Need to revisit the curriculum at design schools, including NIFT/NID : Be Entrepreneurial

It was a pleasure and privilege to be part of the Jury of the finals of the first All India #NIFT HG #business plan competition at @n.i.f.t national HQ in Delhi. It is indeed an honour and joy to start a new journey of contributing to the #design #education and fostering #entrepreneurship in design schools of the country.

Today, we have 16 NIFT campuses across the country. Five finalists emerged from the six month long competition that started from each of the 16 campuses. This initiative by #HarishGupta, an #NIFT alum of 1991 batch is praiseworthy and has the potential of #transforming the #design #education in #India.
In the pic include the visionaries who have given shape and are still giving to not only NIFT but also design as a edu-vertical and industry in the country. first DG Mrs Rathi (IAS) and current DG Mrs Sharda (IAS). Also seen are pioneer in #womenentrepreneurship @cwei Mrs Shashi, the founding CEO of Lacoste in India, Jayant, Harish Gupta of fashion learning, Praveen of Pincap fintech and other eminent roleholders in the NIFT fraternity Prof Sibichan, Prof Prabir, Prof Sudha, Prof Sohail…

The Jury was chaired by Mr Ganesh Natarajan, now an entrepreneurial mentor and investor, who has been known for spearheading Aptech at one point of time.

My few take aways from being part of the Jury..

A. The students taken in by the NIFT/NIDs may be creative, but the institutions need to invest in their personality transformation. You can present yourselves, create opportunities and clinch deals only if you are articulate and are convincing.

B. There is a dire need for instittutions to create a larger vision for themselves that can impact society in various ways, not limited to churning graduates. The four years of education needs to integrate with the external world. Break the insulated existence.

C. Then comes the need facilitate students to create their vision for life. Greater the integration with the external world through excercises of bringing outside world into classrooms and taking classrooms to the outsideworld, higher will be facilitation of students to have a better vision.

D. Need to foster entrepreneurial mindset as part of evolution of a student during the four years. This happens only when the institution is entrepreneurial, faculty is entrepreneurial, the processes are entrepreneurial. The institution should think of a few challenges/problems in its city as projects that could add immense value to the society, and solve them through their expertise; bring in relevant corporates to sponsor (csr), integrate these projects with the curriculum, at least in the 3rd and 4th year. Initiate the students into a structured entrepreneurial curriculum in the second year.

E. Of course embrace and institutionalize the competitions like NIFT HG business plan competition to help students participate, validate their ideas, create incubation possibilities. The funds will pour in. I am sure there are many investors like me who want to bet on the horses with potential.

F. The institutions need to tell themselves that they will incubate half a dozen endeavours/companies every year.

A stitch in time saves nine, as they say. It is time for NIFTs and NIDs to restitch in time to infuse energies.

Time to take off.

#careerlauncher

Advertisements

Classroom Expectations: Positive management for the productive growth of students

I got a questionnaire from edinbox.com to respond to. Though the brief is to write answers in a couple of sentences for each issue/question raised, I feel unless we do not understand the very evolution of a human being, cognitively and behaviorally, we cannot find solutions to any of the issues raised here. Hence, I am giving the context before I address each of the concerns raised in the questionnaire. My answers for each of these questions could be dramatically in variance with the conventional wisdom that is prevalent around most adults. Whatever I am sharing here is an outcome of over two-decades of hands-on experience of being with children and young-adults, setting up schools, creating learning environments there in; and also seeing over a couple lakh students excel in career and life. Quite a few of those grown up adults bring their children to us, to seek help now!

Phases of learning in the evolution of a human being.

Fig 1. Evolution of the human being, cognitively speaking.

 

The above conceptual framework is self-explanatory. Various empirical studies observed that the rate of cognitive evolution is exponential in the first eight years of life, reaching almost to 90% of that of an adult; about 80% by the age of three. We have been using the above nomenclature – Ananda, Jigyasa and Sadhana – in our language for almost two decades now. They evolved over a few years of observing and introspecting as the children evolved.

