Participants:
Series Code: TDY
Program Code: TDY018063A
|
00:01 I want to spend my life
00:07 Mending broken people 00:12 I want to spend my life 00:18 Removing pain 00:23 Lord, let my words 00:29 Heal a heart that hurts 00:34 I want to spend my life 00:40 Mending broken people 00:45 I want to spend my life 00:51 Mending broken people 01:10 Hello and welcome to another 3ABN Today program. 01:12 Thank you for joining us, as you do each and every day, 01:15 and I'm sitting here next to my lovely wife Yvonne. 01:18 Yeah. How are you doing? 01:20 I'm doing well, thank you. Well, you look pretty today. 01:21 Well, thank you. You do... 01:23 That's great. 01:24 And doing so far... 01:26 So far so good. 01:27 And more importantly than that, you're beautiful on the inside. 01:29 So I thank the Lord for that. 01:30 Oh, praise the Lord. 01:32 And I thank the Lord for our viewing audience and want to... 01:33 Me too. 01:35 Thank you for your love, and your prayers, 01:36 and financial support of 3ABN, as we always say, 01:40 as we endeavor to take this great gospel of the kingdom 01:43 into all the world. 01:44 I'm excited that Jesus is coming soon. 01:46 I know, He is, He is. 01:48 All the signs tell us that He's coming soon. 01:51 But while we're here on earth, He says, "Occupy." 01:54 That's right, occupy till He comes. 01:55 And so we're supposed to take the gospel 01:56 into all the world and a good place 01:58 to start is our own home. 01:59 That's right. Right? 02:01 That's right. Start with our young folks. 02:02 So today... 02:04 That was my segue to the introduction. 02:05 That was good. 02:06 I checked you out, that was really good. 02:08 So I'm going to let you introduce our guest today. 02:09 Okay. I would love to. 02:10 These are two people 02:12 that are very near and dear to us, 02:14 the two Robert Henley's. 02:16 So we have Robert Henley Sr. and Robert Henley Jr. 02:20 Is that the way it is or is it one, two, three, four? 02:23 How is it? I'm junior, he's the third. 02:24 Oh, I see, my bad. 02:28 So we know now. 02:29 So now we know, now we know. 02:30 That's right. Okay. 02:32 So there are three Robert Henley's. 02:33 All right. Yes. 02:35 You guys are from the great state of...? 02:36 Florida. 02:37 And the city of...? 02:39 Orlando. Orlando area. 02:41 So your position 02:43 with the conference there is what? 02:45 I'm the Innovation Coordinator and Robotics Instructor. 02:48 Okay, so FLA, Forest Lake Academy. 02:51 Forest Lake Academy, I teach robotics there 02:53 and I've also taught robotics 02:54 at Forest Lake Education Center. 02:56 Okay. 02:57 Okay, 12 STEM pipeline to get kids into STEM robotics. 03:01 I didn't even know till Trinity started going there, 03:04 went to school with Robert, I didn't even know 03:07 we had robotics being taught in our schools, did you? 03:11 You may have. 03:12 No, no, I didn't, and it's a wonderful thing. 03:15 For those who don't know, 03:16 'cause some people might not even know 03:18 what robotics is? 03:19 What is that? 03:21 Well, robotics is a multi-disciplinary, 03:23 you know, field of study that combines computer science, 03:27 mechanical engineering, coding, physics, 03:31 and other disciplines to make robotics 03:34 and things of that nature at the high school level 03:36 or elementary level. 03:38 The kids are introduced 03:40 to compete in high school education 03:42 in robotics competition. 03:44 Wow. It's a sport for the mind. 03:46 Yeah, yeah. 03:47 STEM is this really important focus now 03:54 because if you're not... 03:55 Which is science, technology, engineering, and mathematics? 03:58 Yes, yes. 03:59 And if you're not involved in that, 04:03 you're really going to be left behind 04:05 or you can be left behind. 04:07 Yeah. 04:09 So this is... 04:10 To introduce this to children is tremendous. 04:13 It really is and studies show that 04:15 when you introduce children 04:16 at an early age to these fields, 04:19 STEM in particular, they are more likely 04:21 than their counterparts to go on 04:23 to pursue a career in STEM at the post-secondary level. 