they actually outlaid 1978, the pashtuns had dominated the country. in term was your outreach to the community in afghanistan, since most of the -- that ethnic background people are taken to recent places off of the taliban, let's say, is there a special effort to be able to address them and take them and that's where the rural outreach would work out. that's where most of them are. the present focus was predominant felt it, i felt maybe i was wrong, was more other based. the beginning of the effort that you are working. >> one thing you said, i'm not sure -- i may have misunderstand you. i don't think i agree that the

pashtuns are perceived, i wouldn't want pashtuns to think that we or you think we are all terrorists. they are not. it's a wonderful community. with some very talented people. :t is a big piece of the country. i guess the best way i can answer your question is to say we are funding the various efforts to increase the amount of posturing language broadcasting, the television for example, which is a kind of moderate and sensible language station has now got a much stronger signal thanks to investments they asked us to meet and we have made in their broadcasting antenna and, you know, other facilities,

broadcasting facilities. so we're, you know -- we're trying to get more of a discussion going among pastuns as to what the future should be for their country and for them. >> and it's just like the number of muslims in the u.s., the number keeps on varying. there's a debate of what is the percentage of the pastuns in afghans but whatever number you come up with, it's more than 40% and they are the hearing community there. >> uh-huh. >> and the taliban being from the area that border pakistan and afghanistan being predominantly pastuns but there's a general perception that these people are sympathizers for that and so i think a focus of them communicating may also be able to have a very positive impact. >> okay. i take your point. >> all right. thank you.

jeff from stars and stripes. you had mentioned night letters. i'm wondering what your office is doing to combat those letters? >> to be honest that's a good question and a good question for the military. because you're talking of a military matter there. >> but i guess the question is, why not combat -- why wouldn't that be your job because if you want to hit people where they live, you know, using a journalism term, it's one thing to do a tv show. it's another thing to say i'll kill you. that tends to have greater impact. so why not make that part of your purview? >> well, it is in a sense that -- some of the kinds of programming we're working with afghans on are designed to it illuminate basically how that intimidation factor is being used. you shine light in a dark corner and it's not so dark anymore.

certainly amount of that light is bean shone by some of the courageous broadcasters that are doing fiction and nonfiction programming that addresses that subject. but i'm not in tit for tat, you know, let's do a press release responding to that night letter. we're not doing that. we don't even -- >> you're not geographically positioned -- you don't have people in -- >> that's right. but the military does. and in rural ca-pisa if there's a night letter and they are looking how to respond to it both in terms of what they might say or do. i have no doubt about that. having been to the rural area. >> are there questions here? >> what are you doing i guess to intergrate or address foreign

media domination in certain areas? what i'm thinking here is actually -- i spent a little bit of time in herat and the television stations tends to be iranian and that's necessarily destructive but constructive. are you working with or in some cases working against? >> well, we're not the only nation that's investing in -- in this sector as you point out. and i guess we're just very conscious of that and we watch what the others are doing. but there's no law against it. in herat there's a lively group of voices i would say on the airwaves. yeah, some of them probably are influenced one way or the other financially or otherwise by

their neighbor to the west. we watch that with interest but it's an afghan matter if there's a problem with it. that's a decision for afghan ministers to make, not us. >> well, in the absence of other questions, i want to thank david for a very rich and stimulating -- thank you for coming. and speaking on the record. >> my pleasure. [applause] [inaudible conversations] [inaudible conversations]

>> we now go live to columbus, ohio, for the inauguration of john kasich as that state's 55th governor. the former congressman defeated governor ted strickland in november. the ceremony is taking place at the ohio theater which is across the street from the state capital in columbus. >> god our father, now that an earned and deserved honor has come to this man, inaugurate us our governor, please favor him and those who work with him with the influence of your holy spirit with your moral strength and wisdom greater than your own, through humility and grace, it will serve well the opportunities and responsibilities that come to them. please. and may we all live so one day

finally to be honored to hear you say, well, done good and faithful servant entered into the joyful your lord. in jesus' name, amen. >> the governor has asked that the invocation be acom kneed with a hymn and how great thou with tony james at the piano. [applause] ♪

♪ one lord my god ♪ when i often wonder ♪ ♪ ♪ i see the sun ♪ i hear the wailing thunder ♪ i bow throughout ♪ then sings my soul my savior god to thee ♪ ♪ how great thou art ♪ how great thou art ♪ then sings my soul

♪ my savior god to thee ♪ how great thou art ♪ how great thou art ♪ when christ shall come ♪ ♪ ♪ then sings my soul

♪ my savior god to thee ♪ how great thou art ♪ how great thou art ♪ then sings my soul ♪ my savior god to thee ♪ how great thou art ♪ how great thou art ♪ ♪ the splendor of our king ♪ oh, the majesty ♪ that all the earth rejoice

♪ ♪ ♪ how great ♪ oh, god ♪ stick with me oh, great god ♪ how great thou god ♪ then sings my soul ♪ my savior god to me

♪ how great thou art ♪ how great thou art ♪ then sings my soul ♪ my savior god to thee ♪ how great thou art ♪ how great thou art [applause]

>> well, the house, i was going to say rise but please remain standing as a joint color guard of the ohio national guard and the live oaks career campus junior rotc present the colors. [colors being presented]

[colors being presented] >> for the purpose of leading us in the pledge to our nation's flag, please welcome emma and reese kasich who will be joined by their classmates of the worthington christian school's powell elementary fifth grade class. [applause] >> i pledge allegiance to the

flag of the united states of america. and to the republic for which it stands, one nation, under god, indivisible with liberty and justice and for all. >> well, done. [applause] >> great job, kids. [laughter] >> now, i would invite chief justice maureen o'connor to administer the lieutenant governor oath of office. would the taylor family please come forward. >> go ahead. >> would you raise your right hand and repeat after me.

i mary taylor do solemnly swear that i shall faithfully and honestly discharge the duties of the office of lieutenant governor of the state of ohio. and shall support, protect, and defend the constitution of the united states of america. and the constitution of the state of ohio. so help me god. congratulations. [applause] ♪ [applause]

>> and now i invite the chief justice to administer the oath of office to the governor. would the kasich family please come forward. >> raise your right hand. i john kasich do solemnly swear that i shall faithfully and honestly discharge the duties of the office of governor of ohio. and shall support, protect, and defend the constitution of the united states. and the constitution of the

state of ohio. so help me god. congratulations, governor. [applause] [applause] [applause] >> ladies and gentlemen, may i present to you the 69th governor

of the state of ohio, the honorable john kasich. [applause] >> thank you. thank you. [applause] >> thank you. [applause] >> well, i have to start by thanking my great family. my little daughters emma and reese coming up on their 16th birthday. [laughter] >> almost. they act like it. they'll be 11 here on the 16th of january and it's very exciting for them. whenever i leave the room at night, often emma says, daddy, i

love you. severity words were never heard, sweetheart. and to my other daughter reese the our jewel that's in my sky, she's gives me those little hugs and when i get ready to make a big speech, she says, daddy, keep it short. [laughter] >> you know, my wife, karen, as we all know she's just a beautiful woman. but that's not really what drives her or drives me in my relationship with her. see, we're great friends and great buddies and we share so many experiences from hiking up in the state parks to trying to take care of our daughters to exercising, to praying. and just trying to connect with our friends and our family all over the country.

sweetheart, i love you. you're the most important thing in my life. thank you, babe. [applause] >> you know, it's sort of faith, family, and then friends. and i have a number of friends here. and i have been a very blessed man to have as many good friends as i have. you see, what it is with my friends and with me is that we love one another. we're there for one another. you know, it's loyalty towards me and support towards me but you know what? it's my loyalty to them. i have never been so blessed as to have a collection of people who tell me the truth and tell me like it is but they are there to support me and to strengthen

me. and to support my family. so many of them are sitting here in the three or four rows, you know, i love you, right? you know that i love you. to my supporters, you know, from 1977 on, you put me on your shoulders. there's no way that johnny kasich could you have come here and gotten anywhere near where i've been in my political life without these supporters. i'm proud of the fact that we work together and some people call me independent. and in the political world, they call me brash. you want to know why? because in my mind's eye are the supporters, not the ones with the big money, although we do like them. [laughter] >> no, it's the -- it's the

house wise back in in -- who showed up day and night and bringing their husbands with them and the young people that i met who have now become proteges of mine who walk door to door with me and reach for the sky. we've reached for the sky and we've hit the stars. i have no doubt. to my supporters, i love you, too. thank you for what you've done to give me a chance. i want to thank ohioans, all ohioans for giving me the chance to form a team. to form a team. and to transform our great state. you know, years ago, i used to use the word "i" an awful lot. i don't know whether it's age or whether it's prayer or it's the

constant beating that my friends give me but it's not "i" any longer. it's "we." i learned long ago working with my great pal, john boehner, only teams, only teams can accomplish great things. and you know he was right. there is no i in team. and together, we as ohioans can get this job done. you know, my inauguration, the conductor of a great orchestra with all of you playing an instrument in that orchestra -- my inauguration is your inauguration. i want everyone to understand that i hope you can realize we accept this responsibility together. i have a sense that across ohio people know we have a challenge. so today we're all inaugurated

into a better day. you know, i'm only a servant. i am only a servant, a public servant. i report to the people. i report to you, the people. [applause] >> and i do not report to special interests under any circumstances. and i want you all to understand something. i can never work to advance myself. i will not work to advance myself. my future or myself -- my self-interest is not important. as long as i stay on that path, i will remain a good public servant. my only purpose, my only passion in only this is to lift ohio, to

make us competitive again. and to create jobs for our families because when our families have jobs, they have hope. they have dreams and they have strength. it is my own purpose and my only passion and when i wake up every morning, i'll say my prayers, i'll hug my family, and i will focus on ohio's economy. nothing -- nothing can stand in our way. [applause] >> i am a servant of the lord. i am a servant of the lord. [applause]

>> he has opened doors all of my life. the lord has. he's pushed me over the mountain this time. i don't know why, but i have no doubt that he has. i've spent a large amount of my life trying to figure out how he works. i get a message one day driving up over by the hoover reservoir. it wasn't a telegram, it wasn't a phone call and it wasn't a voice but it was clear. stop trying to figure it out. i'm not going to tell you. [laughter] >> but here's what i do know. he expects his servants to use their talents. he expects all of us because all of us have been created with a special talent. the key to life is to use those talents even when at times it seems daunting and it seems impossible. but, boy, i'll tell you what, no

pounding on the chest, no pointing in the sky. he wants us always to remember where these talents came from. he reminds us that no one person is superior to any other person because in his eyes, all are equal. you know, sometimes i see the scrub lady, and i realize that in the next life, she's likely to have a bigger crown than i could ever dream of. don't go past them quickly. you could be passing an angel. quiet reflection is necessary every day so as not to get lost. it was written about a civil war journal who was facing a huge battle. he prayed for two hours. his subordinates said to him,

how could you spend two hours praying before this big battle? he said, how could i not? prayer is necessary. you know, i so love the memories of my family visiting ohio. my uncle harry, cousin harry's father, used to tell me when we went to vermilion and we passed that pennsylvania line in ohio, he said johnny, we've reached the promise land. [laughter] >> and even as a young boy, i knew that uncle harry was right. see, ohio has wide horizons. we have unlimited opportunity. ohio is an exciting place. and i have come to understand as a grown man what ohio is all about. we are about commonsense. we are about commonsense, and we can drive our country. [applause]

>> oh, yes, we're about helping our neighbors and loving god and building a better future for our children. you know what, ohio has been the promised land for me. because of my family. because of my friends. and because of this work. i have never, ever considered leaving ohio no matter how great the opportunities and the far-away place may have seemed. i love ohio. ohio has given me all that i am today. and now i can may back ohio and help lead us forward into realizing ohio's promise and our destiny. get ready for an exciting time. [applause] >> put on the seatbelt 'cause we're going! [applause]

>> the weeds have grown up. the obstacles at times seem great. the light is dimmed in our great state. but i believe we have not yet begun to fight for our families, for our children, and for our legacy. you know, i slowed down in my life. and i thank god because it gives me time to look deep into the eyes of our neighbors across this state. oh, yeah, i've seen determination. i've seen resolution. and i've seen strength. i have seen strength in the eyes of a young woman who's committed to growing her small business. and she said mr. kasich, please don't wreck my business. she pleaded with me. i've seen resolution in the eyes

of the people. they've pledged to fight the wars of drug addiction and drug abuse and to save their communities and to save their families. they were here a couple days ago. about a dozen women wearing lime green t-shirts all bore the mark of somebody who died from that devilish addiction. we're all going to fight to help them, won't we? all of them will fight to help them. [applause] >> i have seen determination in the eyes of a mom and a dad at bob evans, right? bob evans, chicken and noodles and that mom and dad were

working hard to produce an income and they said we are counting on you, john and i'm counting on you to be part of the team. i've seen strength eyes of the people standing in line in a food pantry in wilmington. they will not let tough economic times defeat them. mary and i were so moved in wilmington, people who played by the rules and with commonsense and god-fearing and one day, nothing. i can't say nothing because that hope springs eternal. we're going to help those people in wilmington, aren't we all? we're all going to pitch in and help them. [applause] >> i've seen resolution in the eyes of people in wobridge who determined to rebuild -- who are

determined to rebuild their community after a devastating tornado. and to ride past that devastated schoolhouse and to sit with the people and realize how they all huddled together, business leaders, community leaders. they're a role model for all of us. because you know when one parts of ohio hurts, we all hurt. and when one part of ohio succeeds, we all succeed. we all admire and are inspired by our fellow ohioans who work to overcome difficult circumstances. our enemy -- our enemy is not our people or our assets or our great cities. we must rebuild our great cities in ohio. [applause] >> they have a great legacy. [applause]

.. >> they forget we are all in this together. don't be selfish. our enemies are those who refuse

to recognize the power of team work. they refuse to help raise the bar. and as our mother used to tell us, donna, raise the bar. make the world better for the fact that we came this way. the people who refuse the power of team and refuse to raise the bar are weak. we will defeat them. we will defeat them together. [applause] [applause] >> well, as far as if it relates to our enemies, we can make them allyies. i've been seeing it happen in my so many meetings and so many trips. yes, we can make them allies but

our example. courage is contagious. we lead by saying, not doing. when we do it, it creating a con teenagen. we can show them that every person has a moment in time, a moment in time, a window of opportunity where their legacy will be honored for generations. it's not about the big shots, ladies and gentlemen. it's not about the governor, the senator, the speaker, the justice. it's about our fathers and our mothers and our grandfathers and our grandmothers who built america's greatest generation one person at a time by recognizing their duty and doing it. they were america's greatest generation. we honor them and we have to live up to the example that they have provided.

[applause] [applause] >> it is so exciting to be part of a movement that answers the bell. i've had the great fortune if my life of being part of many movements that has answered the bell. that works to save our state and strengthens our country in the process. as ohio goes, so goes america. they are watching us. they are watching us. we will not let them down. [applause] [applause] >> we are not republicans. we are not democrats. we are not liberals, and we are not conservatives. we are ohioans, we are buckeyes!

[applause] [applause] >> together. [applause] [applause] >> it's our mountain to climb. can you see it? can you see that mountain? i know you can. we can climb it. one step at a time. helping each other to be strong. together that mountain we will reach the summit. god bless america. god bless ohio. [applause] [applause] ♪ ♪ ♪

[applause] [applause] [applause] [applause] >> ladies and gentlemen, please welcome rabbi karrie causeberg for our benediction. >> we pray together, everyone. [speaking native tongue] >> this is the day that the lord

has made. let us rejoice and be glad in it. our god and god of our ancestors as we gather with hearts and hopeful spirits on this day, we offer thanks to you the sovereign of our -- of all sovereigns. grateful for the right to choose our leaders, the privilege to live in a society in which transition of leadership occurs peacefully, under you we ask the rule and law of liberty, keep us mindful not only of the rights of citizens and the state and this nation, but also of our responsibilities that we embrace them and fulfill them with pride and care. lord as we look forward to the future, inspire us to plan thoughtfully and work diligently for a day that will truly be a

new day for our state and for our nation. a day with abundance of vision and imagination, a new day in which hard questions will be courageously asked, and solutions prudently sought. a new day that will be worthy of your blessings. be with our new governor, his staff, and all who are in rightful positions of leadership and authority. as they begin to create this new day. teach them insights of your word as revealed and taught by our revered prophets and sages, the integrity of abraham and the courage of david, the humility of moses and the wisdom of solomon. may those who governor all affairs of this state affairly

with justice, compassion, and always in the right proportions. heavenly father as we come together as citizens of green nation, we ask your blessings on the braver -- brave and committed men and women who serve our country abroad. keep them free and safe. protect them from both physical and emotional harm. help them to succeed in their missions. and grant that they return to the loving arms of their family. on this day of celebration, lord, we also remember the victims of the evil act this past weekend in arizona. we ask your blessings of healing upon congresswoman gabrielle giffords, and those who are wounded and upon their families. may those responsible be swiftly brought to justice.

we pray for the souls of those who were slain. may your comforting presence be felt by their families and loved one as they bare a new and heavy burden of loss and grief. thousands of years ago, your prophet zechariah taught not by might and not by power, but by my spirit, says the lord. as this new day begins, lord, may those words be in the forefront of our effort, and thus may happiness, peace, prosperity, liberty, justice, civility, and charity ever abide in our midst, and we say together, amen. >> amen.

♪ ♪ ♪ ♪ ♪ ♪ ♪ ♪ ♪ ♪ ♪

♪ ♪ [applause] [applause] [applause] [applause] [applause] [applause] >> ladies and gentlemen, thank you for joining us for today's ceremony. please enjoy the rest of this new day. good afternoon. [applause] [applause] ♪

♪ ♪ ♪ ♪ ♪ ♪ ♪

♪ ♪ [inaudible conversations] [inaudible conversations] [inaudible conversations] [inaudible conversations] ♪ ♪ ♪ >> every weekend on c-span3, experience american history tv. starting saturday at 8 a.m. eastern, 48 hours of people and events telling the american story. hear historic speeches, and eyewitness counts of events that shaped our nation. wit museums, historical sites,

as historians delve into america's past. american history tv, all weekend, every weekend on c-span3. >> thank you very much, mr. president, mr. vice president. you have honored me and my family by giving me an opportunity to serve you and to serve our nation. >> with more than 80 appearances by william daley, you can use the c-span library to learn about the newest additions to the obama administration. it's washington your way. >> up next, a federal reserve board member on the u.s. economy. elizabeth duke predicts continuing improvement with a gradual increase in the employment rate. this is about 30 minutes.