 

1. A child in the initial phase of one’s early childhood evolution, Ananda, involves all senses in absorbing one’s context. The slate in the early phase is clean. It is all about joy of discovering the contextual existence. The child is like a sponge, soaking everything that exists in the immediate environment. It is incumbent upon the adult around her – a parent, grand-parent, family or a teacher, the school – how rich we can make the immediate contextual environment forthe child to thrive. Learning happens at a pace unimaginable, all without any agenda. (The Howard Gardner’s Multiple intelligences is in full bloom – kindly google to understand this concept of Multiple Intelligences)

 

2. The primary and middle school years – age 8-14 – Jigyasa phase, is all about observation, introspection, analysis, synthesis to consolidate thus far imbibed experiences, into a solid knowledge through active questioning and embarking on finding answers to those questions through further experimentation and exploration. Greater the exposure, the higher is the learning. So as an adult in the environment, a parent can help the child experience a variety of spaces and activities in the arenas of all intelligences. During this period, a lot of likes, affinities, interests develop in every child that may start shaping the thought process that eventually may play an important role in choice-making and decision-making, about what one wants to pursue in career and life.

 

3. If the adults at home and school have been taking note of the likes and affinities that are evolving in the Jigyasa phase, one can proactively facilitate the child to make well informed choices by exposing the child to a variety of literatures, activities, events, people of eminence etc. so that the child will listen, engage, interact and evolve. As the child moves to higher classes the family and school can facilitate the access to all the avenues that can shape a child’s chosen area of interest, probably positively impacting the career too.

Now I would like to answer the following questions with the above frame work as a reference. I also need to add here that I have clubbed questions together, where I have found them to be closely related, and I shall addressthem in a logical way.

What should be an expectation level of a teacher or a parent from the student?

• One of the secrets to bring about the expected outcomes from a child is to be EMPATHETIC first. Talk to a child the way you would talk to an adult, in calm, eager and understanding way. As I said, the cognitive evolution of a child is almost that of an adult beyond age three. So, keep your emotions at bay.
• The first requirement of an institution – family or school – is to take responsibility upon oneself to create age appropriate learning environment and experiences even before they have expectations from the child.
• So, my expectation is directed more towards the adults in the child’s context, asking, what exciting environment have you created for the child to explore, experiment and learn.

1. • Can I be with the child, whenever I feel the child is struggling? Can I walk with the child and not just talk?What inspires the child is your walk, and not the talk!!
   • Everything boils down to a good, open communication with the child. Only when the child feels that you are understanding, will the child be open to hear and see your perspective.

Does over expectation from a bright child deteriorate his performance and self-esteem?How behaviour of a student can be modified with simple learning and how can we help him in developing his self-esteem?What are the methods to develop behaviour modification among students?How to motivate a child to perform better in the class?

1. • The secret, as I shared, is open communication and facilitation. Understanding the child, in the given context, is paramount. Help the child gain confidence to be open with you, to share her fears and needs.
   • An adult should not talk from 6ft. Get down to the child’s level. That means, your eyes and that of the child must be at the same level! Make the child feel that you are her friend and facilitator.
   • Every child is unique and let us not compare one with the other. Acknowledging the child’s interests, way of thinking, strengths, weaknesses and evencurrent  prioritiesis very important. Being open is the key. That is the only way to stoke self-esteem. Every positive thing we say or do, adds to her self-esteem.
   • First,believe and help yourself to help the child understand that he or she is good enough; and it is just a question of getting more comfortable in the subject or topic or issue that we are concerned about, and give a message that by understanding the concepts and practicing more she would be good. And that you are with her in the process. Walk, walk, walk with the child, do not talk.
   • I have seen the transformation in many a child, including my daughters. Building trust and stoking the self-belief is the key.

Is there a model or a technique to deal with discipline referrals?

• Most of the root causes of the discipline issues emerge from the child’s immediate environment. The behavior of the child has its origin in the way an adult or two is behaving in the child’s environment – How is the adult dealing with the child. The adult’s ‘walk’ may be inducing the behavior.
• For instance, if the child is very energetic and active in the school, then you may soon realize that his energy does not find any vent at home. His home environment could be highly restrained and over disciplined. And that pent-up energy finds a volcanic outlet in the school. Similarly, a child shouted at or abused at home, may vent his frustration at his fellow learners in school.
• My questions for institutions, are, “How open are we to integrating homes with school? How much do we know about the child’s home environment? How much of interaction between the school and home have we institutionalized beyond the formality of PTM (parents teacher meeting which most of the times is unwelcoming for the schools. It is just an item in the check-list)
• When the home and institution will be seamless, most of the behavioral deviancies will be easily taken care of. In the technology-enabled world of today, institutions can really create that seamless communication channels to bridge to two.
• Even after having amazingly cordial and proactive engagement with home, if we find the child’s behavior still beyond our capability, then we need to seek the help of a psychologist/specialists in diagnosing any other eventuality, like ADHD etc.