04:27 So it's really important to get them involved 04:28 because you're building STEM competencies 04:31 and data also shows that 04:33 about 16% of all students in America 04:37 go on to major in the STEM field at college 04:39 and after the first year, 04:41 about two thirds of them drop out 04:43 because they don't have that STEM knowledge, 04:45 STEM resilience that's needed to persevere. 04:48 So it's really important to get them involved early. 04:50 Okay. That's good. 04:51 Great, so today we got a great program, 04:53 and we're going to find out a lot more about what you do, 04:56 and, Robert, we want to find out 04:58 about your involvement in this and you just graduated, 05:02 you graduated in Trinity's class. 05:04 And so you all graduated with highest honors, 05:07 congratulations for that. 05:09 Thank you. Thank you. 05:10 I have to interject, not high, not higher, 05:14 "but highest honors," I'm just saying. 05:17 Yeah, praise the Lord. 05:18 Robert and Trinity, so I just have to put my plug 05:20 for my girl too. 05:21 Yes, yes. That's right. 05:23 Yes. 05:24 What we're going to do... 05:26 We're going to come back to this, 05:27 but for those at home, we have Pastor John Lomacang 05:29 and we're going to a little music, 05:31 and we know that you love music, 05:32 and so do we, 05:33 and one of my favorite all time people and singers 05:36 is Pastor John, and he's singing I Will Go. 06:08 Give me ears to hear Your Spirit 06:14 Give me feet to follow through 06:19 Give me hands to touch the hurting 06:25 And the faith to follow You 06:35 Give me grace to be a servant 06:41 Give me mercy for the lost 06:47 Give me passion for Your glory 06:53 Give me passion for the cross 06:59 And I will go where there are no easy roads 07:05 Leave the comforts that I know 07:11 I will go and let this journey be my home 07:17 I will go 07:39 I'll let go of my ambition 07:45 Cut the roots that run so deep 07:51 I will learn to give away 07:56 What I cannot really keep 08:10 Help me see with eyes of faith 08:17 Give me strength to run this race 08:25 And I will go where there are no easy roads 08:32 Leave the comfort that I know 08:37 I will go and let this journey be my own 08:43 I will go 08:50 I will go where Lord 08:53 Your glory is unknown 08:56 I will live for You alone 09:02 I will go because my life is not my own 09:09 I will go 09:22 I will go 09:37 Amen. 09:38 Thank you, Pastor John, what a beautiful song 09:40 and beautiful voice. 09:41 Absolutely, he has an anointing. 09:43 He surely does, he surely does. He does, he does. 09:45 Well, we're talking to Robert Henley Jr. 09:49 and Robert Henley III today. 09:51 Yes. 09:52 And we've been talking about what you're teaching, robotics, 09:57 now a few years ago, when I was in school, 10:00 I never heard... 10:01 I heard of robots but they were like, 10:02 you know, there was nothing, there was no computers, 10:06 none of that. 10:07 But today, education, I mean, technology has come so far, 10:12 it's amazing. 10:13 So you're all invested in this, you're teaching the class 10:17 and everything, 10:18 so I assume that Robert Jr., Robert III 10:21 jumped on to this and said, 10:24 "Well, this is what I want to do. 10:25 I'm going to do it." 10:27 And he just did it like that. 10:28 Well, actually what happened... It was... 10:31 That means no. 10:33 It was a journey. 10:36 In his second grade year, 10:37 at the end of the second grade year, 10:39 you have your typical parent-teacher conferences, 10:43 how'd the year go, how is your student going. 