>> we are really proud to be involved in this event. this event has grown from 200 to over 800 people today. we believe that this is one the ways that not only our bank, but our industry can really give back. that's one the reasons we've invited over 250 of our clients. that's for coming and joining us. if you have feedback on how to make it better, we'd really appreciate it. i have the honor of introducing our final speaker. our final speaker was elected to the federal reserve system in 2008. there wasn't a lot going on then. she really brings a unique perspective, particularly banking. prior to joining the federal reserve system has being elected as a governor, ms. duke was the chief operating officer of town bank, a community bank until thede

todd-water river area. she held places in several other organizations. she was a former member of the maryland bankers association and, in fact, chaired that organization from 2004 to 2005. and she was a former chair of the virginia bankers association. please join me in welcoming governor betsy duke to the dies a. >> thank you. it would have been an honor to be a member of the maryland bankers association, but i was chairman of the virginia bankers association. before i begin, i'd like to bring greetings from our newest governor, governor raskin, she misses you all, she's doing a great job for us. we are thrilled to have her. i am also pleased to be here. it's the beginning of a new

year. i plan to offer my assessment of recent economic developments and the economic outlook for 2011. i also plan to discuss the actions that the federal reserve has been taking to support the economic recovery. before i begin, i want to emphasize that the views i'll presenting are my own and not necessarily those of my colleagues on the open market committee or the board of governors. in the third quarter of 2009, the u.s. economy began to e energy from the deepest recession from the post world war ii period. one that was precipitated by a severe financial crisis. economic history teaches the downturns are deeper and the pace of the subsequent recovery is more moderate than is the case with business cycles not associated with financial crisis. that's been the case for us. economic activity has been coin strained by the head winds. perhaps the most telling measure

of the modest pace of the economic recovery is the painfully slow improvement in the labor market. to be sure we are seeing some signs of improvement in the data. indicators of hiring and job openings have tonighted to rise in recent months. and more recently, new claims for unemployment insurance have begun to fall. still 18 months into the recovery, there are more than 7 million fewer jobs in the economy than prior to the recession, and the unemployment remains stubbornly close to it's peak. the families have not experienced such a long period of unemployment since the early 1980s. on a positive note, the recent news offers encouragement that the expansion maybe gaining traction. manufacturing which rebounded sharply has continued to expand at a solid rate in recent months. importantly, while earlier gains were supported largely by the rebuilding of business

inventories, the recent increases represent a strengthening in domestic demand for domestically produced goods. moreover, with the recovery, export have also been providing a boost to our sector. consumer spending which rose at only a modest rate in the first year has strengthened in recent months. personal expenditures adjusted for inflation increased between 3.25% with a broad range of consumers goods and services. the pick up includes in the purchase of autos and prompted auto maker to increase the schedule. while we don't have december data yet, initial reports of holiday spending have been strong. nonetheless, even with the recent pick up, consumer spending hasn't provided the usual boost, as household has

been sustained with the loss of wealth, consistently high unemployment, and reduced availability of credit. the good news is that some of these restraints have been easing. rising stock prices have been helping to rebuild household wealth. the racial of debt to income has come down, and delinquency rates on consumers loans have been falling. the supply of consumer credit has also improved somewhat over the past year. although terms and conditions for some types of consumer loans are still tight relative to historical norms. business investment and equipment and software which rebounded strongly, continued to boast solid gains during the fall. the help of larger firms with access to capital market have shown steady university -- steady improvement. operate firms have been rising. nondebt has been increasing, and indicators of corporate credit quality has continued to

improve. for these firms, the outlook looks positive across a range of manufacturing and nonmanufacturing firms indicated an increase for capital spending in the coming year. in contrast for small businesses, the situation has been more difficult. surveys of bank lending indicate that banks are no longer tightening credit terms for loans, but interest rating on small business loans remain high relative to market rates and outstanding volumes of small loans to businesses continue to decline. according to the latest survey by the national federation of independent business, small business owners see some improvement in credit availability, but they still have not seen the pick up in sales that would trigger more investment. one continued area of stress is housing. after what looked to be a gradual recovery in new home building in 2009 and early 2010, single family starts slumped again in the summer and remain

depressed in recent months. sales of new and existing homing are at very low levels and inventory remains high compared to the month of sales. house prices, having falling again. and many household appear to have lost confidence that prices will turn up any time soon. disturbing reports of foreclosure and propriorities have heightened concerns about mortgage loans servicing and mortgage modifications and created uncertainty about the pace and volume of foreclosures sales yet to come. delinquencies and sale rates have peaked but remain at high levels. while mortgage rates have contributed to strong refinancing activity, many household are still able to unqualify at the most favor due to household values or credit scores. the commercial market is still quite anemic. even after the three declining

years in commercial structures, rates are still elevated and property prices remain weak. financing conditions for commercial real estate remain tight, and delinquency rates deteriorated further in 2010. after declining for two years, praises -- prices of commercial real estate remain volatile and the number of transactions increased. also the mortgage-backed security has turned up from a low level. state and local government continue to struggle. the federal and fiscal stimulus help shore up, but did not prevent significant cutback in services and in employment that were associated with the steep decline in revenues sustained during the recession. in the second half of 2010, some pick up in retail spending and moderate gains in taxable income, revenues began to firm

by state and local governments appeared to stabilize. nonetheless, these jurisdictions will continue to face significant pressures to balance, to satisfy balance budget requirements and to rebuild the depleted reserve funds at the same time that federal stimulus plans are winding down. with the recovery proceeding at a moderate rate and region of economic slack wide, the inflation has been trending lower, quite pressure from energy and other commodities and the rising price of imported goods. in the 12 months ended in november, overall inflation in prices was 1% and the 12 months change in corps pc, which excludes food and energy cost was just .8 of one percent. it has drifted lower and broadly based. indeed, even after reviewing a number of measures of the underlying inflation, i find it

difficult to identify a single measure that doesn't show that inflation has drifted steadily lower. at the same time, longer run inflation expectations still appear to be stable. although the recovery continues to be uneven across sectors, recent economic and financial development are broadly consistent that the economic recovery will gain more momentum and the expansion become sufficiently strong to gradually bring down the unemployment rate. key elements include further strengthening in consumer spending and business investment in equipment and software, both of which will receive support from the enacted tax package. given the slack for gradual reduction in unemployment, i suspect that inflation will remain subdued. my forecast for continued growth in consumer spending is ongoing wage and salary. would a company be expected to

pick up in hiring. in addition, household balance sheets should strengthen and continue deleveraging reduces household debt. as the recovery continues, businesses should become more confident about expanding by upgrading facilities and adding workers. larger firms have contributed and they seem well positioned for further investment. other times, small businesses which have been held back by the slow recovery and demand and difficulties in obtaining credit should also become more able to increase the spending and operations. prospects for u.s. trade are favorable. the economic activity rebounded rapidly, buoyed by a bounceback in trade and restocking around the world. activity abroad has slowed and seems to be settled on a path that should still result in rising demand for u.s. exports. barring any significant spill

over from the financial turmoil, the expansion abroad should continue. in that regard, i should note that renewed concerns about constrains and banking sector problems have recently contributed to increased volatility and financial markets. to date, we have not seen a widespread pullback. my outlook for the housing and commercial real estate is more cautious. a sustained recovery in income and jobs will be important for recovery in the housing industry. but until the over hang of vacant homes is reduced and house prices begin to firm, new construction is likely to remain at low levels. similarly, time will be required to absorb the large amount of vacant commercial space before construction in that sector beginning to turn up notably. one important element is the expectation from market functioning and lending conditions will continue to improve for further pick up in consumer and business spending.

during the financial crisis, banks reported on our quarterly survey an extraordinary tightening of lending standards. and to date, only a small part appears to have been reversed. as banks continue to repair their balance sheet and develop confidence in the outlook, i anticipate the standards will improve further over further quarters. i expect real estate volumes to continue slowly as both borrowers and lenders proceed cautiously. one improvement for financial markets is my expectation that mortgage markets could take a number of years as they grapple with the role of government housing finance, adapted change and regulation, and look for better ways to manage and price the risks associated with lending and services. whatever the structure of housing finance is to become the large over hang of problem loans

and weak housing market will necessitate a transition. i expect a gradual decline in unemployment and little change in the underlying rate of inflation. the congress has charged the federal reserve with two policy objectives known as the dual mandate. as i noticed earlier, the financial crisis and revere recession left the economy far below levels of resource utilization consistent with maximum, sustained employment. and the wide margin of economic slack that have persisted have moved inflation below the level of 2% or a bit less which is the rate that most fomc participates see as consistent with the dual mandate. in light of the results, monetary policy continues to be focused ensuring the economic recovery is sufficiently strong to sustain progress toward our objectives. i'd like to take a few minutes to offer objectives on how

monetary policy has been meeting the challenge. as you know, the federal reserve responded forcefully by enemploying a range of measures and programs to provide badly needed liquidity to institutions and markets. they use both standard and conventional forms of monetary policy to promote economic recovery and price stability. the standard way fomc stimulates is by reducing the federal funds rate and shaping expectations about future policy actions through the fomc statement and other communications. such policy actions typically lead to lower interest rates and a broader easing of financial conditions that together boost business and household spending and net exports. however, after the fomc lowering it's target for the federal funds to nearly 0 in december 2008, that conventional policy tool was essentially no longer available. to provide additional accommodation between december

2008, and march 2010, the fomc offered to purchase larger amount of treasury, agency, and agency mortgage-backed security. those purchases put downward pressure on longer rates and help normalize the spread between treasury rates which had widened. reducing longer term rates influences the economy in much the same way of lowering the short term rates. it lowers the cost and increases the capital and credit and business expansion. in the most recent episode, another important result has been a reduction in debt service burdens from existing debt. households in particular have significantly reduced mortgage payments through refinancing and numerous small business owners have told me that they could not have survived the downturn without low rates. economic activity picked up in early 2010. but by the time the fomc met in august, the rate of growth seems

to be flowing and inflation continued to drift lower. in addition, lower mortgage rates were results in faster prepayment of mortgages underlining held by the federal reserve. to avoid the modest monetary tightening that would from the feds shrinking portfolio, the fomc voted to invest payments in agency debt in longer term treasury securities. committee also began discussion about the strength of the recovery, the amount of slack in the economy, the likely path of inflation, and the appropriate action to provide additional monetary accommodation should such action be deemed necessary. in november, the fomc judged that monetary stimulus was needed to support the economic recovery and help ensure that inflation over time returned to desired levels. to implement the stimulus, the committee decided to stand the securities by purchasing an additional $600 billion in long

term treasury securities by the end of the second quarter in 2011. after considering the cost and benefits of the action and recognizing that taking no action would have it's own risks, i believe that the expansion of securities was worth implementing to support the economy and make the recovery more durable. i don't want to over promise. this action is not a panacea. and while it is still premature to judge the overall efficacy of the program, i believe that exerting downward pressure on longer term interest rates it has provided and will continue to provide support for a vulnerable recovery. at the same time, i believe the risk associated with this action are manageable, we have the safeguard in place to monitor the conditions, and most importantly, that we have the conviction to act when necessary. based on our own research and that of others, accumulating longer term assets have been successful in exerting pressure on longer term rates. consistent with the research on the effects of asset purchases,

between august when chairman bernanke first publicly suggested that the federal reserve might take additional action, and november when the action was taken, longer term treasury rates fell as market participates priced in additional fed purchases. however, since the announcement of the decision, longer term rates have actually increased. now it might seem that the recent increase in rates contradicted that they put downward pressures on rates. however, the logic works in both directions. if the market expects the fed to respond to weak economic conditions by buying more assets, investors bid up the assets and rates fall. if the market expects the economy to strengthen, they reduce their bid for the assets, and rates rise. i believe at the current rising rate is due exactly to this latter circumstances. a strengthening in market participates outlook for the economy and a corresponding

decrease in the market's expectation for future accommodation. one concern that has been raised about asset purchases is the resulting expansion of the fed's balance sheet and the corresponding increase in reserves. for example, some observers have noticed -- have noted that increase in reserve balances could lead to an increase in the money supply which would in turn generate pressures. others have worried that the elevated levels might make it difficult for the federal reserve to remove at the appropriate time. while we will need to remain alert to economic developments, i'm convinced we can and will manage the risk. the monetary policy objective is to foster down on interest rates. but the assets are paid for by crediting the reserve balance of banks generating higher reserves in the banking system. reserves are relevant to the growth of money supply, because

banks hold some percentage with the federal reserve. thus, the total amount of reserve in the banking system, acts to gap the deposits. it's important to note that it is deposits, not reserve balances that are included in the aggregates measuring the money supply. m1 is made up of currency, checks, and other checkable deposits, m2 is savings, and retail money market funds. moreover, the linkage between the level of reserve and the monetary aggregates in the current environment is quite weak. you were probably taught as i was that broad monetary aggregates increase when reserve balances increase because the larger volumes of reserve support spending which leads to a larger volume of reservable deposits. while the argument might hold circumstances in the current environment, excess reserving or many multiples of required reserves and adding reserves is

unlikely to spark an increase in the volume of deposits. as a result, the textbook linkage between bank loans and transactions is not operative. the levels of m1 and m2 are determined by the strength of the economy and preferences of businesses and consumers for money which depends on the yields on monetary instruments and competing assets. recent experiences again el -- illustrated the difficulty between reserve balances and monetary aggregates. even though federal reserve actions to fight the financial crisis and support the economic recovery added roughly $1 trillion to a base of about $43 billion with a b in aggregate bank reserves, m1 and m2 actually rose at relatively moderate rates over the same period. going one step further, i should notice the linkage and real economic activity or inflation has been very weak over recent decades. the lack of a reliable relationship between the monetary aggregates and the

economy led the federal reserve to abandon m1 as the key policy instrument in the early 1980s and reduce the role of m2 as a policy instrument in the late 1980s and early 1990s. indeed in the 2006 speech about the historic use of aggregates in setting federal reserve, chairman bernanke pointed out in practice the difficulty has been in united states deregulation, financial innovation, and other factors have led to instability between various monetary aggregates and other variables. still my colleagues and i will be monitoring a wide range closely, including the growth of the money supply, inflation, and many other financial and nonfinancial variables. based on the assessments, they will withdraw the accommodation at the appropriate time. my view is that the elevated reserve balances would be inflationary only if they prevented from effectively

removing monetary evaluation by raising interest rates when the time comes to remove, and i'm convinced that will not be the face. the fomc has a number of tools. when appropriate, the federal reserve can put upward pressure on interest rates by raising the rate it pays for reserve balances, and we've developed new tools that will allow us to drain, and in particular we can drain large volumes of reserves by replacing them with repressure agreement and deposits. finally we can sell the securities that we purchased. it would not only drain reserves, but put upward pressure. to summarize, overall the economic activity has been uneven and not sufficient to reduce unemployment. i'm encouraged the recovery may have gained transaction and gains in consumer spending and business investment and a further easing of credit

conditions will reinforce each other leading to greater confidence and improving the prospects for expansion that over time will reduce unemployment with a level of full employment. at the same time, i anticipate that inflation will remain subdued. finally, i believe if the actions taken by the federal open market will support economic recovery are appropriate. and i'm confident in our commitment to monetary economic conditions and take actions as needed. thank you for inviting me to be with you. if we have time, i'll take a few questions. [applause] [applause] >> we have time for a few questions. raise your hand. [inaudible question] >> the question would be what would be the target rate for

maximum unemployment? what we consider to be maximum unemployment. we don't have a specific number. it changes over time. it's a level called the nonaccelerating inflation rate of unemployment. and so there are -- there's actually quite a bit of debate in the economics profession over where that is. that's where you get questions of how much of unemployment is structural, due to unemployment benefits, and truly slack in the economy. i think that no matter what raise you use, it's clear that at 9.5%, we definitely have slack left in the economy. >> the fed is available for banks to borrow and right now apparently at an interest of zero. so if i'm the bank and i borrow at zero and go out and the also purchase treasuries at 2.5, or

something in that range, where is the economy being benefited? >> well, actually, banks can't borrow at zero. banks borrow at a premium to the rate that we are paying on the reserves. so they don't borrow at zero. i believe it's a 50 basis point premium to the rate that we are paying on reserves. so that's just not true. although it is true that there are very few bank loans out at the moment. [inaudible question] >> yeah, the question is about market to market economy. and my view of market to market

accounting. and my views are public. i've made a speech to the aicpa on this topic. i believe that particularly for lending, that's it's more appropriate to use reserve accounting than to use market to market accounting. now, you know, i have some problems with the way reserves are calculated. i think we would be better served to calculate reserves on a full through the cycle loss basis rather than on incurred loss basis. at the same time, i think actually if loans are treated as trading assets and market to market in that way, you'll have difficulties in determining a price for those assets, because a lot of them don't trade and you may destroy the availability credit. destroy is probably too strong of a word. >> i may have missed it. but i don't think i heard you mention the word federal

government deficit in your speech. i don't think it was mentioned earlier directly. but i think it needs to be addressed approaching 80 to 90% of the gross domestic product and it's a serious problem that nobody seems to be addressing. i wonder what your thoughts are on that. >> i would agree with you it's a serious issue. the reason is not in my remarks that it's not in my per view that it's fiscal policy which is in the hands of the congress. but i guess my view would be that we need to have some credibility. we need a credible plan for reducing the deficit and the debt over the long term. but not in the immediate time frame. in the immediate time frame, we still need to report a discovery that's started.

you can't just say we are -- these are the measure that is we can agree that we will implement which will over time bring our deficits down to sustainable levels. so it was a short and a long term issue. >> it's a long walk to the center aisle. [laughter] >> governor duke, with respect to dodd-frank act, how will community banks and thrifts have a sustainable business model in light of the regulatory flood that's going to stem from that particular act? >> well, i can tell you first of all that we are as busy as i've ever been in my life implementing the dodd-frank act. you know, there are a number of regulations that we are required to write, there are a number of studies we are required to do, there are many more that we are

asked to write in coordination with other regulators and others that we are supposed to consult about. you know, having spent 25 years as a community banker, i've been through numerous rounds where i've wondered what would happen to the community banking model. when firio was enacted, i believe there was 66 regulations and 66 employees. i figured if i assigned one to everybody, we still wouldn't have enough people. i understand the overwhelming feeling that you get when you look at this. at the same time, it's been my experience over that same 30-some-year career that once bankers understand the rules, once bankers know what is expected of them, they think it, they work with their customers, they work with the needs and adjust the business model, products, but ultimately, they find ways to meet the needs of their customers within whatever

the new regulations and requirements are. so i don't think there's anything in regulation that's going to kill the community banking model. all of that being said, the number of people in the resources that it needs to simply read, understand, and respond to this level of additional regulation is going to be a burden on smaller institutions. all right. thank you very much. [applause] [applause] >> thank you, governor duke, you've always been kind with your time to the maryland bankers association and please thank your college for the work they've done in terms of shepherding through the difficult times.