Attention Deficit Disorder (ADD) affects the child’s ability to focus and control his behaviour. What steps to be taken to address the children suffering from ADD?

1. • ADHD is the term that we usually use for affected children and adolescents, while ADD is used for adults. ADHD is the most commonly diagnosed mental disorder of children, more prevalent in boys than in girls; diagnosed based on the child’s symptoms and behavior.
   • Inattentiveness, impulsiveness or hyperactivity are the symptoms of a child with ADHD. It is a genetic-disorder and child has no role to play in acquiring it; one of the parents has contributed to the cause. Brain chemicals, called neurotransmitters, don’t work the same in children with ADHD; Certain areas in the brain may be smaller or even less active in children with ADHD than those without the disorder. Most of the times, a parent feels guilty of even acknowledging the presence of ADHD, especially do to the social stigma it may carry. Hence, we as adults, both teachers and parents need to be proactive, yet very patient in dealing with the child.
   • Timely diagnosis is very important. If not treated in time, ADHD continues into adulthood. However, by understanding the child, working on and channelizing his strengths, facilitating a conducive environment, and using medication timely, a childwith ADHD can grow into a responsible and productive adult who is socially invaluable.

 

How show we improve the school environment so that it helps students to perform better?What are the key points to be kept in mind which helps in developing a cordial environment for students and teachers?How can a teacher build an environment that can help students struggling with serious academic deficiencies, lack of support, language barrier, or any other challenges?

 

1. • Most of the times I see the really issue lies with institutions – School and Homes – and adults within. I measure the adults by exploring their attitude towards these three questions –
     • Do your really love children?
     • Do you love learning?
     • Are you excited about creating rich, stimulating learning environments and experiences?
   • We need to understand that the institution exists for the child and need to bring about changes in our environment and the way we conduct ourselves and our learning processes
   • As Charles Darwin says, the human being as an organism is programmed to thrive – survival of the fittest. Unfortunately, we adults control the environment, at home or school, in such a way that the brilliant mind, amazing body and soul is not excited to flourish. We shackle the being.
   • It is very important that the learning environment, pedagogy and engagement be conducive with the evolutionary phases of a human being that is illustrated in Fig. 1 above. The coordination of the school and home, along with the curriculum engagement need to be rich and stimulating. Homes need to help the child experience the real world beyond the classrooms and curriculum. Parents must be thinkers and doers. Expose the child to experiences in every dimension of intelligences that Howard Gardner talks about.
   • Does the outside world come into your classrooms? Do your classrooms go to the outside world? If the answers these questions isin affirmative, soon we would have found solutions to all challenges.

Evolving child being facilitate by family, school and the experiences in the world

Hope, I have been able to address all the issues raised in the questionnaire. I apologize for writing a lengthy article to address your questions. I strongly believe, there is no short-cut to facilitate a parent, teacher or institutions toenable every child that is playing in our aangans, corridors or classrooms.

Where is that imaginative, creative, energetic, vivacious child lost?

Smita, a teacher from one of the sought after schools in Dwarka, N K Bagrodia public school, has been chasing me for the last couple of months to visit her school. She confessed that, ever since she heard me speak at an education leaders conference conducted by ITIHAAS, she wanted to invite me to her school. She would call me to grace one function or other, as a guest. Most of the times, I was on the move. One thing about Smita I always felt when she spoke to me, is her energy and enthusiasm; that transcended the medium of phone. Last week when she called, I acquiesced to be the guest for their annual festival of creativity – Trishna, wherein about 30+ schools from across Delhi were participating.

The real pleasure being in a school lies in the children’s space.  On arrival, I was ushered into the Principal, Dr. Rajee N, Kumar’s room to meet her and a few more school leaders were called too. Dr. Rajee was sharing her experience of watching the children pushing boundaries since morning, in one creative activity or the other. Here I was, so keen to see the children in action, more than distributing the prizes, I was feeling incarcerated, though the interaction with the leadership was invaluable. The real learning is in experiencing the process, not in seeing the final product. I insisted on watching the children in action. The principal was graceful in facilitating me to watch a couple of activities.