10:45 And at the end of the conference, 10:47 the teacher says, "Oh, by the way, 10:50 Robert can't sit still in class 10:52 and he just walks around all the time." 10:55 And that bothered me because the entire year went by 10:58 and she shared that with us at the end. 11:00 She didn't tell you this until the end of the year? 11:01 At the very end of the year. 11:03 And she said, "You might want to get him tested for ADD." 11:07 And so that came to a shock to us, 11:09 and Robert was an average student 11:11 at that time. 11:13 And so we investigated that to see what was going on, 11:17 and the third grade year, prior to that, 11:20 we got him tested for ADD 11:21 and I tried to give him strategies 11:24 on how to stay focused in the classroom, you know, 11:27 doodle and stuff like that. 11:28 Was it ADD, ADHD? 11:30 ADD. Okay. 11:33 And, you know, that's a learning disorder, 11:35 attention deficit disorder. 11:36 Right. 11:38 And that was preventing him 11:39 from staying focused in the classroom, and at times, 11:41 as he walked around, of course, that disturbs the class. 11:45 And so we studied it, 11:47 and I was trying to give him strategies 11:48 as to how to stay focused, doodling 11:50 and things of that nature, and those things didn't work 11:53 and the teachers are still complaining about that 11:55 in his third grade year. 11:56 So we get him placed on ADD medicine. 12:00 We didn't want to do that 12:02 but we couldn't be his teachers. 12:04 And so we want to make sure that he did the best he could 12:08 and that didn't work either. 12:11 No, it kind of gave me headaches 12:13 and I kind of wasn't really myself, so... 12:16 So we decided to take him off of that. 12:18 And years ago, as a part of my graduate work, 12:21 I coauthored an article on ADD in classroom, 12:25 and I began to fall back on that research I had done, 12:28 and just realized Robert learned differently, you know, 12:31 and we find out that kids have learning profiles, 12:35 so learning styles, auditory, visual, kinesthetic, 12:39 and then we have the multiple intelligence 12:41 developed by Howard Gardner that suggest 12:43 and to that there's one finite thing is this... 12:46 It grows and we're composed 12:48 of eight different intelligences. 12:51 And we kind of figured out that Robert was kinesthetic 12:53 and he was a spatial learner. 12:56 Unpack that a little bit for us? 12:58 So when I say spatial learner, 13:01 they can see in three dimensions, 13:03 if you will, 13:04 and most of your surgeons and engineers, 13:07 we find out have that intellect. 13:09 And then there's linguistic, there's mathematical, 13:12 there's interpersonal, intrapersonal naturalistic, 13:16 so all of those 13:17 are the different types of intellects 13:19 that compose of a learner. 13:21 And in the traditional classroom, 13:24 those aren't engaged, you know most teachers 13:27 teach the way they were taught and it's rote learning, 13:30 and you're on the chalkboard, and you write, 13:32 and they memorize. 13:34 Where most young men like to do things, 13:37 they want to tear things apart, they want to build, 13:39 they want to experiment. 13:41 And so the traditional classroom, 13:43 they get bored to death. 13:45 And so they start to wander because they want to tinker. 13:49 And so that continued to be a problem. 13:52 And at the end of his third grade year, 13:54 I came across what we call The Adventist Robotics League. 13:57 Okay. 13:59 Which is an affiliate of FIRST was a nonprofit organization 14:03 that operates four divisions of robotics programs for kids, 14:08 and I said, "You know what, that will probably 14:10 do it for Robert." 14:11 And so I started a club, got a team going, 14:15 and we competed in the competition. 14:18 And so it's informal education. Right. 14:20 And, you know, God blessed me 14:22 with the ability to do that for him 14:25 and it just turned things around for Robert. 14:27 How did it make a difference in you, Robert? 14:30 Well, I don't know, it just gave me something 14:33 to, like, strive for, something like I was interested 14:35 and wanted to do, you know, in school... 14:37 I mean, I liked math. 14:39 But that was really kind of its 'cause... 