mark january 6, 2012 on your calendar which will be our first friday night year and we thank you all for coming. i also personally thank you for tolerating my shhing of the crowd. with 700 plus people, it's like herding cats. thank you for your tolerance. have a great day. [inaudible conversations] [inaudible conversations] [inaudible conversations] [inaudible conversations] [inaudible conversations] [inaudible conversations] [inaudible conversations]

[inaudible conversations] >> with saturday shooting attack in tucson that killed six and injured 14, jan brewer will not give her planned state of the state speech. instead she'll speak about public service and sacrifice and introduced daniel hernandez, the intern that stabilized congresswoman giffords. live coverage on our companion network, c-span. >> thank you very much, mr. president, mr. vice president, you have honored me and my family by giving me an opportunity to serve you and to serve our nation. >> with more than 80 appearances by william daley and more than 100 by gene sperling, use the

c-span video to less than about the newest additions of the obama administration at our c-span video library. it's washington your way. >> up next, a conversation with former supreme court justices sandra day o'connor and david souter. they discussion recent supreme court decisions, hosted by the kennedy library in boston. it lasts about an hour and ten minutes. >> good evening, i'm david mccain, president of the kennedy library foundation, and on behalf of my colleagues and david putnam, i'd like to thank all of you for coming. we count on your support, if you are not already, become a member. please visit our web site jf k

library.org for more information. i'd like to thank bank of america which is the lead sponsor, boston capitol, lole institute, and wbur, the wbh network, and c-span. we are honored to have with us tonight retired supreme court justices sandra day o'connor and david souter. they are here to discuss the importance of service. david souter said when he was a boy he learned the lesson of democracy and functions of the three branches of government at town meetings. he called them the most radical exercise of american democracy that you could find. didn't matter if someone was

rich, poor, young, old, sensible, foolish, they were governed by fundamental fairness. today when 2/3 of americans can't name the three branches of government, a rebirth of civic education is needed to ensure as justice souter has said, the nation has judges who stand up for individual rights against the popular will. justice o'connor is even blunter. [laughter] >> when only one in seven americans know that john roberts is chief justice of the supreme court, but 2/3 can name at least one judge on "american idol" it's time to reeducate the american public. sandra day o'connor was born in el paso, texas and spent her early childhood on the ranch. she received her bua before

settling in phoenix with her husband. she served as an arizona assistant attorney and in 1974 ran successfully for trial judge. a position that she held until she was appointed to the arizona court of appeals. she was nominated to the supreme court in 1981 by president ronald reagan, and confirmed 99-0. making her the first female in our nation's history to serve on the highest court. justice o'connor retired -- [applause] [applause] >> justice o'connor retired from the court in 2005, and has been known to refer to herself as just an unemployed cowgirl. [laughter] >> but as our moderator recently wrote in "the new york times" she lives in airplanes traveling the country in support of her

causes. let me read you one newspaper article that illustrated that commitment. in september, justice o'connor visited wrigley field in chicago to attend a cubs game. wearing a royal blue cubs jacket, she delivered the game ball and visited the broadcast booth where she delivered the following commentary. i never thought i'd see the day when we stopped teaching civics and government. it could be boring how they were teaching it, but nonetheless it's an important function of the schools. and then justice o'connor suddenly interrupted herself. oh, big hit out there. you have to love a supreme court justice who jumps in to give the play-by-play at a cubs game. [laughter] >> david souter was born in mel rose, massachusetts, he was a road scholar at oxford before settling in new hampshire where he served as attorney general

and on the state supreme court. he was nominated to the u.s. supreme court in 1990 by president h.w. bush -- excuse me george h.w. bush. our moderator has also written about justice souter. :

>> "washington post" columnist dion called the speech remarkable, one which should become the philosophical shot heard round the country. our moderator tonight, linda greenhouse, who i authority quoted liberally is one of the foremost authorities on the supreme court, reported by the court for the "new york times" from 1978-1998 she won the pulitzer prize in 1988. she now teaches at yale law school. the recent "new york times" op-ed about the three former justices, john paul stevens, sandra day o'connor and david souter, she noted that, quote, there should capacity for blunt talk. end of tonight's speakers she writes free from the strictures of incumbency and the need to garner concurring votes, each is in a public position to help the public understand a bit more about how a supreme court

justice thanks, as well as about the supreme court itself, its processes and its challenges. with that in mind please join me in welcoming justice sandra day o'connor, justice david souter, and our moderator, linda greenhouse. [applause] >> thank you. it's a personal thrill to be here, really, here in the kennedy library on the 50th anniversary of his election. i was a young teenager at that time, and i have to say that he did inspire my own interest in public affairs and public life of the country. and i remember my friends and i in school, you know, hanging on every development of the 1960s campaign and the startup of the

new administration. that's kind of a deliberate segue into our topic tonight, which is civics education in the country schools, you know, kind of makes me wonder whether the same energy and enthusiasm with which i and my 12 and 13 year old friends back in 1960 approach to what was going on in the country based on some knowledge of what we had been taught in public school. whether that still exist today. so i will just start off by asking both of you, since you have made this really a project of this phase of your professional careers, what motivated you to choose this topic as something you are really devoting yourself to? >> we started public schools in this country in the early 1800s on the basis of

arguments, but we had an obligation to teach our young people how our government worked so that they could be part of making it work in the future. that was the whole idea. that was the justification for getting public schools in this country. and i went to school -- there weren't any out on the lazy the ranch, so i packed off to my grandmother in el paso, and went to school there. and i had a lot of six but it was largely access. i get so tired of the stephen f. austin, i never wanted to hear another word about him. it was endless. >> remember the alamo doesn't help much? >> no, no. i wasn't in san antonio. we were in el paso. [laughter] >> anyway. we had a lot of civics in my

day, and i guess i just thought that was what schools were supposed to do. and i was stunned to learn that half the states no longer make civics in governments are requirement. no longer. and we had a lot of concern about what young people were learning, and i can understand why some of it was getting boring. the leading textbook for civics was 790 pages long. i'm sorry, you can't give that to some young person and expect them to just read it and absorb it. it doesn't happen. so i felt we needed a little help, and that's how i got involved. >> and you recruited your colleague stuart yes, she got me into this. i mean really she did. i didn't have any sensible is

going on in civics teaching in the united states. i remembered mine, own but five or six years ago, justice o'connor, justice breyer convened a conference in washington to address the threats to judicial independence which seemed to be snowballing at the time. and the most significant thing, the most shocking thing i think that i learned, the first day that we were there was a stasis take that you've are heard this evening, that depending on who does the measuring, only about two-thirds at best, 60% of the people in the united states can name three branches of government. they are unaware of the tripartite scheme of government, the separation of powers. imitation of that for judicial incentives is that if one does not know about three branches of

government, and the distinctive obligations with each branch, and talking about judicial independence make absolutely no sense whatever. independence why can't independence from what, independence for what reason? you get absolutely nowhere because there is not a common basis of knowledge, a discourse, and when i and others went to that meeting we realized that yeah, we had a lot to worry about, but we had a broader problem to worry about in the united states, and i've only become more convinced that it is a serious problem, not a kind of chicken little problem, or a reflection of nostalgia of dinosaurs for the way government was taught when we were kids. but my awakening started at the conference on judicial

influence. >> now, there's one other little part of the story that is disturbing i thought, american high school students were tested along with those of about 20 other nations, a few years ago, and they came in near the bottom of the 20 nations in scores on math and science. and it was so frightening that are then president and congress said we have to do something. well, you know what that means. money, federal money. so they put together federal money to give to schools based on good test scores into schools for math and science. >> your talk about the no child left behind. >> no child left behind come you heard of that, and that was the progress. the problem was that it turned

out that because none of the federal money was given to teach civics or american history or government, the schools started dropping it. and have the states today no longer makes civics and government are requirement for high school. only three states in united states require it for middle school. i mean, we are in bad shape and we need to do something. >> well, you are doing something. >> we are. >> the relevance of no child left behind today i think is indicated by what justice o'connor said. we've got a kind of testing culture in american schools which is all of the good subjects of science, reading and math, which are being tested, the effectiveness i don't know but the objective is obviously okay. the trouble is that as everybody

says, schools have a tendency to teach to the test. and if finances or educational ratings or other sort of measures of decency and excellence are going to be tied to the test on these three subjects, a natural human tendency is everything else will get short shrift. and i think we have to be careful that no child left behind is the source of the problem because american schools started dropping teaching of civics as we remember it back i think around 1970. there was a series of conclusions drawn by educators, the effect that teaching civics really had no affect in fact on what people, what young adult people ended up knowing about their government. this seems congruent to do but that was the theory, and that's

why civic started getting dropped. the problem with no child left behind for those who want to revive our revitalized civics education is you've got to find some room in a school day to fit it in, and your competitor is in effect no child left behind the subjects they're getting tested. that suggests and ultimately pragmatic solution, and that is you better start testing on civics. and the only good news, i guess in this particular attention, is that there isn't an absolute tension between fulfilling no child left behind and finding the time for civics. the fact is a lot, for example, of the material that could be used for the, we'll call it the reading segment of no child left

behind can be civic reading. not 700 pages, but there's a way, there's a way to infiltrate no child left behind with some civics. so it's not absolute opposition. but the problem has got to be, i think, face of how you provide an incentive to the school administration and school districts to work this in. and i use the reference to administration because one thing i've learned just from being on a group in new hampshire that is trying to beef things up out there, is that the city teachers are out there and they are dying to teach. and i happen to have met some on the gradeschool level and the high school level, and you know, they're raring to go. we do not have a problem of conversion among teachers, and what we've got to do is find a

way to find room in a finite school day to get this done. and as i said, at the end of the line we've got to have, people don't like use the word testing anymore. they like to talk about accountability. but we've got to get a civics test squeezed back in. >> and you are directly involved a curriculum reform effort in new hampshire? >> yes. >> tell us a bit about that. >> i may johnny-come-lately do it anyway because it was a group formed by an organization called new hampshire supreme court society which is a somewhat of a historical society, but new hampshire supreme court but a separate -- this is cited as public relevance beyond even the teaching of history. and it took up as a project

before, actually before i had retired, review of new hampshire curriculum practice, and the question is there something useful we can do. and that process of examination as i said, i joined up when i left washington. and i have at this point a fairly good sense of what is going on in new hampshire schools. like i said, i've met some teachers. i have met a bunch of kids in class as i've gone to your and i think, by the way, to just not leave the subject heading, what a group like mine can do and what i suspect a group like mine can do and probably most states is not convinced teachers that they out to teach civics. that is their cup at least in new hampshire extremes. we don't have to do that. what we have to do is provide in effect the whole teaching

apparatus an incentive to make room for this. and the second thing we've got to do is provide them with materials to teach from. there simply is not readily available standardized universally accepted textbooks of the sort, i think i remember, and, of course, there is no testing. new hampshire like most states dropped civics from testing. we also have got to provide, if we can do it and raise money to do it, a kind of continuing education scheme for the teachers in civics to get them together very much like what the supreme court of the united states historical society does for teachers of constitutional history. and give them some beefed up education of their own, which

they are dying to have. and so that's where i think we can do something useful. and my guess is that what is missing in new hampshire and what would be accepted by the educational system in new hampshire is probably going to be true with most states. >> said after would be too kind of model of best practices that could be exported? >> i have another idea. >> i'm sure you do. [laughter] >> you understand why we write concurring opinions? [laughter] >> i think young people today like to spend time in front of computer screens and videos. and, in fact, they spend on average 40 hours a week doing that, if you believe it. that's more time than they spend with parents or in school. and so i think we have to capture some of that.

and i've been, have organized a program to do that, and to put the material for civics, education, and in a series of games that kids can play on computers. and believe me, they love it. and if you want to look at it, and to any teacher wants to look at it, it www.civics.org. and it is, if i have to say so, fabulous. [applause] >> it really is. >> i have heard other people say that, too. [laughter] >> justice souter doesn't have a computer. >> so he doesn't know about it. >> that's what i said other people. >> but i did go on the website and it's very engaging and it comes with curriculum guides so that teachers can use it as

material. i went on the one about judicial system and it's a series of actual supreme court cases where there's ways you click on gray's arguments and students are asked to pick the best arguments for such and such a proposition and it's really i found myself getting into it. >> it's really a success i think, and can be. except do you know what the worst bureaucracy in our country is today? it's the schools. they are in 50 states, there's not one state where there's one person in that state who can tell the schools what to do and they have to do it. not one. we are organized for separate individual school districts. we have close to, you know, many hundreds in my state of arizona. and so to get something like

this conveyed to all of the schools means you have to contact each one. it's kind of a nightmare. that's what we're running into with my program. how do you get everybody to find it. so i have chair people know in 49 of the 50 states. now, whether they will succeed in contacting all the schools remains to be seen. maybe you can volunteer. let me hear from you. >> how closely have you been involved in actually doing the gaming and deciding what needs -- >> well, i've ask we sat with some, previewed some, and make suggestions on some. i mean, i've not -- we have experts like macarthur genius award winners who are better at doing this, but i have participated in some to forget what we got to do or not. >> justice souter talked about

the impact of the deficit and knowledge about records, and oddly that's one thing. are there other particular deficits that you've noticed as you talk to people or follow this issue? >> its total. [laughter] >> to start with they don't know they are branches of government. will are recovered that. and even if they do, how do courts work? what do they do? who is in charge? how do they approach cases? in the case of congress they don't know how things happen. and you have to -- >> i don't either. [laughter] >> not much done i guess. but there's a little trickle down somewhere. anyway, we know what's supposed to happen. [laughter] >> so there's lots to teach, lots to learn. >> and things really have changed again from the time when we were kids.

when i see things have changed, not merely the dropping of teaching but the resulting deficits. one of the difficulties, at least that i found inchon to put all this in perspective is that with much better studies about what's going on today than we had about what was going on 50 years ago, people were not make his same kind of surveys here i had been impressed with one summary which went through a series of rather detailed survey findings in the mid '90s. and the conclusions to be drawn from it were summarized by one of the educators in the field, a man named william goldston, in the following way. he said that the numbers seem to show the degree of civic and

broader political knowledge on behalf of a high school graduate in the mid '90s was the equivalent to that of a high school dropout in the 1940s. and the degree, again, probable knowledge of a college graduate in the mid '90s was about that, was about at the level of a high school graduate in the 1940s. and if anything needs, can further be said, what is shocking and disputing about that is bear in mind that during the same period of time, the growth and the availability of higher education was explosive. and yet in effect what we said is the level of collegiate knowledge, drop high school and high school dropout. something really bad has

happened. >> in preparing for this i kind of casts a wide net and tried to find some of the resources that are out there to get a sense of how broadly this problem is being recognized. and actually there's a lot going on there i noticed that richard dreyfus, the actor, has weighed in on this. e. set something up called the dreyfus initiative which is the curricular development program. i look at that website. and then on the judicial system in maine, a coalition of the federal and state judges organize as the main federal state judicial council has started a program of video interviews of judges talking about your life and work basically. and it's really engaging. had one judge, a state judge, and i can think of his name who

talked about being a troublemaker in high school and dropping out of college and taking a long time to get his act together, and eventually obvious they becoming a judge. the point was to make the judiciary not seem something remote, you know, people are bone -- are born with their robes of their particular since these are real people doing a job for the public who are, you know, more or less approachable and can be sorted understood on a human level. and i wonder, looking at the supreme court for insist that we seem to be in an era where a number of justices, current as well as retired, are out and about and making the court may be a little more accessible it and you both have been around long enough to see that as a trend. this wasn't something that was so true when both of you became judges. and i would be interested in

your reflection on whether there's anything that the supreme court itself, either institutionally or as individual justices can do to address this. >> it was interesting because i'm not in washington, d.c., all the time anymore. just now and then. and i recently was there and i sat in the courtroom to watch an oral argument. and i sat there and looked up at the bench. nine positions. and it was absolutely incredib incredible. on the far right was a woman. boom, boom, boom in the middle was a woman. on the far left was a woman. three of them. now think of it. it was incredible. and that took, you know, it took 191 years to get the first. [laughter] we are moving a little more rapidly now. i was pretty impressed. >> heck, look at this group here.