Albeit it was at the fag end of the day, I could experience the theatre / acting performance, wherein the students were given 30 minutes to conjure a scene, write a script, select the performers, prepare and present. The students were from classes 7-9 and it was a delight to watch how they went about presenting. Children observe everything, absorb like a sponge and synthesize making meaning out of every action around them. This activity gave me one more opportunity to watch their thought process; how well they could project their learning. Needless to say, I really enjoyed every presentation, reinforcing my beliefs about children and their infinite capabilities.

Post the event, I was now keen to interact with the school leadership. Thanks to Dr. Rajee, she too was keen to. I was sharing that the ingenuity of children that we witnessed in the activities of the event can be stoked every day, in every class and home; and who are we to restrict to one event or two in a year.

Very unfortunate that in most of the schools in India, in general, the child comes last. Schools need to exist for the child; she must be the center of all activities that schools plan. It is far from being so, the way we operate – the curriculum designed, the courses offered, the syllabus, the pedagogy, the planning to finish syllabus….. the list is endless. Everything is designed to help the school and the teachers to have peace of mind and to enable ease of execution. An imaginative, creative, energetic, vivacious child, bubbling with ideas ends up being a morose, thoughtless, aimless, fearful youth devoid of confidence and self-belief by the time he or she ends schooling.

If only each one of us, every adult – teachers, parents, schools, universities, educational leaders – can believe in every child, put the child first, acknowledge the needs of the child, really bring the openness to create exciting learning environments at schools, universities and home, I think the world will be a far, far better place to live in. The children and youth will be keen to solve the problems that the society in their neighborhood is facing. Every education institution can be at the fore-front of transformation of the society. Alas!

I am a culprit too. It takes immense effort to be open and facilitating. I am trying and have been on that journey for quite some time. Still short-comings come to the fore. I still need to keep my EGO aside. Working on being humble, pleasant, purposeful is still a huge ask, even with all good intentions and awareness of the outcomes.

My personal endeavour has been to be conscious and work towards making every child’s space an exciting one. To this effect, we, leadership at CL Educate, have been proactive to work with schools, institutions, universities to stoke jigyasa (curiosity, inquisitiveness) among children and youth; create an environment to help them explore, research in areas or subjects of their interest; have belief in their capabilities. Over the years the outcomes have been rewarding as we see the Ananda (joy) among children and youth. This facilitates the institutions and families to also realize where the inclinations of the child is and this has lead to remarkable breakthroughs for the progress of children and youth ahead in their careers and life. Many a child has presented his research and innovations in the global conferences, got her work published in prestigious journals; has had confidence to present oneself for an interview to reach the portals of a world class institution or university. The quest is to enable every child, irrespective of the outcome, gain a great deal of belief in oneself for one’s life. The process makes them so.

I welcome anyone who is keen to facilitate his child or children in schools, and youth in college, to write to me. We will be more than happy to facilitate.

keynote: #Creating #Innovation #Ecosystem in Institutions to enable learners for the future

#Electrifying day it was; #TEDx style keynote on #Creating #Innovation #Ecosystem to enable  learners for the future; @ #Vision2030EduConference @MMUMullana. Of course, my TED cannot be staid and straight jacketed 🙂 Theatrics runs in the blood as the body, mind and soul get into action!

With the disruptive world gaining pace, the three things that we need to facilitate the child imbibe are – Keenness to learn, courage to push boundaries and not be worried about making mistakes and humility that can facilitate to build teams and lead. Each one of us need to be welcoming more and more abstractness in problem solving, and take every such opportunity as one to learn and discover, solve and impact.

 

 

It was day well invested with over 100 leaders of schools, colleges, universities interacting and sharing.  It was a pleasure listening to a few speakers too, who were also talking about need of learner-centric environment in the institutions.

The panel discussion that followed on #TEACHERSofFUTURE, seemed to be a corollary to my talk on innovation.

I am delighted to see very youthful education leaders emerging across the country, who are keen to create best of the learning environments; each one has had an exposure to best of the educational institutions within India or abroad. The entire event has been a brain child of Mr. Vishal Sood, an IIMA Alum, who is now at the helm of the Maharishi Markandeswar University in Haryana. With such young leaders, soon the hinterland too will have very meaningfully engaging learning environments that will integrate the outside world into the class and also take the class out to the realistic external world to engage and impact.