14:42 And I just didn't really feel smart 14:44 but after, you know, being in robotics 14:47 and learning that there's more to robotics 14:50 than just math and just building, 14:53 like, there's also, like, technical notebooks 14:55 that you guys have to do, 14:56 and it just kind of like came through me 14:59 and spread to, like, all of my classes, 15:01 and I kind of took classes more seriously 15:02 and realized that yeah, 15:04 like, right in this moment, it's not... 15:08 It's not fun but there's a reason 15:09 that I need to learn how to do it, so... 15:11 Okay. Yeah. 15:12 You know, what excites me about this 15:14 is that many times children are labeled as underachievers 15:20 or, you know, they might have a learning disability 15:24 and because of that 15:25 and it's not properly diagnosed, 15:28 and then they have a label 15:30 and that label sticks with them. 15:31 Right. 15:33 I remember on Dare to Dream, I interviewed this man 15:37 who in the eighth grade was labeled 15:39 a functional illiterate and he acted like that. 15:42 Right. 15:44 And then later, he took some classes 15:47 and had a wonderful teacher who properly diagnosed him 15:50 and now he's PhD. 15:52 Right. So it's not... 15:54 What excites me about this is the fact that... 15:58 Well, there are a few things. 15:59 Number one, you as a dad stepped in, 16:04 I know you and your wife are very active parents 16:06 with your children, you stepped in and said, 16:10 "My son has a different style of learning." 16:13 So you acknowledged that. 16:14 Right. And that was so important. 16:16 So many people who are viewing might have children 16:20 who have been "labeled." 16:21 Right. 16:23 You might have a child who's been labeled 16:24 or grandchild who's been labeled 16:26 and you don't really know what to do. 16:28 It doesn't mean that that child is an underachiever. 16:33 It might mean that the child has not been challenged enough. 16:36 Right, right. 16:37 And so that's what you all did, you challenged Robert 16:41 and as a result, Robert, 16:44 it began to generalize into your other classes. 16:48 How did you feel when you were first labeled? 16:54 And how did you feel 16:56 after your skills became more generalized? 17:01 So with the label of ADD, my dad didn't like a lot 17:04 but I would kind of use it as a crutch 17:06 and just blame everything on him like... 17:07 I was like acting up in class or like not really focused, 17:10 I say, "Oh, that's just my ADD, 17:12 like this is just normal for me." 17:14 And I mean, at that... 17:16 You know I'm little, so I didn't realize, 17:18 but at that time, that label just, 17:19 it really affects you, especially as a young kid. 17:22 But going through robotics, I had like a new label on me, 17:25 you know, I was like, "Oh, I want to be an engineer 17:28 or I am an engineer, I'm doing things like this." 17:30 So I think that labels are very... 17:35 They can either break you down or build you up. 17:38 And that label follows you through school, 17:41 as you can imagine. 17:42 That's right. 17:44 And I taught prior to that time, 17:45 I was a high school science teacher 17:48 and teachers talk. 17:50 That's right. 17:51 You know, this kid is this or this kid is that, 17:53 and there is a bias that forms within a teacher 17:59 towards children because of those labels. 18:02 And that's something I did not want to hurt 18:05 or keep him from succeeding. 18:07 And if you look through history, 18:09 Albert Einstein was labeled as a learning disabled child, 18:13 Henry Ford, same thing, 18:16 and there are tons and thousands of kids 18:19 throughout the United States who are labeled 18:22 this way and it hurts them. 18:24 Right. 18:25 And so I was determined that he would not have 18:28 that label determine his plight in life. 18:33 Wow. It's really neat to see... 18:36 As you said, I think what's so important 18:38 is you put a child in a classroom, 18:40 and he doesn't excel, and maybe doesn't do well, 18:43 but you put him in his element, so to speak. 