[laughter] [applause] >> so things are happening. so extract or extrapolate from what you said, the court being able to sort of model. >> well, i just think that the image that americans over all have of the court has to change a little bit when they look up there and see what i saw. i thought that was a pretty big change. >> of course not too many people get the chance to actually -- >> you know, everybody -- >> here we are on c-span, c-span has kind of a dog in that fight. why don't you bring the court into the living room of america. >> i fight i hope c-span loses. [laughter]

>> well, we -- [laughter] >> looking at the election this fall on some the judicial issues. for instance, what happened in iowa where sitting judges were thrown out. >> that is another subject on which i've been trying to be helpful. how we select state court judges. now, this is a really important topic. and it seems to me that many other states need to consider some changes. when we started out, the framers of the constitution got busy and designed a federal system. and when they came to the judicial branch they provided that the judges would be appointed by the president, with the advise and consent of the

senate. no election of judges, right? no election. and the original 13 states all have similar systems. i mean, closely related. no election. now, a few years went by and all of a sudden we had andrew jackson, and he's saved us down in new orleans, that was good, but do you know what he did? he thought we should elect our state judges. and he was the one who went off and said you want to change any lecture judges. the first day to do that with georgia. a bunch of others followed suit him and now what do we have? we have this hodgepodge, and many states, i think about 20, still have popular elections of state court judges. and that means campaign

contributions, they run for office, they have to get money. who gives them money? the lawyers who appear before them. some of the clients that appear before them. there was that case that the supreme court had from west virginia, big judge against massey coal company. 50 million or something of the sort. and the chairman of massey calls, wanted that judge was in a trial court in west virginia. and in west virginia they just have to levels of courts, the concorde or the supreme court. and massey coal wanted to appeal to the supreme court. that's fine. it's a five member court, and there was going to be an election at the next general election. and one member of the court had to run for office. well, massey calls chairman gave the man about $3 million to help

with his election campaign in a little state of west virginia. and guess what, he won. big surprise. and been the case was heard and somebody on the other side said, the reelected justice, maybe you should recuse yourself because of -- oh, no, i can be fair. so he heard the case, and in a 3-2 decision, he voted to overturn the judgment against massey with the participation, 3-2 decision of the newly elected judges and the other side then filed a petition with the u.s. supreme court saying, we were denied due process here. and that's a hard plain to me. i'm glad i wasn't sitting on the court for that. that's tough.

but the court ultimately decided that was correct, there wasn't due process. that means states have to be a little more careful about how they organize their courts. and that was the right signal to send. but many states still have their election of judges. and that's not a good idea. i would like to see more states adopt what we call a merit selection system where there is a bipartisan citizens commission formed that will receive applications from people who want to be a judge. review them come any be the people, make recommendations to the governor who can't appoint from the list of recommended people. and then typically in these systems they will serve for something like six years and then have to stand for election. and they can be ousted and

that's what happened in iowa. their supreme court is a merit selection system court, and three of the justices were up for retention election. the court had unanimously decided a case involving a gay marriage law, and it irritated some voters in that state. and they campaign against these judges with the retention, and a majority of the voters voted them out. they said no, we don't want to keep them. that was a big signal. >> yeah, i wanted to ask about that because the so-called missouri plan, the merit selection and retention that iowa has has been held up for years by you and others as the preferable way to go. of course, what happened in iowa, i mean, yes, some voters didn't like the outcome of the same-sex marriage case, but what i think more to the point, outside groups came in to use

the election to teach a lesson. people spent a lot of money. the judges money for retention had never encountered anything like that spirit and they didn't do much in response. >> that caused problem. it raises a question, these days of very aggressive, money laden, judicial campaigns, whether the missouri plan still holds up as a civic improvement -- >> it does, it does. and arizona has it, and i watched the progress there. it doesn't mean you can't have a problem. you can, but it is so much better than the alternative, if you can imagine. but it tells me that you have to be there any do something like what happened in iowa, those who are hoping to be retained better be active and better do something in response.

>> so they need campaign committees and any contributions. >> it's going to be a major effort. >> so you are kind of back in the soup. >> not as bad because you get over the hump and then go back to where it was. it's not going to happen every time. >> to draw a link between non-subprime and what we're talking about earlier, i mean, do you think that if the public has a better understanding of the role of the judiciary through some kind of education that this sort of thing could be mitigated in some way, or if an issue is hot enough does it just kind of overwhelmed? >> and occasionally there will be a hot issue. in our country it tends to turn on abortion or gay marriage or something like that. and voters can get pretty excited about some of those issues. >> you a state judge for years

in your career. your appointed. >> i was appointed, yes. >> and without a retention election. new hampshire is just plain old -- >> essentially the federal system except there is a mandatory retirement, so i didn't have to face that. i agree with justice o'connor that if you're going to have an elected system, tried to have the missouri plan. that's the best way, you still can't make a steal person out of a sows beer but at least you are along the way a little bit. the missouri plan and then any system along with retention elections. his intention with the fundamental understanding that animates, and appointive system with life or long-term appointments. that is the understanding that when the heat is on we tend to

do the wrong thing. we get excited. our judgment evaporates, and that is why you want a branch of government which has reference to principles that are going to endure beyond the heat of the moment and say, wait a minute, you just violated your own rules. and if you cannot have a branch of government with the power to do that, and with the incentive to do it, knowing that those who make the declaration will not be thrown out on the street the next morning, you in fact are compromising the very concept behind a rule of law and able of enduring law. so that's the fundamental problem even under a missouri plan. the development that has exacerbated the problem is the

development of money in judicial elections, which in its turn has been exacerbated for the recent develop into law which took place after both justice o'connor's and my departure, but on which we expressed opinions earlier to the effect that corporations cannot be limited in the kind of expenditures that they make for political purposes. and if that is not sufficient exacerbation, that combined with the legal avenues now for disguising the source of political contributions makes for a very general threat, political integrity, and a particular want to the judiciary. how does one respond, how does the judiciary respond?

the judiciary cannot do anything about it. but there is one authority, judiciary has got to start think of using. because i a syndication is going to arise. think back for a second to justice o'connor's reference to the west virginia election case. the reason that case in one way was easy, the reason the issue could be focused was because that was a matter of public record where the $3 million came from. it came from, the chairman, i think of the company was appealing the very large verdict against him. what does a litigant do now in a state with elected judges, when in effect as a matter of federal law that limits are often what the corporations can do.

and, in fact, there are avenues for contribution which do not disclose the ultimate source of the money. it seems to me i know what i would do if i were a litigant in that kind of situation. i would require, i would demand in the name of due process a disclosure of all sources of contributions to the judges on that court before which i was going to appear, and an analysis of the sources if, in fact, the named source was or might be opaque. and i think it's inevitable this is going to come, and i don't know really of anything that litigants can do in the name of due process short of this. unless they are willing to take the chance of short of just being a fish getting shot at in a barrel, who is firing. i think this has got to come.

>> where this is leading, i think, given the current majority view of the first amendment is a clash between the first amendment and due process. >> which -- you're right, but, you know, this over sympathize a bit but not by an awful lot, most of the constitutional issues that come before the supreme court of the united states are not questions of should we apply this principle as a logically ought to be applied, but rather questions of should we apply this principle that might apply, or that principle that might apply? the essence of principled decision-making by a court like the supreme court of the united states is in the reasoning that

selects the principle that is going to predominate in a given case. principled decision-making isn't simply being watched. it is being reasonable in selecting from among legitimate competing principles. and as you say, linda, we are going to see that as between the current view of first amendment rights and enduring view of due process rights. >> so the question of whether the current majority is willing to follow them, the logic on the path they set out right over a cliff is what you are saying. >> you'll have to ask them. [laughter] >> and i mean, seriously though, the path they have followed in the recent cases simply has not encountered the issue that we're talking about here. bear in mind that the same

supreme court that decided citizens united is also the supreme court, one personnel change to the -- different, from the court, but this point, to personnel changes different. it's the same court that decided the west virginia contribution? so you've got a court which is quite clearly and robustly espoused both the principles. this isn't a non-due process court anymore than it is a non-first amendment court. >> justice king and the majority in both of those cases, right? >> and so, this is a court which has not shown itself shy of confronting either due process or first minute issues. and i am a reason to believe it's going to be shy about being

candid about how you resolve the tension, when the tension gets to it spent on a personal level, it occurs to me listening to you, what's it like having been on the court for a good chunk of time to watch them, obviously you view a mistake was made in citizens united. what does that feel like? if only i'd been at the conference table maybe i could have made a difference? it must be a strange feeling to be on the outside looking in after all that. >> yeah, but you have to accept the fact that people are going to be serving there for different periods of time. you're not going to be there forever. and other people may disagree with some of the things that you believed. so you just can't approach it from the standpoint that you will never be disappointed or concerned that it's very

possible you will, but that's life. [laughter] >> this one possible radical interview question. it comes from the old joke about the young and the old talking at the end of the day, the young psychiatrist looks exhausted. the older guy looks as fresh as he did at 9:00. the young doctor says, how can you seem so fresh? how can you stand listening to these patients all day long? everything is wrong. you sit there listening to them. why does it get to you? the older doctor says, that's the secret. who listens? [laughter] >> that may be, that may be one answer for the supreme court justices, you know? [laughter] >> who watches? that has not been a solution

either of us followed. spent i think you're getting a little better rated. >> not liberated from really, but liberated. i had no desire to leave the supreme court. i loved my colleagues. i like the work i was doing. there were days when a wish things turned out differently your but i still love everybody in that building. but i feel liberated to do things that i couldn't do on that court. is confining in time, as well as in discretion. and there were other things that i wanted to do while i was to any condition to do them. so i'm liberated to do things rather than liberated from things that i didn't like. spent a better way to put it. >> well, i know people in the audience have been writing down

questions, and this may be a good time to turn to some of them, if there are any. >> do we have some questions? >> amy mcdonald has -- i'm sure we will collect more. >> what happened to her? you have some man who is trying to hand you some. [laughter] >> do you think any of the decline in enthusiasm for civics results from a change in the rhetoric of the purpose of government? that is, today the focus is much more on privatization enabling

the free markets. so i guess that means we don't hear much talk about the higher purposes of government may be. there's a lack of inspiration. >> i don't think that's what i'm hearing now. i think you have the fact that young people are not learning anything about it. and so it's not accept that there's much concern. >> i would say the same thing. again, historical perspective helps you. this decline started 40 years ago, and wasn't, i hope i'm not going out on a limb here, i don't think it was around until 1990 and into the '90s that people begin to say wait a minute, something is going wrong here. the unfortunate state of public rhetoric in the united states had not reached anything like today's characteristics at that

time. and i older a moment ago to the fact that i've seen a good many civic teachers in the last year, and i've seen some of the kids that they teach. and don't just give you two examples. i listened to a fourth grade class from one of the new hampshire towns that was visiting the state house one day and i happened to be around. and that have happened to be blessed with teachers in the fourth grade who had themselves in enthusiasm teaching. and the kids were a bunch of winners. they knew more -- i listened to the governor asking him questions to find out how much of a new. those kids knew more about civic organizations in the fourth grade that i knew in the fourth grade. and you know, odds are going out

of their shoulder sockets trying to answer the questions. it was terrific. and i visited a combined couple of high school classes in my own town. again, they were blessed with a couple of teachers who work real sports. and i mean, they were gung ho. so i don't have any reason to believe that the state of public rhetoric in united states is going to be, itself, a roadblock to educational reform. >> i agree. >> here's a question that may be somewhat related. is the decline in the teaching of civics related to a general decline in educational standards? someone argued that in 1935 high school diploma is the equivalent of a 2010 college degree. spent i think there is a decline. i will share some of that concern. i think that at an earlier

period in our history, a great deal more was learned in the early grades than he is today. and we just kind of deluded it as we've gone along. >> i'm going to take a pass on that. i don't know enough to answer that question. >> here's a question, is it reasonable to think that states as divergent as massachusetts and texas can be brought to teach a common civics curriculum? [laughter] >> good question. >> i think it's possible. [laughter] >> but you may have a hard time uncertain principles like how can you organize the court. in massachusetts you don't have the popular election of judges in this state. you've got a pretty decent system, and their our long-term appointments. and in texas, you know, i was

born there and i spent time in texas. and if you're a lawyer and you have a trial in a texas court, the first thing you have to do is go do some research on the judge and try to find out how much money the judge has been given, by whom. there are a few records and sometimes you find out some of that. that's what you have to do. and then you have to meet or you will not get a fair hearing in the judge's courtroom. it's pretty sick. now, why would you want a system like that? and i've been to texas to talk to them. to the legislature, to see if they wouldn't be motivated to propose a change in their system. no, thank you. we like it. so it's very discouraging. >> it's hard to think about what is it, the texas railroad commission or whoever makes the curriculum, they would include in a creek in any --

>> there are lots of decent teachers and willing students and everything else in texas. a lot of good things but i don't think their system of judicial selection is ideal. >> but just going to the application of civics teaching, i am guessing that one of the things that i'm going to see, we are going to see if the efforts did beef up teachings in our respective states begin to pay off, it's a contrast between teaching materials of our day and the teaching materials that are going to be used in the future there i remember the book, the ninth grade, the blue civics book, and it may have been -- it was probably tabloid but it got a lot of basic factual material on the page, and we left i think pretty much with that. the notion, i think, of a

generally acceptable textbook today on a national level is antique. my guess is we're not going to see such a book. what we are going to see is, i think, a combination of what is going on in those schools that are teaching civics today, and that is an awful lot of that material is getting downloaded and it's been getting exchange, teachers. there's a decentralization of text going on. and i would be very surprised if that particular decentralization trend is going to change. >> here's a question, how can we get schools to choose to read include civics in the curriculum when they say they don't even have enough time or money to teach math and literacy well? and the writer, the questioner works at discovering justice, a

civic education organization here in washington. she poses a financial question. >> well, it's hard, but that's what i am enthused about a program that can be used by kids on their own, that they love and are having fun, and they're going to learn some. that's one way to help get around it. i'm excited about that. >> i think there are two answers to that question. one is sort of the fundamental value answered, and the other one is the pragmatic how to do with answer. the fundamental value answer is, is something that i guess has been lost from the discourse on the consciousness. and people like us and people who take up this cause in other states is simply not to keep stating and they've got to keep pushing it. it's basically this, in the

aftermath, famous quotation, in the aftermath of the 1787 convention regiment franken was asked what kind of a government the constitution would give us an essay and his answer was, it will give you a republic if you will keep it. republics can be lost. jefferson made the remarks, a people both free and ignorant has never been seen and never will be. there has got to be a component of knowledge and understanding of democracy is going to survive. and when two-thirds of the nation do not know the basic sample structure of their government, when six out of 10 people, adults in the united states cannot answer questions which would once have been appropriate for school children, then we are getting to the point

of the franklin and jefferson source of worry. if ever we were in a position of worry, it is a greater worry today than at any other time in our life. there has been no time in my life or our allies in which the degree of frustration with government and discuss us can with government is great and assault out as it is today. the responses to that frustration, and he frustration by the way which i think probably everyone on this platform also shares, the response is to the frustration. it could not be merely political response, throw these bums out and bring in someone new. the responses have included suggestions for structural

change. you have heard the suggestions of constitutional amendment as they go even so far as the 14th amendment. win that kind of possibility is being routed around public discourse, we have got to be very, very worried about the inability of the population to understand the structure of what we have from which follows the location of responsibility within the quality, and against which has to be measured any proposal to change. the proposals to change is like most moral and political questions, are not or cannot intelligently be looked at as simply a question, would it be a good idea to do so and so.

whether or not they are recognized as such, these invariably are questioned, is this proposal something which would be better than that, or that which we have. the fundamental nature of these moral and social, political questions is compared with what. and if you don't know, if the vast maturity of the quality do not know what we have now, it is impossible to expect, informed by definition, can be brought to bear on proposals to change. and that is why it is not chicken little to say we have got something to be worried about, seriously, right now, about the continuity of constitutional government as we know it in the united states. the pragmatic how to do it answer to the question is we've

got, those of us who are beating the drum like this and you're on commissions like the one i am on in new hampshire, have got to be very practical in helping people who would like to do the right thing, find a way to do it. ..

>> i mean, people like us who make a two-pronged argument, we have to make the argument clear why this is not funny, why we have got something to worry about in the united states of america today, and then we've got to be pragmatists and say, okay, if you want to do what we're pushing for, get testing back in on the state level, get this reading material into no child left behind or even consider cutting back on some other things that may not be as fundamental to the political stability of the united states as civic education. >> that's right. that's right. >> to make sure i understand the pay sis of the urgency that you're speaking from, it's not that the people who are coming up with these ideas are lacking in civic knowledge.

it's that the population of the whole lacking of it and in it is vulnerable to kind of manipulation. >> yep. >> correct. >> we don't have a broad basis for critical judgment in the united states today when two-thirds of the population don't know the fundamental structure of the government. >> right. >> question, what do you believe are the three most important pieces of knowledge that american students should possess about our government? you can come up with three between you. [laughter] >> you go ahead. >> oh, of course. [laughter] >> well, you know, get organized. what are the three branches? what do they do? how does it work? how do citizens get to know about them and participate? i'm, these are the fundamentals that we would hope would be taught in the classroom. >> i agree.

know at least the basic structure, three branches, two, have an idea of what those three branches do. i've listened to 4th grade classes who can answer those two kinds of questions fairly well, so it's not an overly ambitious agenda, and i guess the third thing i would hope people would know about government is illustrated by the story that a friend of mine told me, a lawyer in new hampshire and a very close friend of mean, and he was visiting some new hampshire school on law day back 10-15 years ago. it was on the subject of the exclusionary rule and criminal cases came up, the rule that if the evidence is illegally seized, seized in violation of

constitutional standards, it may not be used by the government in its case and chief against a criminal deft, and some -- defendant. this was junior high school, and one student asked why should the public interest suffer by letting some criminal go free because the law enforcement didn't get a warrant. his response to the kid was because you're next. [laughter] the -- if there is one fundamental principle of good government, it's the principle behind the exclusionary rule and other constitutional complications, and ultimately, it is the golden rule. treat others the way you want to be treated with the coal lair that if you don't, you're not going to be treated that way

either. if you had to erase everything in the united states constitution of the let's say the rights constitution opposed to the structural constitution, you could leave one thing, the one thing i'd leave would be the equal protection klaus. -- clause. we are in this together and are all going to be treated the same way. if that were understood, i'd take my chances on subsidy of jut comes, and that is -- outcomes, and that is the fundamental lessons i think of behind governments of powers that are limited both structural and for the sake of individual liberty, so that would be my third lesson, and i'll put it in the terms of you're next. >> well put. no further question can top that seriously, so i'm going to thank you both for being willing to do this and thank the audience --

[applause] [applause] [applause] [applause] [applause] [inaudible conversations] >> with saturday's shooting attack in tucson that killed six and injured 14 including give fords, january brewer will not give her address of the state speech today, but instead is talking about sacrifice and introducing the intern who stabilized gifford for the emergency crews arrive.

live coverage on our companion network, c-span. >> today is columbus, ohio, john kasik was inaugurated. ceremony took place at the ohio theater across the street from the state capitol in columbus. >> raise your right hand. >> i, john kasaich do solemnly

swear i will faithfully and honestly discharge the duties of the office of governor of state of ohio and shall support, protect, and defend the constitution of the united states, and the constitution of the state of ohio so help me god. congratulations, governor. [cheers and applause] [applause] [applause] [applause]

[cheers and applause] [applause] >> ladies and gentlemen, may i present to you the 69th governor of ohio, mr. john kasich. [applause] >> thank you. [applause] thank you. [applause] thank you. [applause] well, i have to start by thanking my great family.

my little daughters, em and reece coming up on their 16th birthday. [laughter] almost. [laughter] they act like it. they'll be 11 year on the 16th of january, and it's very exciting for them. whenever i leave the room at night, often emma says, daddy, i love you. sweeter words were never heard sweet heart, and to my little daughter reese, the other jewel in my sky. she gives me those little hugs, and when i get ready to make a big speech she says, daddy, keep it short. [laughter] you know, my wife, karen, as we all know, she's just a duffel woman, -- beautiful woman, but that's not what drives her or me in my relationship with her.