An institution would have served its purpose if and only if it is integral to solving the problems of the society within its vicinity. Imagine if every institution, school or university, solves half a dozen problems every year, what will the nation be. I was delighted to see a few of the principals of schools coming to me and talking about how they intend bring this change in their respective schools.

Feel blessed, for such moments. Life is Fruitful.  @careerlauncher @CLEducate @satyaumanandu

#education #educator #mentor #learner #student #changemaker #travel #Educational #Leadership #Transformational #workshop #Learning #Courage #Humility #career #careerchoices #careercoaching #Lifecoach #coach #Dynamism

On AIR’s National Programme of Talks – Coping with Examinations

I had recorded for a program on #AIR, All India Radio/#Akashvani which was broadcast on the #National Program of Talks on 10th April at 9:30pm. – #Examinations and #stress among #children; How to alleviate? – What #schools, #educators can do? – #Mentalhealth, how to acknowledge and take #care! – Are examinations must, what other ways to #evaluate a #child? – #competition, good or bad – when to introduce competition – How to #enable #children to face life – #career choices – #realizing #potential
#education #society #expectations #socialpressures #parentaladvisory #dream #job #livlihood #facilitation …… The show was moderated by Sri Suchinto Chatterjee, a lawyer and radio fanatic, the co-panelits we’re Dr Meena Gupta, wellness counsellor and Therapist, Mrs Neelam Kumar, principal of a leading public school. Sri Naveen Gupta and Apoorva Jha coordinated from AIR

Kindly click on the following link to listen to the entire show

Education Reforms: Curricula, Teachers, Parents, Children – Itihaas Annual Summit

Yesterday was a very insightful, introspective and compelling morning, being at the ITIHAAS’ 9th Annual Summit of Teachers and Educationists. Over 250 of them congregated in this annual immersion from across the country. Prof Poonam Batra, an eminent professor who has contributed immensely to the education space in the country, and Ms Prachi Agarval, noted developmental psychologist were the first ones to address the esteemed audience on the issue of, “Teachers and Curricula in the times of Educational Reforms”

It was a pleasure listening to Prof Poonam Batra of Delhi University on the shifts in the outlook towards education as the nation went on a roller-coaster ride that the ruling dispensations took the nation through, with their concept of nation and nationalism, paradigms of developmental economics, notions of secularism and tolerance! Here are a few of the salient points I managed to capture and tweeted live too.

Prof. #PoonamBatra #Teachers&CurriculaInEducationalReforms @ITIHAASKiBaat

• Teachers have become one of the most marginalized, in a society that is hierarchical! #EducationalReforms are driven by #EconomicReforms. what are the #HumanIndicators? #Health #Education sliding further
• #Teachers are catalysts in societal transformation. But #liberalization made the schools a market place #lessonplans, #studentprojects are being bought! #Teachers become #laborers #corporates who don’t understand #children and #education are packaging
• #EducationPolicy is being pushed by #VentureCapitalists. #Teachers are no where in deciding what, why, when, where and how of #curriculum. #market has taken over #love, #affection too. Where is #Education? Where is development of #people?
• We are focusing on #learningOutcome than #LearningExperiences #joy #child #Centricity has vanished! #Education has to be contextual, you cannot have global uniformity. Marginalization of #knowledge #context of course #Teachers.
• #Child-centred vs #Discipline, #traditional vs #modern, why do we see only #polarity? Best way to learn is to have a non-threatening environment? Freedom means free to make mistakes, air opinions! Children observes your walk, do not talk!

Here are few points that I captured from Prachi’s sharings – @PrachiAgarval

• Why do we go to #school? How many of us as #Teachers promote #questioning? Do we help the child to #realize his #potential? #developmental #relationship
• Are we listening, understanding children? Are we co-creating? are we making children comfortable in committing mistakes? Helping them be compassionate? how many of us use our potential? How will we help children unearth theirs? #ExpressCare belonging, #ChallengeGrowth

Singers from TONK who have been championing the cause of education in country side, championed by dear friend Amir Abidi and his movement. The audience had the privilege of listening them.

I had short engaging interaction with the audience on  “#Perspectives, in the rapidly changing #world”.