18:46 And then all of a sudden, he excels, 18:49 he all of a sudden can be leader. 18:51 But when I was growing up, they didn't... 18:55 Here's where it was 18:56 and either you did or you didn't. 18:57 Right, right. 18:59 I had never heard the term, and I guess 19:00 they didn't have the term ADD. 19:02 I probably would have been but my dad wouldn't let me 19:04 and he had a belt, so there was like no excuse, 19:07 "If you're acting up, 19:09 you're not getting up walking around, 19:11 you do, I'm going to whip the tar out of you" 19:12 is what he would say it, you know, and so... 19:15 And you're going make A's and B's, 19:16 so it wouldn't let me... 19:18 You're going make A's and B's 19:19 or you're going to get that whopped, 19:21 so that was kind of the term for ADD. 19:23 But I found out it's a lot more diverse 19:25 and a lot more complex than what we... 19:27 I guess the belt wasn't the cure for everything, 19:29 you know. 19:30 But I would have been if I could have been. 19:32 Yeah, yeah. 19:33 'Cause I didn't like sitting in the classroom 19:35 very much either. 19:36 Yeah. 19:37 You know, part of this journey and doing research 19:39 with education and ADD, I discovered that 19:41 our educational system issues throughout the United States 19:44 was designed to produce compliant workers. 19:49 It was designed in the late 1800s, early 1900s 19:51 to produce workers for the industrial society, 19:55 you know, the wealthy people 19:57 who own businesses and factories, 19:58 they wanted workers who could just 19:59 do a repetitive task over and over again. 20:03 And so that's where educational system came from 20:06 and it continued today or continues today. 20:09 But we see that that's not working anymore, 20:12 you know, robotics is coming in and taking jobs away 20:15 because those skills are not required. 20:18 And so robotics is incredible 20:21 because it's just not the robot, as Robert said, 20:24 there are other skills that are associated with it 20:27 to inspire, you know. 20:28 Yeah. 20:30 It also gives you a way to be creative 20:31 but it's, I believe, 20:32 like a, I don't know, good, creative 20:35 'cause in school again, you know, you're memorizing 20:37 and this not just the school I go to, I even, you know, 20:40 I see a lot of other students from other schools 20:42 and I've talked to them about this as well, 20:44 you know, like, yeah, like, the way that is today, 20:46 you just need to memorize and you can get good grades. 20:49 But robotics just gives you like a great way to create, 20:52 and learn, and discover things on your own, 20:54 like you can just... 20:56 You know, ever since he introduced me to robotics, 20:57 I've just, at home, just been taking things apart 21:00 and trying to, like, make something new out of it 21:02 and things like that, so... 21:03 So it encourages critical thinking. 21:05 It does, it does. 21:07 And the competitions that we're involved in, 21:10 they just don't focus on robotics, 21:12 there's another part, innovation, 21:13 where they have to create, you know, 21:15 real products to serve, to solve problems 21:18 that scientists and engineers face today. 21:20 So it's broader than that. 21:22 And then it encourages kids to shine 21:24 or enables them to shine in this environment. 21:28 And so we find kids who have this ah-ah moment 21:32 when they realize that they are smart, 21:34 I'm not dumb as they are led to believe. 21:39 And the stories from parents who shared with me 21:42 how this has impacted their children, 21:44 their countless stories. 21:45 Tell us some of them? 21:46 I had a parent who is a teacher 21:48 and then she approached me one day and she says, 21:49 "Robert, you know, I thought my child was dumb, 21:52 not very bright." 21:54 But she said that 21:55 "This robotics has pulled something out of him 21:57 that I didn't know that he had." 21:59 And he became a leader and she believes in it 22:02 and story after story about these children. 