see, we're great friends and great buddies and we share so many experiences from hiking up in the state parks to trying to take care of our daughters to exercising, to praying, and just trying to connect with our friends and our family all over the country. sweetheart, i love you. you are the most important thing in my life, thank you, babe. [applause] [applause] >> you know, it's sort of faith, family, and then friends. i have been a very blessed man to have as many good friends as i have. you see what it is with my friends and with me is that we

love one another. we're there for one another. you know, it's loyalty towards me and support towards me, but you know what? it's my loyalty to them. i have never been so blessed as to have the collection of people who tell me the truth and tell me like it is, but they are there to support me and to strengthen me and to support my family. so many of them are sitting here in the three or four rows. you know i love you; right? you know that i love you. to my supporters, you know, from 1977 on, you put me on your shoulders. there's no way that john could have came here and gotten anywhere near where i've been in my political life without these

supporters. i'm proud of the fact that we work together, and some people call me independent, and in the political world they call me brash. you want to know why? because in my mind's eye are the supporters, not the ones with the big money, although we do like them -- [laughter] no, it's the housewives back in 1977 and 1978 who made the phone calls and put up the signs and licked the envelopes and showed up day and night bringing their husbands with them, and the young people that i met who have now become protoe types of mine. they reached for the sky, and i have no doubt we have reached for the sky.

to any supporters, i love you too. i want to thank all ohioans for giving me the chance to form a team, to form a team and to transform our great state. you know, years ago i used to use the word "i" and awful lot. i don't know whether it's age or whether it's prayer or it's the constant beating that my friends give me, but it's not i any longer. it's we. i learned long ago working with my great pal john boehner, only teams, only teams can accomplish great things. you know, he was right. there is no i in team, and together, we as ohioans can get this job done. you know, my inauguration, the conductor of a great orchestra,

with all of you playing an instrument in that orchestra, my inauguration is your inauguration. i want everyone to understand that i hope you can realize we accept this responsibility together. i have aceps that across -- i have a sense that across ohio people know we have a challenge, so today we're all inaugurated into a better day. you know, i'm only a servant. i am only a servant, a public servant. i report to the people. i report to you, the people. [applause] i do not report to special interests under any circumstances, and i want you all to understand something. i can never work to advance myself.

i will not work to advance myself. my future or my self-interests are not acceptable, and as long as i stay on that track, as long as i stay on that path, i will remain a good public sur vaunt -- servant. my only purpose, my only passion in all of this has been to lift ohio, to make us competitive again, and to create jobs for our families because when our families have jobs, they have hope. they have dreams, and they have strength. it is my only purpose and my only passion, and when i wake up every morning, i'll say my prayers. i'll hug my family. i will focus on ohio's economy. nothing, nothing can stand in our way. [applause]

>> i am a servant of the lord. i am a servant of the lord. [applause] he has opened doors all of my life. the lord has, he's pushed me over the mountain this time. i don't know why, but i have no doubt that he has. i spent a large amount of my life trying to figure out how he works. i got a message one day driving up over by the hoover reservoir. it wasn't a telegram or a phone call, but it was clear. stop trying to figure it out.

i'm not going to tell you. [laughter] here's what i do know. e expects his servants to use their talents. he expects all of us because all of us have been created with a special talent. the key to life is to use those talents even at times when it seems daunting and it seems impossible, but, boy, i'll tell you what. no pounding on the chest, no pointing in the sky, he wants us always to remember where these talents came from. he reminds us that no one person is superior to any other person because in his eyes, all are equal. you know, sometimes i see the scrub lady, and i realize that in the next life she's likely to have a bigger crown than i could

ever dream of. don't go pass them quickly. you could be passing an angel. quiet reflection is necessary every day so as to not to get lost. dl moody wrote about a civil war general facing a huge battle. he prayed for two hours. hi subordinates said to him, how can you pray two hours before this big battle? he said, how could i not? prayer is necessary. you know, i so love the memories of my family visiting ohio. my uncle harry, cousin harry's father, used to tell me when we went to vermilion and passed that pennsylvania line into ohio, johnny, we've reached the promised land. [laughter] even as a young boy, i knew that

uncle harry was right. you see, ohio has wide horizons. we have unlomented opportunity -- unlimited opportunity. ohio is an exciting place, and i have come to understand as a grown man what ohio is all about. we are about common sense. we are about -- [applause] we are about common sense and we can drive our country. [applause] oh, yes, we're about helping neighbors and loves god and building a better future for our children. you know what? ohio has been the promised land for me because of my family because of my friends, and because of this work. i have never, ever considered leaveing ohio no matter how great the opportunities in the far away place may have seemed. i love ohio. ohio's given me all that i am today, and now i can pay back

ohio and help lead us forward into realizing ohio's promise and our destiny. get ready for an exciting time. put on the seat belts because we're going. [applause] the leads have grown up. the obstacles at time seem great. the light has dimmed in our great state, but i believe we have not yet begun to fight for our families, for our children, and for our legacy. you know, i've slowed down in my life, and i thank god because it gives me time to look deep into the eyes of our neighbors across

this state. oh, yeah, i've seen determination. i've seen resolution, and i've seen strength. i have seen strength in the eyes of a young woman who is committed to growing her small business, and she said, please don't wreck my business. she pleaded with me. i've seen resolution in the eyes of the people in other counties. they've pledged to win the fite against drug addiction and drug abuse and save their community and save their families. they were here a couple days ago. about a does p women -- about a dozen women wearing lime green t t-shirts for somebody who died from that devilish addiction. we'll all going to fight to help

them, won't we? all of us will fight to help them. [applause] i have seen determination in the eyes of a mom and a dad, bob evans, chicken and noodles. you know, that mom and dad were meeting to stretch their -- needing to stretch their income to provide a better life for their children. they said, we're counting on you, john. i said, i'm counting on you to be part of the team. i've seen strength in the eyes of the people standing in line at a food pantry. they will not let tough economic times defeat them. mary and i will so moved in wilmington, people who played by the rules, worked hard, have common sense and are god fearing, and one day, nothing.

not -- i can't say nothing because that hope springs eternal. we're going to help those people in wilmington, aren't we all? we're all going to pitch in and help them. [applause] i've seen resolution in the eyes of the people at wallbridge who are determined to rebuild their community after a devastating tornado. to ride past that devastated schoolhouse and to sit with the people and realize how they all huddled together, business leaders, community leaders, clergy. they are a role model for all of us because you know when one part of ohio hurts, we all hurt, and when one part of ohio succeeds, we all succeed.

we all admire or are inspired by our fellow ohioans who work to overcome difficult circumstances. our enemy, our enemy is not our people or our assets or our great cities. we must rebuild our great cities in ohio. they have a great legacy. [applause] our enemy is not our fertile farmlands or our vibrant family-oriented suburbs. our enemy, our enemy is the status quo, the status quo, the dark side of human nature that shuts down dreams and basks in fear, the status quo, the dark side of human nature that shuts

down dreams. our enemies are those who sell officially look out only for themselves, the last gasp of air in the coal mine. i want mine, and they forget that we are all in this together. don't be selfish. our enemies are those who refuse to recognize the power of teamwork. they refuse to help raise the bar, and as our mother used to tell us, donna, raise the bar. make the world better for the fact that we came this way. it's the power of team and refuse to raise the bar are weak. we will defeat them. we will defeat them together.

[applause] well, as it relates to our enemies, we can make them allies. i've been seeing it happen in my so many meetings and so many trips. yes, we can make them allies by our example because it is absolutely true that courage is contagious, and we lead by doing not by saying, and when we do it, it creates a con -- con tashes that cannot be resist. we can show them every person has a moment of time, a moment in time, a window of opportunity where their legacy will be honored for generations. it's not about the big shots, ladies and gentlemen. it's not about the governor, the senator, the speaker, the

justice. it's about our fathers and our mothers and our grandfathers and our grandmothers who built america's greatest generation one person at a time by recognizing their duty and doing it. they were america's greatest generation. we honor them, and we have to live up to the example that they have provided. [applause] it is so exciting to be part of a movement that answers the bell. i've had the great fortune in my life and being part of many movements, answered the bell that works to save our state and strengthens our country in the process. as ohio goes, so goes america.

they are watching us. they're watching us. we will not let them down. [applause] we are not republicans. we are not democrats. we are not liberals. we are not conservatives. we are ohioans. we are buckeyes together. [applause] it's our mountain to climb. can you see it? can you see that mountain? i know you can. we can climb it one step at a time helping each other to be

strong. together, that mountain we will reach the summit. god bless america. god bless ohio. [applause] ♪ [applause] ♪ [applause] ♪ [applause] [applause] [cheers and applause] >> with saturday's shooting attack in tucson that killed 6 and injured 14 including

congresswoman giffords, january brewer will now speak about service and sacrifice and introduce the intern who stabilized representative giffords before emergency responders arrived. the letture convenes at 3 p.m. eastern with governor brewers address shortly after that. live coverage on our companion network, c-span. >> up next here on c-span2, a form on teens and technology surrounding their youth. hosted by the federal

communications commission, this lasts about two hours. [applause] [applause] >> good morning, thank you. there's some housekeeping for those of you interested in posing a question during the course of today's session, you can pose a question for the panelists through index cards that will come out, and the

runners will come out and give you a card if you'd like to pose a question. feel free to do so. the topic is generation mobile, the use of technology in the classroom. please pose some wonderful, intelligent, and articulate questions. good morning, and welcome to mckinly technology high school. for those of you who don't know, i'm david pinder, the principal here. we bring together members of the business and technology community to discuss the innovation of mobile technology in the classroom. mckinlel is an excellent host to present this event. we are the hub for the district of columbia schools, and our 21st century approach to teaching and technology including biotechnology lead the way and information technology and media has paveed the way for our students to become the highest performing students in

the united states. if our children are to compete globally in this new age of technology, then our approach to education must change and innovate to meet these new challenges. here at mckinley98% of our students go to college every year. they results have been dramatic. this is not due to chance, but a focus on developing rigorous and innovative technology rich curriculum, having a school of master teachers, and our focus on aligning student learning to the demands of the global market. of course, i would be remiss if i didn't mention we have the number one students in the united states. [cheers and applause] they are doing so well. they are trying to get a dress down day for friday so desperately. we have a wonderful support base from parents and business

members in the technology community. i would like to take the opportunity to recognize a few of the important entities responsible for this tremendous event. first, i want to thank the fcc for trusting us to host this symposium with regard to educational technology and the innovations needed in education to move stay tuned achievement and -- stay tuned -- stay tuned achievement. we want to secure partnerships as we move to work for providing our students the opportunities available in the united states. our alliance with transforming technology and education compact in dc, our partnership with the armed forces communications, and electronic association, absd and membership partners such as google, sri international just to name a few allowed us to pursue the rigorous curriculum that allows our students to

achieve at a higher level and seemingly becomes an competitive place. i like to thank all of our partners for having the school ready today as we are a true beacon of the hill that has always been in the dc academic community. i applaud president obama and the chairman for recognizing the need to address technology and stem as a focus on eggal reform. our leaders are at the forefront of the issues to be confronted to bring america back to the highest performing country in the world of education. it is my pleasure to welcome the fcc and chairman to mckinley. she was nominated by barak obama of federal of the communications commission march 2009 and sworn into office on march 29th, 2009. he has the distinguished pedigree making him qualified to lead the fcc into the next

generation of technology and what it has to offer our set. he went to harvard law school with a distinguish of magnum and he completed studies for ba at columbia university. prior to to his appointment, he spent more than 10 years working in the technology industry as an exec tifer and entrepreneur cofounding lunchbox digital and served as managing director and was a special advisor to general atlantaic. here, he worked to start, accelerate, and up vest in early and mid-stage technology and other companies. from 1997 until 2005, he was a senior executive at iac, interactive corp., a fortune 500 company where he was chief of business operations and general

counsel. chairman's public service roles including work for previous fcc chairman in a legal capacity. he served as clerk for supreme judges souter and brennan. he also worked in congress for senator charles e. schumer for new york and investigated the iran affair. he's been active in social responsibility and the marketplace. he was part of the founding group of new resource bank specializing in serving the needs of green entrepreneurers and sustainable businesses, and he's served on the advisory board of entrepreneurs and served as a board member of countless medias, a leading nonpartisan non-profit organization seeking to immediate lize children and families. we are pleased he's chosen this high school for the venue of the

event. we believe we are leading the way for stem education in the district of columbia, and soon nationally and in providing our students with the proper opportunities to utilize industry, some of whom are represented here today to provide them with the foundation to lead their peers into a new technology savvy environment. ladies and gentlemen, it is my distinguished pleasure to welcome to our school, the chairman of the federal communications commission. [applause] >> thank you. thank you. thank you, david, for that introduction. thank you for what you have done for this great school. thank you to all of you, all you students out there who are making his job so easy by being

so good. [cheers and applause] now, to all you students, i hope you are gentler with me than your football team was in your last game. [laughter] 32-0, and you guys are a science and tech school. what's that? [cheers and applause] well, thank you all for coming out, coming to listen to someone from the government, from the fcc talk a little bit to listen to this panel which is going to cover some really important topics. thank you for all of you who are participating remotely. we got folks who are participating online from as far away as independence and beaverton, oregon. it's three hours earlier there. we can do the math. it's very early so thank you for

waking up and participating in this. we appreciate very much. thank you to the panelists. you'll see how great they are later, to the parents, educators, and experts who are going to come and make sure we have a terrific discussion on some important topics today. let me be brief in this intro. in fact, let me start by asking questions of the students who are here. first, how many of you are looking forward to winter break? [cheers and applause] how many of you are looking forward to the finals you've got to take before you get to winter break? [cheers and applause] all right. all right, principal pinder, that's for you. now, how many of you use the internet in connection with your finals or homework or schoolwork?

all right, let the record show lots of hands going up. how many of you think you'll need basic digital skills to get a good job? everyone. and one more. how many of you know that broadband means high-speed internet? well, that's great. you know, not that long ago, people didn't really understand what broadband was, that it simply means high-speed internet. it's good to see all of you have this level of knowledge because guess what? broadband is the most transformational new technology since electricity. it's changing not only the way homework, not only the way people do their jobs, but virtually every aspect of our lives. the opportunities of broadbapped internet are almost limitless. just imagine.

a student anywhere can have access to the best libraries, the best teachers, the best tutors in the world. in fact, the last time i was here at this school was a number of years ago when there was something called netday, when i participated with a group that helped string internet wires this this school in the late 1990s when it was closed for repairs. it's amazing to be back here to see it now. i don't know if we were imagining then the opportunities of digital textbooks. how many of you are tired of carrying around big backpacks with 50 pounds of books in them? right? why shouldn't every kid everywhere have a digital textbook with up to date materials and interactive learning tools, and broad band enabled. it can transform health care for the better. patients can have access to

specialists even if that specialist doctor is on the other side of the country. smart phones can help people say, with diabetes. they can track their glucose levels, empower the smart phones realtime monitoring by their doctors improving health care and lowering costs. how about energy? with broadband, the appliances in our homes will be able to talk to each other saving energy, saving money, saving our planet. the internet enables anyone anywhere to dream big and bring those dreams to life, and one thing we need to do to seize the opportunities of broad band is to preserve the freedom and openness of the internet. mark zoukerberg was only a few years older than you when he

invented facebook in his dorm room. another right up the road was in his early 20's when he founded google. neither had to ask permission to launch their websites, and if you want to follow your dreams online, you shouldn't have to either which is why the fcc is moving to preserve the open internet. it's a vital part we need to have to unleash innovation, foster speech, promote a vibrant economy creating jobs for students like you, and that's why it's essential we move forward next week to adopt the first enforceable rules of the road to protect internet freedom and why we have broad support of the effort across the spectrum including the tech community, investors, carriers, and civil rights organizations. it's very important that we do this. we need to make sure also that all of our young people, no matter where they are from, have

ac access to the internet with the skills necessary to be full participants in our economy in the 21st century economy. we need to drive broadband adoption and access everywhere, high-speed access with everyone connected so that we can compete in the 21st century, drive innovation, and investment, and for our country to be competitive in the new world, we're looking to schools like this one to equip students with more than just basic skills. we need to lead the world in what people call what you all know as the stem subjects, science, technology, energying, and math. president obama made this a priority. this cool is doing so much for that goal. all right. now, i have another question for you. since i've started speaking, how many of you have checked your phones for texts or e-mails? now, come on. [laughter] all right.

[inaudible conversations] how many of you were tempted to check your phones? all right. here's the thing. as with every revolutionary new technology, broadband internet brings not only massive opportunities, but some concerns. one study found that the average teenager consumes 11 hours of media content a day on multiple screens. another found that teenagers text so often it comes to a text every 14 minutes. we all understand "the lure of distractions". in the words of a compelling "new york times" article that described the challenges of new technologies, and we also know

how some texts or online messages can be hurtful. this all can have real consequences, consequences for schoolwork, consequences for friendships and relationships, consequences for careers, and consequences that literally can be life or death. 80%, 80% of fatal teen car accidents are caused by distracted driving. that's a tragedy we have to tackle. i have a simple message for you. don't text and drive. [applause] i've got three kids. my oldest and little ones are 4 and 6. the oldest is 19. he's a driver. i want them to have access to

the internet for lots of reason. if he's inn accident, i want him to call me, to call 9-1-1. i want all the benefits of that. they can change the world for the better for my kids, but i don't want him texting and driving. these are just some of the issues that the panelists will discuss in a few minutes. i'm just so glad that we're holding this forultimate today, so glad we're doing it here. i'm here to learn from students, parents, educators, and experts on what we can do to seize the opportunities of wire and wireless broadband while avoiding the pitfalls. it's not about government regulation. it's about responsibility. it's about information and education. it's about empowerment. empowering students, empowering parents with resources and tools

to navigate the digital age, and it's about providing a boost to innovators, to business up no vatters and social innovators developing new products and tools that can help parents and students with the challenges of having limits, and also with identifying the good stuff that's out there, the quality, digital content that can help make a positive difference for students and families, and so now to kick off today's discussion, we're very lucky to have a special guest. she's right here in this computer. you can't see her, but you will in a minute. she is emmy award winning actress jane lynch. you know her from the hit show "glee" and that's just -- yep, give it up for "glee".

