FOOT IN THE ACADEMIC WORLD AND THE OTHER

FOOT IN THE WORLD WE CAME FROM, STRADDLING A FAULT LINE THAT CAN

FEEL LIKE A PERSONAL IMBALANCE.

HOW DID YOU MEET THAT IMBALANCE FOR YOURSELF?

>> WELL, I THINK IN MANY RESPECTS, PARTICULARLY COMING TO

THE UNITED STATES AT THE AGE OF 3 AND MOVING AROUND FROM PUERTO

RICO, MOVING AROUND, MY FATHER WAS IN THE MILITARY.

SO MY YOUNGEST BROTHER WAS BORN IN FORT DEVENS HERE IN

MASSACHUSETTS.

WHAT I DID WAS BASICALLY BEGUN RESEARCHING AND WRITING AND

PROMOTING THE KIND OF SCHOLARSHIP THAT FOCUSED ON THE

REALITY THAT MANY OF US NOT ONLY EXPERIENCE BUT ALSO READ ABOUT

FROM OUR PEERS.

WE FOUNDED THE PUERTO RICO AN STUDIES ASSOCIATION.

WHEN I WAS PRESIDENT WE HAD OUR MEETING AT U. MASS AMHERST.

THOSE ARE IMPORTANT LEGACY POINTS, BECAUSE YOU HAD A CADRE

OF NEW YOUNG FACULTY THAT WERE REALLY INTERESTED IN LEARNING,

WHAT IS THE REALITY OF THESE COMMUNITIES THAT ARE COMING TO

THE UNITED STATES AND HOW ARE THEY THRIVING OR ARE THEY NOT

THRIVING.

WHAT ARE THE OBSTACLES THEY'RE FACING.

SO I WAS VERY NORTH NATIONAL TO BE ABLE TO TAKE MY ACADEMIC WORK

AND SAY LET ME USE WHAT I'VE LEARNED IN THIS COUNTRY IN TERMS

OF MY ACADEMIC EXPERIENCE, AND APPLY IT TO A GROUP THAT I DON'T

THINK HAS BEEN TALKED ABOUT IN TERMS OF WHAT THE REALITY THEY

WERE EXPERIENCING.

>> ONE OF THE THINGS WE KNOW ABOUT THE LATINO POP US IN THIS

REGION AND THE STATE IS ONE OF THE ONLY GROWING SECOND TORGS OF

THE POPULATION HERE.

>> YES.

>> IN TRYING TO CONVINCE THOSE STUDENTS RECOGNIZE THEIR PATH TO

COLLEGE, ONE OF THOSE PROGRAMS IS THE 100 PEOPLES TO COLLEGE

PROGRAM.

AND YOU'VE WRITTEN ABOUT YOUR SUPPORT OF THAT.

WHAT'S THE SIGNIFICANCE OF THAT PROGRAM?

>> I THINK IT'S HUGELY SIGNIFICANT.

WE STARTED IN SPRINGFIELD, WE HAD ALL OF THE COLLABORATIONS,

WE HAD THE SCHOOL DISTRICTS, U. MASS AMHERST, WESTFIELD, STICK,

ALL OF IT, THE INSTITUTIONS WERE PARTICIPATING.

BUT THE BEST WAY TO DESCRIBE HOW SUCCESSFUL IT'S BEEN IS THAT

FROM THERE WE THEN HAD FRAMINGHAM EXPRESS AN INTEREST

AND WORCESTER EXPRESS AN INTEREST AND NOW WE'VE GROWN IN

BROCKTON AND SALEM.

SO WE FOUND THAT THE COMMUNITIES IN WHICH THESE STUDENTS COME

WERE VERY HUNGRY FOR THIS KIND OF APPROACH, THIS APPROACH OF

TAKING A STUDENT IN HIGH SCHOOL, A STUDENT THAT WAS CERTAINLY NOT

AN OVERACHIEVER, A STUDENT WHO STRUGGLED A BIT BUT HAD GOOD

ATTENDANCE AND WAS INTERESTED IN SCHOOL, BUT WAS NOD PROGRESSING

WELL.

AND THAT'S THE STUDENT WE FOCUSED ON, AND WE GOT THEM

INVOLVED IN THIS APPROACH, GAVE THEM COLLEGE CREDITS WHILE THEY

WERE IN HIGH SCHOOL SO THEY COULD UNDERSTAND WHAT COLLEGE

WAS LIKE, AND IT'S MADE A TOWARD OF DIFFERENCE FOR THOSE STUDENTS

AND THOSE COMMUNITIES AS WELL.

For more infomation >> Massachusetts Higher Education Commissioner Dr. Carlos Santiago | Connecting Point | May 25, 2018 - Duration: 12:50.

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Verizon's 5G Incubator: ChalkTalk Using 5G to Transform Education | Technology Demo | Verizon - Duration: 1:59.

People solve problems and they either use the tools they have or they develop new tools.

I started developing Chalktalk so I could understand what that visual language might be like because I knew augmented reality was coming.

I think the original ideas for Chalktalk probably started when I was about 6 years old.

I read Harold and the Purple Crayon It was a fantasy for children…

… about a little boy who could take his purple crayon and draw things and they would come to life.

I've been interested in understanding how people will express themselves in that future

…when I can just draw in the air and you can see it too and that drawing can come to life.

That fundamental conversational exchange- that's the core of what we're exploring.

My students are really excited about the collaboration with Verizon and the fact that there's a 5G node right here at the Alley.

… Because they've been wanting to do these experiments with wireless communication.

And that delay that's less than 1/100th of a second that gives you that real responsiveness.

If we want the whole world to adopt it, we really need to be working with someone like Verizon.

In a way, we're trying to extend language itself to be something that's visual instead of just something that we hear.

The best way to explain about physics is just to demonstrate it.

So if I draw a pendulum, I should be able to connect that pendulum to the graph.

And then as I swing the pendulum, you see the sine wave that shows the magnitude….

Everything we do as human beings is to support mind to mind, emotion to emotion communication

…using whatever physicality we can get our hands on.

Chalktalk is a way of extending that freedom and that human to human communication to the visual space.

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