Thanks to my dear friend Manohar Khushalani, an eminent theater personality and a Professor at IIIT Delhi, who went live on FACEBOOK while I was engaging the keenly learning facilitators and mentors in the auditorium.

https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2Fmanohar.khushalani%2Fvideos%2F10155891765792943%2F&show_text=0&width=267

https://www.facebook.com/plugins/video.php?href=https%3A%2F%2Fwww.facebook.com%2Fmanohar.khushalani%2Fvideos%2F10155891777857943%2F&show_text=0&width=267

#Education is so much more! It is not about syllabus and marks for sure!

I am summing up the three things that any #educationist or #institution should strive to facilitate in a #child………………………..

1. Desire to #learn, through life: Life-long #learner
2. Have #courage to push boundaries: #Discover more of self. Dare to make #mistakes.
3. Be #humble whatever you achieve: #humility

These will not only help one in the changing times, but also #facilitate one ride the #change. Be the #master of your journey and destiny. Be the #change-maker. #Impact the #world.

#Shivani  of @ITIHAASKiBaat nicely summed up. If you do not know #where you are #coming from; if you do not take pride in who you are,  #why and #How will you know where you want to go? Do we facilitate #integrity #compassion #courage #humility?

Smita Vats, the founder of ITIHAAS concluded in her inimitable style, exhorting the teachers to create their own stories that they and also the society will be proud of, and also facilitate children in a manner that their stories too become legends.

Technology is an innovation amplifier – Industry and Institutions together can bring transformation : Prof Sadagopan, Chairman, MeltingPot2020 2017 Edition

It was an honour to have Prof S Sadagopan, Director IIIT Bangalore, as the chairperson of the Meltingpot2020, a landmark movement, an initiative by CL Educate, that is working towards bringing youthful, research-oriented entrepreneurial education institutions and innovation fostering industry players.

(Prof Sadagopan interacting with Dr. Mashelkar, former chairperson of CSIR, the keynote speaker at MeltingPot2020)

Prof Sadagopan, in his opening remarks spoke about how the time has come for both, educational institutions and industry, to work together with technology playing the role of innovation amplifier to solve problems that will change the nation.

• IT as innovation Amplifier
  • Core competence of most of us who started in 1960s –
  • We digitized everything over the forty years
  • Changed industry after industry
  • 2Ts were the largest exports
    • Tea, to drink
    • T for textile
  • IT is the largest now
    • 8bn dollar revenues today
    • MMT changed how travel industry works
    • Today innovation has changed how governments functioning
    • IT has been enabler and amplier of innovation
    • Kapital needs is much smaller in tech space compared to other spaces

NEXT PRACTICE, from CK Prahalad, one of the foremost thinkers India has produced in the modern times spoke about how next practice is what we need to focus upon

For the youngsters, your time has come, with all humility we can change the world

• Our generation went to the US, worked for the best, for the US and Europe
• We contributed a lot, that shows up… GOOGLE and Microsoft
• SATYAM, SIVAM, SUNDARAM….soon we will have a SIVAM joining Satya of Microsoft and Sundar of Google

Solving problems in India

• From 2010 things have changed
• Indians solving India’s problems, in India
• They have global reach
• Tweak the innovations with price-performance parameters
• Examples
  • Railway reservation
    • A 60 kg human being had  to go 16kms for reserving his seat, one day gone
    • Now we can have it in a jiffy, from anywhere. With millions doing reservations every day; imagine the man days saved, at one-tenth cost
  • Travel-khana
    • Food delivered at Train stations – priced at 29,49,69 rs
    • Delivered to your seats – breakfast, lunch and dinner
    • 33 million people travel every day on trains
    • Investment is a pittance
  • Redbus
    • Organizes small bus operators
    • Handling 2 buses to 6000 buses today
  • A Stanford undergrad student of sociology
    • Heard about India’s innovation explosion
    • Landed in Blore at my office
    • She was fascinated how they were using Egipura
    • They were using missed call
      • Husband comes up picks her on cycle when he receives a miss call
      • Missed call service offered by banks
        • 1 for balance in account… 2 for ….blah blah
    • She starts a business in Thailand and Malyasia – Valerie is her name

Can we make a difference to our neighborhood, that is happening

It can make a big difference

We need to make a delta difference, not just an epsilon