[cheers and applause] "glee" is just one of the many tv shows and films that jane has made special. my own favorite is the show from a few years ago called "best in show." i'm so pleased jane is here, and i'm pleased to report to all of you that just today the golden globes nominated jane lynch for a big award. [applause] jane's been focused on these issues, and before we bring her up live, let me ask that we play a psa, a public service announcement that jane helped put together. >> hi, i'm jane lynch. today i'm a model citizen, but i used to be a model jerk.

i hiked it up. involvely my bad habits caught up with me. they put me through the text rehab program, and i'm showing other parents how to guide their parents through the pitfalls of mobile phone use. i'm jane lirchl, and i'm here to teach text-ed. >> question 15, td, pm means a, turn dad towards mon. b, talk dirty to me. c, too dumb -- [inaudible] pencils down. how do you think y'all did? yeah? well all the answers were b. >> really? >> what? >> come on, people, if you want

to stay in your kid's stuff, you have to know the abbreviations. they speak in a language that would baffle the kgb. >> how do we break the code? how? >> don't you worry. there's an easy tool to decipher any text ac cro anymore. the lg detector helps you figure them out. the best way to commit them to memory is get into the game yourself. text with your kids. believe me, they'll dig it. since you're helpful, read the next little bit. >> 8 #% of teens prefer getting a text message from a parent rather than a phone call. >> sure, that makes sense. with a text you're not dropping in on what you're doing, just tapping them on the shoulder. that's what texts is for. open up that digital dialogue and start speaking their language. >> what does this mean? >> i like your hair today too,

kurt. >> wow. she's amazing. >> and now for your homework assignment. today's homework is a fun one. go to the link below and stump the lgd texter. i bet you a bag of kittens you can't. bag of kittens not included. life's good and class is dismissed. >> so, as you can see jane lynch brings her wonderful trademark humor to the issue of responsible mobile ewe sage through our involvement of the lg text program as a role as a member of the lg tackling issues like sexting and issues of mobile driving. while the video is great, the real thing is even better, and

i'm now delighted to welcome via skype, award winning actress and recovering text actor, the incredible jane lynch. [cheers and applause] >> good morning. it's good to see you, and good morning mckinley tech. how is everybody doing today? [cheers and applause] >> hey, everyone can hear you. we're glad you participated. we know it's early in l.a.. we appreciate you rolling out of bed. you look great for just rolling out of bed. >> thank you. >> so we're here today to talk about the opportunities and challenges around technology with parents and students and experts. we just saw the video that you did with lg text ed.

it's intertaping, but -- entertaining, but serious business at the heart of it. >> that's true. when asked to be a part of this, i thought it would be a great way to help parents and kids learn about how we can be more responsible when it comes to mobile technology. the videos are funny, i hope, and we've been able to laugh a little, but at the end of the day, this is a very important issue, and i'm glad to see the fcc and everyone there dedicated to having this conversation about mobile technology. good and the bad behaviors. now, i don't know if you're aware of this, but teens on average send a text every 14 minutes. now, that's more than 20,000 texts in the u.s. every second. in fact, i'll bet someone in the audience is texts right now. is that true? i'm sure it is. all the texters -- i'm getting a text right now. to all the texters in the audience, and you know who you are, listen closely because today, i'll bet you'll learn

something. parents out there, don't think you are getting off easy. we know from our research that half u you are guilty of texts and driving. that's right, parents, they're on to you. we have to make sure you're doing everything you can to model good behavior. >> well, jane, i couldn't agree more. we can all benefit from thinking and sharing how technology, particularly mobile technology is changing our lives every day. how did you decide to get involved in this? get involved with lg? >> well, i've i'm a new. i inherited a 9-year-old girl in a marriage, and these issues are important to me. being a parent is scarry enough, and when you throw technology in the mix, that doesn't help. when the opportunity came to join this advisory counsel and be part of sharing little knowledge with parents and teens about mobile technology, about getting them to laugh, it was

something i couldn't pass up. we hope -- [inaudible] everything that ce consider technology, they are not a waste of time. it's about a time we all know is out there and figure out from stopping it before someone gets hurt. >> absolutely. could not agree more. >> great. before i go, mr. chairman, i have a question from you and we need a vote from the audience. i heard you play basketball with the president. i heard you didn't rip his mouth open like the other guy. who is better? can i hear a round of applause for obama? [applause] how many of you think obama fooled him on the floor? [cheers and applause]

well, i guess that's settled then. with the fcc doesn't work, come to l.a. and see if the lakers need a point guard. [laughter] >> all right, you bet. jane, thank you for the bode of confidence. i voted on the right side of that question, and thanks again for joining us. it's great talking to you and we admire your work as an actress and your work in bringing these issues to the attention of students and parents all over the country. congratulations on your nomination today. good luck with "glee" and we're all huge fans and thank you for participating. >> thank you and use your phones responsibly. [cheers and applause] >> thank you. ..

>> hi. so i can't really think of anything harder than trying to follow jane lynch. not to mention with a whole deck of slides about data. in order to make this more interesting, what i thought i'd do was have our -- my talk today be a little bit more of a conversation. so, again, i'm sort of feeling a page from chairman genachowski's book. i'm going to pose question and ask you about your cell phone use and mobile phone use, and

we're going to see how the mckinley tech folks match up with the rest of the united states and teenagers here in the u.s. first slide please. how many of you had a cell phone? i would be shocked in any of you did not raise your hand. in the united states -- next slide please. in the u.s., 75% of american teens have a phone. which seems kind of low. you have to remember that we survey kids from 12-17. and so some of the 12-year-old, some of the 13-year-olds don't yet have a phone. as you can see from the slide back there, parents are more likely to have phones than teens are. next slide please. but you can see actually, -- there aren't actually a lot of differences in who has a phone. the only differences is age. younger teens, middle schoolers. are there any middle schoolers here? they are up there. all right. the middle schoolers up in the top. [applause] >> so middle schoolers are less

likely to have phones than high schoolers. kids that come from lower income backgrounds are less likely to have phones than kids from other households. next slide. what are people doing with phones? not surprisingly, they are text message. they are text messaging, as you know, a lot more and doing anything else. more than they are talking, talking on a landline, more than they are even instant messaging, e-mailing, and all of these other ways of communicating have really remained flat over the last couple of years. while text messaging in the upper left corner is just skyrocketing up. next slide please. i'm going to throw out some numbers -- potential numbers of text messages that you might send in a day. how many of you send less than 50? raise your hand. that's what i thought. how many of you send less than

100 texts a day? how many of you send around 200 texts a day? okay. how many of you spent more than 200 texts a day? next slide please. so as you can see, you all very much exceed the average american. so the median number, for those of you who have had stats, is 50 texts a day. that's from 12 to 17. here we represent the mean and the median. there's a bunch of people. most likely many of the people in the room who are outlier. the average teen sends about 3,300 text a month. so you guys are i'm sure there and, in fact, sounds like exceeding that. so next slide please. so now we've got to go to the other side. how many of you don't make a single voice call on a typical

day? how many of you make about two or three voice calls on a typical day? how many of you make five voice calls on a typical day? 10? so next slide please. so as you can see, actually with voice calling, voice calling is remarkably standard across age groups, across genders, the average for most is making and receiving about five calls a day. somebody calling you and you calling somebody else. as you can see, there's another folks who sort of toll the numbers up as the mean who send about 10 or 11 -- sorry who make about 10 or 11 calls a day. there's a remarkable consistency around using voice calling. actually, adults send the same -- make and receive the same number of voice calls as adolescents do. interesting with text messaging, we have the 50 average. for adults it's 10. have you ever wondered why wherr

parents have other around you and cannot conceive because they don't get anywhere close to it in their own daily lives. next slide please. there's a bunch of things to do with your phone. how many of you listen to music on your phone? how many of you record videos with your phone? how many of you surf the internet from your phone? how many of you send instant messages from your phone? how many of you check a social networking place from your phone? next slide please. so as you can see, it's not just text messaging, it's not just voice calling. your phone, as you know, is a computer in your pocket. it can serve as a communicative and informational hub, you can record experiences from your daily live and share it out. you guys certainly succeed the

statistical norm, about a quarter of a teens say they send e-mail and surf the web on their phone. next slide please. for some kids this is much more important. for low-income kids, kids who live in families less than $30,000, going online on your cell phone is the most used way. as you can see, many of the things don't have a computer or if they do, it's not connected to the internet. the cell phone serves as a leapfrog. instead of having to share access at a library or with siblings, they are able to get online much more easily. next slide please. i'm not going to survey you on this one. this is some of the negative things that happen with people with cell phones. certainly we see that about half of teens say they have a spam text or unwanted text message. certainly about half of driving

age. these numbers are for driving age. they've talked on the phone about driving, or 1/3 having texting. 1/3 said they having bullied via text messaging or calling. and everybody's favorite sexting, sending nude or nearly nude images to somebody else. i'm not going to ask you how many of you have done that. about 15% say they received them and about 4% of teens say they have sent them. next slide please. how many of you would say your parents keep an eye on your phone use? raise your hand? very few. very few. all right. next slide please. so what this slide basically tell us that parents are in theory paying attention to what their kids do online. the over arching message if you are female and 12 or 13, your

parents are more likely to be monitoring than if you are a male or in high school. you can take that up with your parents when you get home if you have anything to say about that. that's the overall message here. it's also to say that parents have a lot of tools in their arsenal with which to monitor your phone use. some can set time limits about how long, and what time of day. sometimes about places where you can use it. some of them can limit the number of text messages that you send. how many of you have had your parents take your phone away as a punishment? yeah. it's a good one. parents are doing that a lot. next slide please. this is another question. i don't actually know about the cell phone rules here at mckinley. what i can tell you, next slide please. most schools allow kids to have cell phones at school, but you can't have them in class. is that what it is here? >> yes. >> yeah. so there's another set of schools that are much more permissive than mckinley that allow you to have a cell phone

any time you want, any time of day. that's about 12%. then there was a quarter of schools that are much, much more locked down. you are actually not allowed to have a phone on campus at all. if you are caught, it's con if confiscated immediately. next slide please. there's a bunch of things that you can do with phones in schools. about 75% or so of teens say they have their phones turned on. the darkest bars on the right are people who have never done this. as you can see about 63% of teens say they've sent a text message during class. i'm not going to ask you to raise your hands. and a very bold one quarter of teens say they have made cell phone call while in class. next slide please. so then we decided to look and see whether it matters what kind of school that you went to. does it matter if your school is really permissive or if your

school is locking you down? the truth is it doesn't matter all that much. since 58% of teens who aren't supposed to have a cell phone at school at all have sent a text message from class. i think this slide tells us that we have more work to do, particularly if you are a school administrator when it comes to regulating the phone in schools. also i think, it suggests really how important the phone has become. i know that in my experience, i left my smartphone at home this morning, and when i discovered it, i went back and i got it. because i couldn't imagine having to go through the day without it. i suspect that many of you feel the same way. i'm going to stop there. next slide please. i'm going to introduce our next speaker, rosalynn wiseman is going to comoderate the next panel called generation mobile speaks. rosalynn is an internationally recognized expert on children, teens, parenting, bullying, and leadership. and she's best known as the

author of "queen bees and want to bees" which is the book which is the basis for the comedy "mean girls." rosalynn? [applause] [applause] [inaudible conversations] [inaudible conversations] [inaudible conversations] [inaudible conversations]

>> do i get to go first? >> you get to go first. >> i get to go first. hi, everybody, i'm rosalynn wiseman, i'm going to cofacilitating this panel. what i want to do is i want to here from young people about how to actually talk about these issues of technology in ways that make sense. so we don't waste anybody's time. i think lots of time when we do this work, when we talk about it, it's really just general. we're going to really try to get to people's specifics. with young people's specific in our panels about what we can do and advice what your experience is. you all know chairman julius genachowski. we are going to be moderating the first panel "generation

mobile speaks." before we begin i'd like to introduce our panelist. i'm currently a member of the lg advisory council as is jane lynch. it's a program to educate parents about twen -- tweens and teens use. they are texting about one every 14 minutes. to introduce our panel, we have tori dugger. she's a 17-year-old, maybe attending mckinley. jonathan harris, he's a senior at dr. henry a. weiss, he's obtained 4.0 gpa while taking advanced classes. that's incredible. why don't we hold the applause

until the end. erin maines, she's a sophomore, and honor student and does tremendous amounts of things in and out of the classroom. frank preston who is a high school student at howard high school in howard county. he's pursuing a career in medicine with an interest in technology. lanita preston, she's a local science author, and mother of four from 4 to 17 years of age. stacey kopitsky. sorry, i didn't do it right. she's a elementary middle school administrator and mother of who teenage tons. and parry aftab.

she's known for her devotion to family online. dr. gordon, principal of the john phillip sousa middle school. in 2008, mr. jordon became a principal and is credited with boosting academic achievement. these are our panelist. i know this is going to be a good one where we have an amazing exchange of ideas to remember as chairman genachowski said, if you have questions and comments, you can twitter them and we can engage them as part of the process. all right. are we ready? all right. let's start. so stacy, we're going to talk to you to start off as an overall -- you know, to give us the picture. do student texting affect school? if you can, give us some concrete examples.

a few concrete examples of how you think texting affects the school environment. >> okay. well, at cabin john middle school, which is in montgomery public schools in maryland, we do have a policy just to give you some background and feedback on the counties policy which is particular to what was shared in the data. middle school and high school students are permitted to have their cell phones on the bus and in the school until the first school bell rings. then they are supposed to be off and stowed or out of sight. out of sight does not necessarily mean it has to be off their personal body. we encourage lockers, but sometimes they choose to have it more safely kept on their personal self. with that being said, i think the chairman has also gone over the laws and regulations about texting and driving and the laws that are in place. i think the best things for the schools to say, we do have policies, but does that stop

100% of the use? no. as schools, and as our school in particular, we give out constant reminders and constant feedback to participants and -- parents and students about expectations. we are still putting out fires. as we put out fires, it's a daily reminder to students in looking at what are the expectations and what happens whenever we have these cell phones pop up in class and interrupt the instructional day. as an educator, i start with the positives. i think part of the instructal days, kids give me feedback on how important cell phones are to text their friends, peers about homework assignments, information they might have missed if they are absent, they look at opportunities to network and connect in a social aspect. so that's the positives.

two examples, one that happened was with the wild forwarding of text messaging about hitting each other. it's hard to get a handle on where to find the start of a wild forwarding text especially in a middle school environment where it's not always a positive environment for positive choices for kids. that's one other example. >> thank you. i think what we'd like to do, ask the young people. we live with technology as chairman genachowski said, this is a positive, huge privilege to be able to -- and it's going to come into the schools. one the questions that i really want to direct to the audience and to the teens up here, what are we saying as adults that are effective and ineffective to you about these issues? about using technology. when you have a principals, what are principals saying, for example, not to put you on the spot that are ineffective and effective about how we talk to you about using technology and

mobile phones in the schools when some -- as we heard from a few, some have stringent rules, some don't. we know that you all have more control of yourselves than we do; right? how do we do this? how do we make this effective? i'd like to turn it over to young people and say specifically. what are things that adults have said to you that are effective about managing mobile use? and what are the things that adults have said that have been ineffective? and what advice do you have so that we can be more effective for you? frank? >> well, i know for a fact that when a person comes up to me when i'm using my phone and comes in a negative manner and just takes the phone from you, that kind of thing this is really upsetting. and to have somebody do something like that, you feel like your personal -- your privacy is being violated. i have gotten my phone taken

away before. and the immediate reaction is turn off phone, take out my battery. usually when you -- when people come up to you with the very violent way of taking your phone, you feel like your privacy is being violated and that you have to take measures to keep them out of your -- >> sure. tori, give us an example. what's a way that somebody takes your phone that feels disrespectful or violation of your privacy? >> i'd say when the teachers make assumptions, like they assume if you are in your bag that you are using your phone. so they ask for your phone. of course, most of us have phones, and so they come to our bag, they take the phone, and like frank said, we get upset. that makes kids want to find more ingenuity in ways to use

their phone. they think of more of ways to hide it. it's making the situation worse rather than better. i've had teachers who had the warning policy. if they see it once, they'll say put it away. i find that a lot more effective than taking it outright. when they give us our phone back, we know we can't do it that way. we have no use our phone a different way to not get caught. it's not doing anything but make it increase the amount of text messages or phone usage in class because know kids are saying i can't use my phone that way. but i can use it this way and won't get caught. >> erin and jonathan, anything to add? [laughter] >> i have some teachers that pretty much say, like, i know what it looks like when kids are texting. so if you are looking down or you are in your bag or something

like that, then they are going to ask you to take your phone away. but normally like the administrators at my school are not -- they don't really put it into effect as much. so they say we are not supposed to have our phones in school. but many of the teachers are really lenient. they allow us to use phones in class. >> let's be concrete and give adults some advise. what are effective ways to reach out to you? what are effective ways? >> basically don't come in a -- an aggressive way. ask politely. hey, so and so, please stop using your phone. we are trying to get through the lesson. that works, i've been caught, teachers say that, i put it away and usually don't take it out the whole day. >> what happens if the kids tries to dump it and says i'm not doing it. >> usually the teacher will take

it away. >> this is a great discussion. let me ask y'all something that -- two-part question. the first is what do you really think about this issue of frequency of texting or multitasking; right? you hear some of the adults here text every 14 minutes and kids multitasking and all of the rest. that's a problem. what do you think? do you think that, you know, when you think about getting the balance right between your school work, in school, homework, and the different lures of the devices, do you think that there is a challenge here, is there something that you worry about? >> i can. i'm a firm believer that in the classroom, we usually shouldn't have our cell phones. because it's time to learn about instruction.

but any other time during the day, at lunch, if we are on the bus, if we are walking in the hallways, as long as we are doing -- as long as we are following the rules, doing what we are told, there's no reason why we shouldn't have our cell phones. i think it's an issue where the adults say, it's a cell phone. and we believe that you shouldn't have a cell phone. so put it away. when they really cannot give us any concrete reason why you couldn't have the cell phones if it's outside of the classroom. and i think some effective ways, one the effective ways that helped me and then we are getting outside the classroom. one effective way to help me not text and drive is when somebody sat down and showed me the statistics about, okay, this is how you can -- this is your chance of getting in an accident while texts, this is the chance of getting in an accident while not texting. showing me the information, here

are the statistics, here are some students that, you know, broke a leg in an accident because they were texting. really is effective. >> so you are saying the facts matter. you don't want to just be told, do this, do not do that. if you see facts that show texting and driving really can lead to getting hurt, that's persuadive. go ahead. >> i agree with frank and also say that's true what you just stated. just telling a kid don't do it because you shouldn't do it, we are not going to listen. point-blank, okay, yeah, you said don't do it. anyway. back to our text message. if you give us a reasoning behind it, i'd say that 80 to 90%. most kids say my parents told me to do it. they didn't give me a reason. if we have concrete evidence of why we shouldn't do it, we are more inclined to listen to it. at the age we are now, we can understand the facts.