22:06 And then they go back to the classroom, 22:08 they begin to shine 22:09 because they have that confidence now 22:10 and "I can do something, I am smart." 22:13 And so that's the beauty about this. 22:16 And so we continue to work with this program 22:18 and as he graduated eighth grade, 22:20 one of the things that I loved about this program, 22:22 as a fourth grader on the program, 22:24 there were eighth graders on the robotics team. 22:26 But Robert was the lead programmer. 22:28 Oh, and he was in the fourth grade? 22:31 Fourth grade. Okay. 22:32 And eighth graders were looking to him 22:34 to solve some of these problems, 22:36 the programming challenges or coding challenges. 22:39 And that gave him all the confidence, 22:43 "Okay, I do know something." 22:47 And so after the eighth grade, he graduated in the program 22:50 and went to high school, 22:52 introduced to high school program for him. 22:55 So he's been in robotics for nine years now. 22:57 Yeah. Yeah. 22:58 So what have you invented? Have you invented anything? 23:02 I've just built like a lot of things on my own, 23:04 just kind of... 23:06 Just, you know, for fun. 23:09 Some of the things I made are flame thrower. 23:11 A flame thrower? Yeah. 23:13 Wait, what does that do? 23:14 I know like it throws flames. 23:17 So those, for Chris... 23:18 Actually, last Christmas, my mom made us... 23:22 Like create the present for someone in the family, 23:24 and I got my dad and I was really happy 23:26 'cause I wanted him and I knew what I wanted to build. 23:28 And so I wanted to create a flame thrower 23:31 but it was all electric except for the field 23:35 'cause most flame throwers 23:36 have like a little flame in the front. 23:39 So this one, it took a high voltage generator 23:41 and attached to it, like, in it, 23:42 where you press a button and it goes on. 23:44 So it's kind of like a Taser. 23:45 Okay. 23:47 So it charges... 23:48 It creates a charge 23:50 and then it jumps across like a spark gap, 23:51 and then that's what ignited the fuel, 23:52 so once you press the trigger, the flame came out. 23:55 It was pretty good. That scared me to death. 23:59 You can never do things like prosthesis, 24:00 I mean, you know... Yes, yes. 24:03 Tell me about that? 24:04 I've also have... 24:06 So our class had to create a 3D hand 24:08 'cause we were working... 24:10 Yeah, so we had to create a 3D hand. 24:12 What kind of hand? A 3D. 24:13 Oh, 3D. 24:15 For some of us more backward folk, 24:16 you have to explain that for all of our audience 24:19 'cause technology has gone so forth. 24:20 So we're talking about students in high school, 24:23 you're creating a 3D, I think we know what that is, hand. 24:28 All right, now where do you start 24:29 and how do you...? 24:32 So we partnered with an organization 24:34 called Enable. 24:35 Okay. 24:37 And Enable prints or makes available 3D designs 24:40 or 3D prints, prosthetic hands for children 24:43 that don't have fingers, 24:45 that suffer from amniotic band syndrome. 24:47 And so in America, there are about 24:49 a thousand young people that suffer from this syndrome. 24:53 And so we began, in my class, learning how to design 24:58 original 3D printed hands, prosthetic hands. 25:00 Wow. 25:02 And I challenged the kids 25:03 with making a mechanized version of it 25:06 and the stuff... 25:07 Field of study is biomechatronics. 25:09 And so they've been doing a lot of that. 25:11 Yeah. 25:12 So we started off with just designing it on CAD 25:16 and just different parts of the palm, 25:17 the fingers and the joints in it. 25:19 And then I took it over, and started programming it, 25:22 and attaching servers to it, and from then on 25:25 I've also started to create, like, an Excel Suite, 25:28 a prototype in an Excel Suite. 25:30 So I just like... 25:32 Actually, because of that, like, 25:33 I wasn't really sure how I felt about biomechatronics earlier, 25:37 but, like, I actually, like, 25:39 really started getting interested into it 25:40 and just being able to improve 25:42 on what the human body can do, so yeah. 25:45 Yeah, yeah, and biomechatronics is combination of biology, 25:50 computer science, and mechanics. 