>> sure, then i'd like parry to chat about the texting and driving. >> good. i'm going to put you all in the shoes of being in the big brother or the big sister. and you are home and you have a little brother or a little sister and you are doing homework and using the computers to do homework and you see they are doing homework and using research on a site. i'm going to assume you think that's a good thing. you come back and you see that -- well, they are not doing their homework anymore. they have gone on to, you know, some site to look at videos or they are doing their homework and they got their phone out and they are iming at the same time. you are worried that they are not concentrating on their homework. it's your little brother, your little sister. what do you say to them? >> stop.

i think it's a maturity level thing. at my age i know when being on the computer, texting is going to get in the way of learning or getting a task done. for a young person, my little brother who could be five or six, they don't know if their mind. they think about play, play, fun, fun. telling them stop, saying, hey, you can still text as long as you get the work done in a timely manner or you can still text as long as you wash the dishes in a timely manner. it's more maturity level. as you get older, you know what's right and what's wrong. you know how to meet deadlines. as you get older, it's maturity. you know you can't multitask. you know not to multitask. do one thing at a time. >> all right. so let's -- i'm sorry, frank. did you want to say something? >> yeah, i was going to say that i actually do have a sister that does -- as long as she gets home, she's on the computer and

facebook. she doesn't do her homework until later on in the day. i mean basically, as long as you get it done, it's fine. >> we'll go back to this. one the things that i want to ask y'all just to think about is how often when you go on to the sites or when you are playing video games, time passes and it's two hours later. it's hard to do time management when they are so good at sucking you in so that you lose track of time. it's hard to manage your time and multitask. i want to think about that. parry aftab, i want to turn it to parry about the driving. then i would like for principal jordon to be able to talk about like slip back a little bit to what we were talking about. how do you manage this in a concrete common sense way with the comments that the students said? parry? >> okay. i work with students a lot giving you the tools you need to

change the word. one of my teenangels held his own event on texting and driving. one the things that he recognized was how often adults that -- parents, older brothers and sisters that you have are texting while they are driving you. or your younger brothers and sisters are people that you care about. and that was a real issue. separate issue, i'm going to want you to answer this. second issue was when we asked young people if they texted while driving, they answered one way and when we asked them if they read a text while driving they answered it in another way. so the kids who say they are texting, that means you are moving your thumbs while you are communicating with somebody else as opposed to reading what they are sending to you. what role do you think teens can play in stopping the parents from texting and driving or driving distracted?

>> well, actually like on the way here, i think i saw at least five drivers texting while driving. but i -- sometimes i'm in the car with a family member. he has a droid. you can talk into it. and it turns your words into text message. and i think he thinks that's like a good alternative to texting. >> do you? >> i don't know. i'm not really sure. >> frank? >> i've actually -- i've been in a car somebody that's driving and texting before. and i'm not going to lie it's pretty scary. i feel like they are not paying attention. one time they veered over to the speed bump on the side. i was like, oh. at this this -- at that point, u got to just come up and you got to be like, hey, stop. you need to focus on the road for a little bit. i'm trying to get to where i got

to get to, you know. usually that works. you got to be upfront with the person that's driving and tell them that you are not comfortable with being in the car while they are texting. or you take the phone and i'll text for you. that kind of thing. >> that's the answer. one of the things that i'd ask the students here, for all of the students here, we know, i think, in general that texting and driving is dangerous. everyone is going to say that when we're sitting in the room. i'm channeled in my car. i pick it up and i'm like put it away. i get tempted. i think one the things that i would charge the young people here about it to come up with ways, specific concrete things that you can say to parents about reminding us in some ways to be good role models for you, and for you to hold yourselves accountable in the same way that you want the adults to. we can talk about in the room being dangerous. but it's another thing when we are not only driving, but crossing the street.

how dangerous is that? when you see something texting and crossing the street. i want you to think about that in the kind of panel what is it concretely to do to address the issue in more positive and constructive ways? so would you please as the, you know, the person in the schools every day, day in and day out, give us some of your wisdom. >> i'm also speaking from the perspective of a parent. i have a 7th grade student. so i realize lately in parents i think we have to realize that we are not as cool as we think we are. my daughter, she teaches me that every day. what we do at the school level, i think, is very important from the beginning of the school year. we have to set year guidelines, and we have to have a technology policy that students are involved in, developing, if most schools have parent handbooks,

look at the parent handbook, there's a small section on technology. we have to do a lot to make sure our technology policies are real, thorough, and serious. but again the student input part is very important. also we cannot frown on student use of technology because it's here. one stat that i've been reading a lot about is students find somehow, some way to fit in ten hours of technology usage daily. we can't fight it. we have to figure out how to utilize that in all educators. i'm sure your goal is student achievement and development of character. we have to figure out how we can use what students are doing to achieve those goals. what i do know is that three reasons that students use technology. one is hanging out. they call that hanging out when you socialize with your friends and things like that.

the second piece will be messing around. they call it messing around. you might go to the internet, you might search, do some google type things, eat newspapers and magazines. the third portion is called geeking out. and with geeking out, it's actually a positive. this is where students can use technology to build networks with people. i talk to one kid coming up. she wants to be a lawyer. students can use technology to form those networks, get information on things that they plan on doing in the future, and use technology to benefit, you know, their goals. so what we are doing, what are trying to make sure we tell kids it's a time for hanging out and messing around. but we expect you to spend this

much time on geeking out on focusing on the education. when kids have the buy in and they learn you that care about the development, they will respect those rules. >> i'd like to bring in another parent. if you could, yeah, please. >> i'm sitting over here biting at the bit. because as a young adult science fiction writer, i have to put myself in a kids place lots of time. i think we parents forget what it was like to be a kid. one of the things that we did not talk about that texting and facebook and all of these wonderful things give us is it gives kids a venue to be popular. if you are a quiet person at school and you kind of really don't talk well face to face, being on the internet, being on facebook, being on twitter allows your forum to really create who you want to be. and it's very addictive to kids. it's very addictive to adults.

and i also think that we need to educate our kids and give them empowerment. because one the things that i talk to my kids about is the fact that everything you text, everything that you tweet about, everything that you put on facebook doesn't go away just because you delete it or you don't see it on the screen. it says there forever. that means that what you tweet about, and what you put on facebook get cached. when you google somebody with a facebook account and they have closed the account, and yet their name shows up as they are on facebook. where do you think that data is being held? that's one thing about -- i think when we talk about young people, that we have to give them a little bit more credit. and we have to educate them because a lot of adults don't even realize that either. what you put on the internet, what you text, what you put on facebook, even though you think

it's deleted doesn't necessarily mean it's deleted. >> let me ask a question. we're going to have to end a few minutes earlier than we previously planned. i think this is a good segue into a couple of things. one is -- and i would add this is to the students. i would ask this to y'all too in the audience, when we hear, when you know, you know just like when we say driving and texting is bad. it's dangerous. similarly i'm asking you about -- if you know that things on facebook are going to be cached forever, does it stop the person from posting whatever it is. now let's go more specific into whatever it is. besides geeking out, hanging out, and messing -- messing around. one the things i think, correct me if i'm wrong, a lot of what the technology is used for is creating and maintaining a lot of drama. right? a lot of you stole my boyfriend

so now you are this. you stole this. i can't believe you think you are like this. i'm going to put you -- you know, people decide they are not going to talk to you. you are trying to figure out why. you figure out the person is mad at you. you think they are wrong. so you start all of the drama. so you are in the moment and you feel like something is doing something wrong; right? something wrong to you, and you are sitting there with the phone, then the question is -- there is a two-part question. the question is what stops you, or does anything -- can anything stop you when you think somebody has done something wrong to you? spreading malicious information, sending a picture that you did not give consent to that is totally embarrassing. what stops you from contributing to the drama? because you think in your mind, you are just trying to get back at the person. or you are trying to even out the playing field. so that's what -- i'll hold the second question for the students for a few minutes.

just think about that for the audience as well. what would -- is anything going to stop you from contributing to the drama? tori? >> i think really it's only your conscious that you stop you. because what will stop you from saying it in their face? like what you say to someone says with the person just as much as what you put on facebook or sentenced a text message stays with the person. really the only thing that can stop you is you. it depends on the type of person, their maturity and their personality. i know personally i've put some stuff that i shouldn't have put before. >> i was just going to ask. >> on twitter or facebook that i shouldn't have put. just as i would have said it to their face, i had think about it and some cases apologize just as i would if i said it to the person. because things that you put on facebook or twitter, they can be

read two different ways. they can be read the way you say it, or they can be read the way the person -- >> right. and let me just -- let me ask one more question that we can sort of go through and this will be like our last sort of, excuse me, question as we go through. excuse me. so let's talk for a little bit about the pictures and about people sending pictures and adults are really focused on sexting. this is the thing that's happening and people are freaked out about it. first of all, i'd like to ask principal jordon, have you dealt with it this year? >> no, i haven't. not at all. i think a lot goes back to character development. and the young lady, tori, just spoke about that. even though the media use and the technology is a major issue, it goes back to what type of person the kid is. so in school, my goal is to try to make sure we are development

students with character. and most of the time, kids will do the right thing if you just like jonathan said, explain it to them, the positives and the negatives and why you shouldn't and why you should do certain things. so we haven't. >> so here's my thoughts -- here's my questions for the kids. then i'd like to adults to contribute. so if the picture does get -- goes around, do you think the fact that there's an embarrassing or sexually provocative picture impacts the school environment? do you think that, for example, how do other students interact with the person that has received the picture to the person who forwarded the picture, to the person who sent it? how does it impact the overall school? jonathan? >> to answer the question, does it impact the school environment, yes. but it does it in a positive and negative way. so the people who if a picture

of a girl or guy was sent and it made it's way on facebook, there are two types of people. there are the people that's going to say it's on facebook. goes to the [inaudible] page. and you can see her naked. i know mckinley tech probably has one of those pages, but -- [laughter] >> they are right under it. there's a lot of students that are going to say i know this girl or guy personally. she's never done that. she's not that type of person. why would you -- why are you trying to embarrass somebody and trying to hide behind facebook and technology? so it's really -- yes, it does affect the school environment. i think it goes back to that maturity level. mature people are not going to try to embarrass somebody like that or facebook. they are not going to try to send the pictures or ask for the pictures. i think it also goes to self-esteem and self-confidence.

why are you taking pictures of yourself to put out there like that? i think it's many factors that are going to it? yes, it does factor in school environment. i think a lot -- i think students do a great job -- we do a great job of supporting each other when it does happen and somebody does make the mistake. you know he was going through something. she made a mistake. she's not really that person. you shouldn't, you know, look down upon her like that. you should be trying to uplift her or uplift him. >> erin? >> i haven't really observed that much of a problem in my school. from what i've seen, kids are pretty good about keeping it to themselves. so, you know, they -- even if they do send things to each other, it doesn't really spread around. >> okay. adults? go ahead. parry? >> i would like to say from the middle school environment again,

this middle school that i work at currently, i've been there for five years. we've had one case. it is one case of a young lady who sent pictures and videos that got forwarded to other sister middle schools and feeder high schools. it was devastating. i think the kids have nailed it. it is the maturity. you are talking about 11 and 12 year olds, versus high school students that maybe know better and don't have that sense of urgency to send those types of things for attention. i think to put it into perspective, we have about 90% cell phone use at our school. it is a concern. it is parent concerns nationally. but we've had one case in five years. >> parry? >> well, amanda's research and ours tell us equal number of boys and girls taking these pictures and sharing them. you have text bullying.

if it's a girl, other girls will forward it, not because it's a naked body, but to destroy her representation. boys will forward it because it's a picture of a naked girls. schools don't know what to do with the fact that they have these images they may qualify as child pornography, very serious, people go to school for moving them around. kids are afraid when we get them where they could be charged with child pornography, even if you take a picture of yourself, and you are under age, you could be charged with creating child pornography. once you get police involved, it creates and wrecks havoc. we are seeing a lot of problems. it hits a lot more often than what i'm hearing here than any of the schools that we are dealing with from around the country. >> chairman, do you have any questions or comments? >> we really wanted to jump start the discussion about the opportunities, the challenges,

and i appreciate the focus on specifity. thank you for being such a great moderator. i'm so appreciative to the panel. i know we'll have another great panel shortly. but these are important. >> ending, first of all, thank you to all of our panelist thank you. thank you, chairman, for being here the whole time. [applause] [applause] >> and i really really -- to wri wanted to emphasize and i think we all do that mobile technology is really -- there's so much that's so good about it. it really helps in many ways how we communicate with each other. there's no reason for us to be in the dark about this. i want to encourage two things. i want to encourage everybody to go to the lg text ad web site, that you saw jane lynch talk about in the videos. there's lots of resources that we worked on for you. i really want to challenge people that we are in a place where we need to get very concrete.

as we were saying so that we can give you the resources and the information, the guidance that works. instead of saying just don't press send. just don't do it. that we really -- you all deserve, the adults in your community are understanding that technology is a wonderful thing. but it's an innovative, amazing presence in our lives. but that we have to be able to have guidelines and structures so that we do this and we engage in this technology in a civil way. when we do this and young people if you can help us, tell us what works for you and what doesn't, then we can all do a much better job. thank you all very much for all of your attention and time. [applause] [applause] [inaudible conversations] [inaudible conversations]

>> how are you? is thisis this -- thank you. thanks. oh, perfect. can everyone hear? terrific. welcome back. thank you very much for those of you who were able to stay for our second panel today. i'm josh scottheimer. we're here to continue what is going to be a great discuss with really an all star panel that we are lucky to have with us today. entrepreneurs and childrens experts, and nonprofit organization and industry and some leaders in academia. it's really a terrific channel. many of you are watching us

online. thank you for joining us there as well. let me give you a brief introduction of the all stars. tim sparopoi, who is the director at facebook. he's responsible for interacting with companieses and politics. mrs. hancock, he brings 20 years of public service to this very important office and organization. michael clarke, he's an entrepreneur and the co-founder of safety web. an online service for participants that makes it easier to protect the representation, privacy, and safety of kids online. dr. michael levine at the end is the executive director of the

against cooney effort to oversee technologies for young children. he's very well known in the field. we're lucky to have him. on the other side, i'll start with maureen, maureen from sprint. she's more than a decade as privacy leadership as an attorney here in washington, d.c. alan simpson is the vice president of technology who is a close partner of the fcc that we work with quite a bit. alan's background combines experience as an advocate for education as well as work within media organizations. it's good to see you. dane snowden.

dane is charged with overseeing the policies for advocacy in children. he has quite a load on his shoulders. dane, thanks for coming today. stephen who is part of the family online safety institute, and fosi's mission is to make the online word safer for kids and for their families and stephen has been a very good host to the fcc many times. good to see you. thanks for having us. okay. so i guess we'll get right into that if that's okay with everyone. i'll try to start with a question and open it up if somebody else has something that you want to add please jump in. let's make this as conversational as possible. i think if anybody in the audience has questions that they want to submit, jordan or roger are here somewhere. get them your question and they'll get it to me. let's start with alan if that's

okay. how do i know, alan, when i have a young child and i know one the things that many people come up to us at the fcc and talk about many parents is how do i know when to give my child a cell phone? how do i know when they are ready? and do you know what should be part of that decision-making process and what do you suggest? i know we at the fcr are not in the business of telling parents who to do. we want to provide information so part of this, of course, is to help gets some thoughts from all of you on what you think is best. >> yes, it's a really good question. one that we get a lot. there are a lot of factors that go into it. the earlier discussion included a lot of aspects of things that can go wrong with mobile phones and mobile technology. one the reasons is safety. it's an increasingly necessary tool in our lives today to keep

track of our kids and make sure our kids can respond to parents and stay in touch. so our general thinking goes in the range of, you know, eight to ten to 12 depending on your kid. i think you are seeing most kids adopting and having mobile phones. you saw amanda's number. a lot of them at 12 and 13 do get mobile phones. sometimes as hand me downs. there's no perfect age. it's more important for parents to be thinking about have you done the preparation? have you thought about the rules of conduct that you are going to establish in your family. because most parents come to us with your question starting with my kids are begging for a cell phone, what is the right time? what parents can do with that bit of leverage is establish what the rules should be. before you get a phone, we're going to establish that you can only use it for these purposes, you need to check in, you need to do the other things, you can download this, you can't

download that. parents need to understand all of the ramifications of having a phone. it's an important safety tool. but as we heard in the earlier discussion, it's also an important tool for a lot of other things that may not be so safe. >> right. so it's worth saying that parents should take the lead. >> i want to echo what alan is saying. i think it starts with the conversation. it's interesting coming from i represent the wireless industry. what would think everyone should have a cell phone. we think safety is first. before a parent makes a decision and we know in the united states you have to be 18 years old to get a cell phone here for a child to have a cell phone, a parent must provide that for them. but the conversation should happen beforehand. you know, i don't have any kids. i have three beautiful god daughters, five, eight, and ten. i am a cool god father for the 10-year-old, not for the eight and five year old, i said no,

they are not ready. some of it is maturity, some of it is responsibility. it's having the tools. ols for many of us on the stage what the parents, how they can begin the conversation about what are some things they can be asking. alan at common sense media, and sprint and other carriers, help the parents guide them through the process of the questions they should be asking. >> before -- we'll get into the tools in a minute. but dr. levine? >> well, this question is an interesting one. it doesn't come down to when you have the first conversation about owning a cell phone. it comes down to how you model your behaviors beginning in early childhood. what our research at the cooney center is finding there's almost a viral phenomenon called the passback effect. in other words, parents of young children, preschool childrens are using them mobile devices to

pass them back to what's being called ito thes. we are seeing that there are specific instances in which during preparation for a meal, during a car ride, at the grocery store where these devices if properly used in a safe way can scaffold an ongoing conversation about educational and communication with a loved one. so there's enormity behavior in childhood somewhere between ages ten and 13. >> so it's okay. we talked about this a little bit. we have an 18 month old. we're doing the abcs on the ipad. she can move the letters which is incredible. that's okay. not okay? michael or marsali? >> it matters a lot. i wouldn't suggest suggest -- >t

you leave her for hours. >> yeah, leave her 18 months old as a mommy blog said for four hours with an ipad or smartphone. >> i'm happy to get four minutes, actually. >> sure. when we're talking about an instrument to teach a little something to an 18 month old. if you are a parent and don't have a smartphone, or don't wish to have your child consume the wheels on the bus or elmo teaching letters and numbers, that's fine too. no need to rush it. if it's part of the household economy and part of the communication pattern that's being established by mom, dad, sister and brother it's fine in limited doses. >> we talked about this with tv. a lot of studies show that you shouldn't have -- obviously, there's possible effects in putting your child too young in front of a television. so we are not seeing this same phenomenon with -- so you are saying it's not a zero

tolerance. there's moderation. >> there are concerns that professionals have. the american academy of pediatrics has new guidelines which does not prescribe use of digital media or television before age two, but gives very firm guidance on the healthy balance of use. grandma's good sense, parents common sense, as well as research are beginning to converge around a new formula for balance. >> yes, i think you have to look. there's two different components. when you look at early childhood education, you want to help them manage the screen time. as they mature, you have to help them manage. the two skills that are critical on anyone that uses a mobile device recognize that we can maintain healthy relationships and we can create positive representations. reck sizing -- recognizing the

role that mobile devices play, is a key to successful use. >> stephen, do you want to add? >> i think it depending on what kinds of phone. i was leading the discussion with online safety in first grade only yesterday. they pointed out their younger brothers and sisters mostly have kid-friendly phones. then there's what they described as ordinary cell phones, then there's the smartphone. like the iphone and droid phones and so on. they definitely thought the younger brothers and sisters shouldn't get an iphone. >> right. >> they should get the kid. friendly phone. they thought they were old enough for an iphone. you see what i mean? >> getting to the separation side of the settings and if you do have a smartphone or any phone, i know that some of the companies and the carriers are offering settings to allow children to go some places, but

not other places, or limit time. one the things is most nervous about is the parent is i don't know why my voice is echoing like that. [laughter] >> better make a really good point. :

>> well, i think the first thing to point out as a follow on to steven's point is today there's very few generic phones. even at the lowest level, carriers provide smart phones for free and insent vise those phones. they have done a good job of providing presential control tools effective at the younger ages that we're talking about. what kinds of applications, what tools, what are the things that i as a parent can determine what's appropriate. where that gap disappears is as kids get into that 9-10 through the teenage years, and it's not as much about controlling what they are doing as much about learning what they are doing and making sure they are doing so in a way that's moderate, treating the teens, thanks to you who came here today, treating them with respect. i think that's the religion from the first panel. the most effective way is to work with kids is to respect

them and have conversations. the most respectful tools and this is a model we built off of is have parents trust their children and encourage responsible use and do so across all connected devices because what we talk about here is generically mobile phones, but that's how tvs are connected in the future and every type of device whether it's wi-fi or 4g, anything, these are all devices to be concerned about, and we have to be sure kids use it in moderation, responsibly, and building the right relationships in doing so. >> tim, do you want to comment on this? >> you know, the united states is quite backwards from the rest of the world. here in the united states, most people encounter the inturnt through a computer. most of you, that's your first experience either in the library, classroom, or at

home, but the rest of the world is using one of these. this is their primary means of intefer acting with the -- interacting with the internet. they don't have access to computers. they have mobile phones. one of the things facebook did this summer which we're very excited about is we became the first company on the web to allow you to set privacy settings no matter where you are using your smart phone and have those privacy settings like apply everywhere incoming back on the website at facebook.com or as an app. that's the direction we're all heading is that more and more of the features that are standard ized to keep us safe, secure, happy on our various websites or services have to move to the mobile device, and i think that's where we are heading. we have a couple other innovations that i'd be happy to talk about.

? tim, are you comfortable where we are now? i'll ask allen too. do you think there's a enough in the marketplace? i know we have a lot out, there a lot of tools being developed. we talked about some sprint has, but to parents know where to find this information, what to do, how is it easily accessible? do you feel we should be satisfied where we are right now? >> well, i think it's changing so fast that first of all, parents have an incredible job of just keeping up in the new technologies on the one hand, but also the apps and the whacky places that kids go to out on the internet. we emphasize tools, rules, and schools, so the technology for all carriers have parental controls. verizon wireless allows you to see when a text is sent and received.

i was able to discover my daughter was one of the 200 text a day kids that amanda asked for earlier by looking at at phone bill online. >> are you paying for that? i know verizon has a service they charge for. >> we were, and she was hit with a phone bill of $92 and now we're unlimited texts, and she's contributed $5 for that. >> do you pay for the tracking service? >> it's $5, money really well spent we think. back to your point. parents are often at a disadvantage, and we need a great deal more of parental education, and one of the things we offer have a family safety contract in which we ask the kids and parents to sit down and make commitments about how they are going to act online, and also, by the way, that parents won't overreact when kids, for instance, get into trouble.

>> right. that's great. there's an understanding just like in any other conversation at home about anything. make sure you have this conversation. dane, and maureen, why, you know, bring up this fee because it's brought up a lot. if companies think this is important and want to help parents, why aren't they making it as easy as possible and charging $5 a month depending on the carrier to actually have a sweet of protections to offer your family? do you think that's the way to go? is that where the market's heading? it's just the way the private sector works in terms of innovations? what's the reasoning behind that you think? >> i think it's a combination. we see some services are free, and some you are paying for a service, like steven mentioned, he wanted an extra service, and he's paying for that. some of the facultiers tools are no cost for consumers, and i think what we're doing as an industry is offering varies levels of what parents may want

depending on that particular child because as we look at what a 12-year-old child may want or need versus a 17 or 18-year-old child, it's very, very different. it's important we have a suite of tools. some are free, and some are for cost. back to one of your earlier points as well. according to pew, 52% of parents set limits already. they are aware of this as an option. parents are finding it for sure, and, for example, one of the reasons we launched our website besmart.com was to be sure that the other 48% of parents are sure they know about it about the tools and fill steers that are there -- filters that are there for the consumers. much like we do now if you buy a computer, you pay for software to make sure you have privacy settings or whatever it might be. it's the same principle we tend

to follow, but, again, we have a varying degree of some things being free, some for cost, and it goes from there. >> allen or michael, do you feel we're in a good place just to keep the conversation on the line? are we there yet? >> i think one area industry can do to make it easier is knave gat things where they go wrong. they have more resources to manage and dial off features. you can make the time of texting or a certain number of hours. all of those are helpful, but looking at parents, when something goes wrong, how do they get back in touch with you? what's your customer support? also from the education community, helping schools with staff development to manage when something happens on a mobile device in the school, how can they react in a way that's responsible and helpful rather than out of fear? how can they empower students and teachers to better manage?

one thing i wanted to throw out to the panelists is you connect with digital 258 devices in a way we never will. it's an efficiency tool to me, but never in a richer more emotional way so realizing the emotional level for youth when something goes wrong, they feel tramaized. what can we do around our own children and as around as upstanders rather than bystanders. we become aware of things we might not have because we didn't see it in the classroom, but it's captured on a mobile deand on facebook quickly. how can we better support the students when something isn't terrific. >> you want to comment on that, and then michael? >> yes. >> go ahead, michael, sorry. >> too many michaels here. i want to make sure the data available to parents to

understand their children's behave continues to be available. as i look at the trends across even the major carriers, what i've seen is less and less of that information is available. in some cases, i can't see where texts were made and what those conversations were, and, you know, even more and more difficult to look at where those conversations are occurring. in the safety web, we have a comprehensive solution to cover the web and mobile, and that's the slice parents find useful today. who do my kids talk to the most? how does the behavior change and focusing on the relationships, and the most important challenges, pulling that same data out of application usage. today, if i'm on an iphone or an android device, i don't know as a parent what my children

downloaded and what was free, and that data leak cartilage is private that you've got a blind faith in what that developer is doing with the data behind the scenes. that's an important challenge to us. >> speaking to one more issue i'm taking up from parents as well as policymakers. safety is first, absolutely positively, especially talking about young children, but educational value is also a close tie. one of the issues we're picking up in research is that marketers perhaps somewhat overzealously markets applications and other things you use on your mobile devices as education without any independent -- it's an assertion. we looked at 288 digital products labeled educational in some sort of marketing scheme,

and two of them had research or intentional educational value. i'm not arguing everything needs to be educational. it's fine for part of the day, but in terms of thinking about how safety leads to learning and development, we need to put these things together in a more substantial balance. app makers, apple is moving in this direction, the droid store is moving in this direction, but we need industry-wide standards to help rate what the educational value is of the different products. >> maureen? >> yes, josh, i just wanted to pick up on the points here made, and i think some are really exceptional. one was yours about parents really needing simplicity in order to actually do parental monitoring. as dane mentioned, many of the services that the carriers provide now are free and some

add-ons are at a cost. a sprint launched in november one site that parents can go to. folks who are already customers with sprint know to go to sprint.com, but from that site if you put in family, you're in a family zone, and it not only will walk you through how to set up controls on texting, on websites visited, on appropriate phone numbers that your child is permitted to call, on whether to use a camera, other things like that, it walks the parent through actually how to do that which is sometimes why the other 42% of parents are not already instituting the controls because it can be difficult if it's not walked through. the other point that michael just made about linking up safety with the simplicity on controls is also important, so, for instance, from our site and other carrier sites, you get

right to safety information. sprint happens to have a partnership with -- i'm sorry, a group of coalitions, big brother and sisters of america, nick-mic, and the national educational association, ford net safety, and you get to that right from our site as you do from other carriers on their particular safety sites, so it's very important to be in one place, a one-stop shop. >> we're hearing we need more clarity for parents and ease of access to this information so that parents can know if they want it where to get it, and so that sounds very important. allen? >> one quick thing on that. i think the industry has been doing a good job to make that information more available and simple. one point we raised a lot is parents first interaction with the phone is when they purchase

it. advances can be made there. the venders who do not work for sprint, but work for the local store can be helpful in getting that message out. i want to pick up on what michael said. the biggest area of use for mobile devices is apps, and there's little information out there for parents not just about is the app educational or valuable, but what age group is it appropriate for? >> is that afoot to help categorize that? >> yes, we're working on that right now. before we began, steven said where are we standing on rating apps? that's a process as you know, josh, and many in the audience may not know, that we in the industry, we don't control the apps. you can make an app in your garage in america and get it up on someone's network and start selling it and become a millionaire which is something wonderful about the app world

and about the openness of the systems and carrier systems that we have, but we're in the process of trying to harmonizing and getting system in place that would augment what we've done in the industry when it comes to rating systems. we want to make sure parents don't have to learn something new over and over again, but they can learn or understand the concept of what apps are and how they are rated, so we hope to have announcements on that sometime. >> the theme is also getting information to parents and having that information as we're saying. it's ease of access, but also what that information is, where they get it, also the point of sale, and different points of interaction for parents to get the information especially -- but like anything, there's so much coming at all of us these days. how do you understand and decide what to believe and whatnot to believe and what's safe or not safe? even as a parent you don't know what to believe. when you are marketed to, you

don't know if the information is pure. we got questions from the add convince if i can jump in here. tim, you'll like this. one of the themes here is, of course, when you put something on the internet, how do you get rid of it? also, this one specifically, can you tell us more about parental controls about facebook and the automatic app on facebook that allows friends to see where you are? i guess this is the tracing information. it's also only mobile devices, location based which is a big theme coming up. >> there's a lot to respond there. >> no, no, that's okay. >> it is, it is. when you delete something -- there was some misstatements in the earlier panel. i think people are rightfully saying if you put something up on the internet, if you send a text, it could be out there for forever. that's true, but when you delete something on facebook, it actually is deleted.

it's not recoverable. that doesn't mean you shouldn't be careful. students out there, and there's a bunch of you in the audience, i have to tell you, facebook is a privilege, and it's not a right. when you do something inappropriate and it's reported to us, we reserve the right to take away your account, and i know that's a big punishment. i have a 16-year-old brother-in-law, and when we -- when his parents, my in-laws took away his facebook rights for aweek, he feels as if the world ended. he feels like he's not a person anymore. when you delete something on facebook, it really is deleted, however. the difference in deactivating your account. we're happy to help you wipe out things, but you have to be cautious in the first place. when you share with somebody else, if you share a photo, if you share a comment, even if you delete it on your account, it's still on their account; right?

they have access and can view that information. that's where you have to think two or three times before you say something to somebody if you react in anger or a joke. you don't know how somebody else later on interpret that. i urge a lot of caution. with respect to the app about tracing and parental controls, we actually don't offer an app for that. all of the apps on our site are based by third-party developers who build tracking software. we do encourage, however, every minor to friend your parents. if you're a parent, it's a condition to allow your child to have a facebook, make them friend you. there's a limited profile which the kids know what that is. you can hide some of the information, but i think it's central a parent is part of the relationship that you have when

you start a facebook account. on the location based information, just on that point so whether or not you can see what someone is doing or the pictures, but what about knowing where they are and obviously this is a developing field, a very quickly developing field. i know this is brought up to us all the time from parents who are concerned. it's wonderful in safety and use it with 9-1-1 and that's a wonderful aspect of it and there's lots of positive uses. if you have a restaurant nearby, it's a great resource, but on the flip side, people are concerned about stocking issues or tracing issues. anybody want to speak to that? >> sure, i'll take it. there's a simple principle, notice and consent. that means for some of the kids over here is that when you are on -- if you have a smart phone, and you'll see something popping up that says we want to identify

your location, and you have to say yes or no. you have the authority to be able to say i want someone to know where i am, or i don't want them to know where i am. now, the phone companies know where you are, and we have that for reasons of 9-1-1. we can find you in the case of an emergency, but the general principle is we want to make sure there's effective and clear notice and concept for all users of these devices no matter if you are 40-some years old or 15-year-old like the young people here in the audience. >> maureen? >> yeah, i think i'll add to that. if i were a student and you saw a pop up on your phone that asked permission to track your location, what's most important is to think about the use of that application. what are they collecting? why are they collecting your location information? not every app is a friendly or trustworthy app. you also have to evaluate yourselves. gee, is this an app that i want

to track me? is there another one that does the same thing that i might have a greater sense of confidence in? that's very important. on the other hand, for parents in tracking, the services that are provided, sprint has a family locator, other services have others, those can be tremendously helpful and soothing to a parent, you know, where you have two working parents, and the child is being picked up by many professionals helping with day care to make sure that the phone is in the backpack and it locates where they are moving to after the school hours. it can be very helpful. >> perfect. >> i would like to say, i think, i think the principle dean's expressed is the right one. we're not seeing it supplied sufficiently. i think there's a lot of apps out there that do have gps location aspects that are not

fully revealed when people use them, and i think we're -- there's going to be potential dangers there for kids. i realize this has real benefits for parents, kids, anyone using apps, but there's also real potential problems there, and i don't think people are tbetting enough information, especially kids, are not getting enough information on how the apps work, and i think that's a fair responsibility. jane lynch mentioned that kids need to be responsible with their phones. i think we all do and pointing to the fact the third party company is the one who creates that app doesn't relieve the carriers or anybody else of their responsibility for trying to make that information more clear and accessible as we said in the beginning. >> to that point which on being responsible and, tim, i know you mentioned on facebook, you can wipe it clean, and maureen and i talked about this yesterday when there's a lot of texts out there, it's hard to wipe them out completely, but even what

people are texting and obviously another topic out there is cyberbullying or sectioning and the -- sexting and it's been in "new york times" pieces lately on raising this issue. how do we help parents? what do parents do about this? is there something with more information we can give? is it sitting down with the contract, and should a parent be able to monitor it? what are the solutions here? >> i think one the points that are important for parents to recognize is all digital communication is not private. i want my children to recognize i'm not poking in on every conversation, but the fact that i actually could helps them to recognize, you know, everything they post actually can be or is private -- public. we get confused with privacy settings compared to encrypting. they are not encrypting what i

put there. anybody who views what i have written or posted, then in various ways could be shared through some types of technology. helping you to recognize the true nature of technology. i'm a firm believer in letting kids know the truth. you don't have to pad it and soften it. let them understand it's going back and forth, and once the image is out there, there's no way to fully completely 100% retract them. when you watch their faces, they begin to better understand the technology, they make better choices. >> it's building a positive reputation. >> absolutely, and the healthy relationships. sometimes texting gets compulsive where they are trying to problem solve or push their own agenda. it could be harassment or intimidation and helping kids to recognize that and helping them respond to that is an important skill. >> anybody want to add to that? >> there's a couple important

things we need to make sure parents are doing, and the first one is being proactive. tim's point on making sure were you parent hops on facebook, you need to be their first friend. there's also making sure that we're not building applications and platforms that allow for anonymous usage. form spring became abusive environments where there's no accountability of who is posting content about others. you have to build relationships online like you build them offline. in talking about location, i think there's something for all of us whether we work on applications on phones or building the infrastructure to accommodate those applications, the more we make limit actions implicit, the more the things are going to happen. for instance, location we've seen so much growth in data location being shared. three years ago if i wanted to share my photo with an update on

location and a comment, that's three e-mails, and today with most applications, it's one click. i'm not thinking about it and it's because i accepted that application and their 35 different privacy options they asked me for upfront. as an industry we have to be the shepherds to make sure we encouraging the responsible development of them and usage of the applications and also empowering the parents to be ahead of the data and not the last to know. >> is the private sector coming up with applications to help parents here? recently in california at a show and realized there was just a -- seemed to be a tremendous growth in innovate tores develop -- garage innovators develops apps to help parents and help them avoid problems.

>> it's where we stepped up and really thought -- where we believe that we're taking this dregs that's really changing the security industry. everything we've done traditionally as an industry protects devices, chips, and bites of data crossing the wires, and the future security model has to shift and be more about starting with the person as what we're protects and working outwards. what are the elements of the person that need to be prelgted? it's my rep reputation, privacy, identity, and all of that combined is wrapped in the safety. that's where we have to think. it's a new paradigm for everybody to look at. >> one more issue we have in terms of the protection and education of children with the use of digital technology, and that is aligning the expectations for kids of having caring adults in their lives interact around technology. it's my view, and this is changing, but very slowly, that

there's something of a mote that exists between the home environment, community environment, and school environment. there's reasons for that with cheating, cyberbullying, and sexting, and everything people write about, but if we learn in an early childhood to align the expectations between the parents, educators, between the grandparents so that there's behavior set that children are comfortable with, we'll make progress here. >> dave, i didn't want to cut you off because you wanted to comment on the cyberbullying or sexting. >> this is a perfect segue of what we're all finding here today in 2010, and that's a shared responsibility that each of us have. industry has a role. parents have a role, and schools have a role. it's fascinating. if you look back in time, there was a point in time where we couldn't use calculators in the classroom. there are schools