25:54 That's what he's working on. Yeah. 25:56 So actually in the hand... 25:57 So what we're supposed to... What we did is... 26:00 There's a MyoWare where you can put on your arm, 26:01 so 'cause these kids 26:03 they don't have their fingers... 26:04 Now what is a MyoWare? 26:06 Okay, I'm sorry, a MyoWare, it's a sensor... 26:07 A sensor. 26:08 For when you flex, it can read that. 26:10 So how tightly you flex, you can close the hand 26:13 or open the hand, 26:14 and you can press a button to change the mode, 26:15 so it can do, like, pointing, or thumbs up, or grabbing, 26:18 different things like that. 26:19 So these things can be life-changing for people. 26:21 Yes. That's amazing. 26:23 And the good thing about it, 26:25 if you have someone design it for you, 26:27 it could cost between $6,000 and $10,000. 26:30 We can 3D print them for under 20 bucks. 26:32 Yeah. Oh, wow. 26:33 Really? Yeah. 26:35 That's amazing. 26:36 Under $20 can be... 26:38 The whole idea of 3D printing, that's... 26:42 I can't wrap my mind around that. 26:44 Yeah. 26:45 You know, that a printer can just knock out something 26:50 that you've designed... 26:52 Yeah, yeah. 26:53 And I like to say 18 or 19-year-old... 26:55 Yeah, I know it. 26:56 Tell her how that works. 26:57 Oh, you know, it made me feel bad. 26:59 It's actually really interesting, 27:00 pretty cloud does, so it really like a glue gun 27:03 and then just laying out layer by layer, 27:05 like, in small amounts 27:07 and it can control how much it does. 27:08 Oh. 27:09 So that's how it does it, 27:11 and it also creates like support on the inside. 27:12 So they can be really strong, yeah. 27:14 Wow. Yeah, yeah. 27:15 That's tremendous. 27:17 Not bad for a kid that was labeled as an ADD, 27:20 you know, in second grade. 27:22 Yeah, yeah. 27:24 One other thing is not only do, 27:27 you know, teachers and parents see it 27:28 but my friends see it as well. 27:29 I, like, post off on my Instagram and, like, 27:33 all the robots I make, 27:35 I've a like a little Star Wars robot 27:36 I made it and the flame thrower, 27:38 and just different things like that, 27:40 like kids will come up to me, 27:41 they'll be like, "Robert, you're a genius." 27:45 I didn't really realize... 27:46 And you say well... 27:48 Actually... 27:49 The apple doesn't fall far from the tree. 27:51 Well. 27:52 Yeah, there you go. I told them. 27:53 I was like, "What are you talking about?" 27:55 'Cause I didn't realize, like, all the stuff that I'm doing 27:58 'cause, you know, I've been, you know, 28:00 since I was a little kid, I didn't realize how, 28:02 like, I guess smart it was or like... 28:05 How smart your dad was. 28:06 Yeah, a lot of kids, like, don't know how to 28:09 or can't do it, so... 28:10 That's tremendous. 28:13 And one of the things that I really love about this, 28:16 you know, robotics is their point of entry 28:19 to get them into it 28:20 but then it blossoms into other things. 28:22 And we've been able to develop an innovation in robotics lab 28:25 at Forest Lake Academy. 28:27 Yeah. 28:28 And we're actually partnering with industries 28:30 in the local Orlando area and Robert had a project 28:33 where he worked with this medical robotics company, 28:36 AVRA Medical Robotics and designed an end effector 28:39 for the medical robot. 28:41 I've students right now who are working with a plumber 28:44 who has a patent on the innovative device 28:48 for plumbing and they're CAD designing it 28:50 and 3D printing it right now for this man. 28:54 And so it cultivates entrepreneurship. 28:57 Yes. 28:58 And this inspires them, and the bigger picture is 29:01 that God has given every child the gift. 29:04 And it's our job as educators to find out 29:06 what their gifts are. 29:08 Yes. 29:09 And the traditional classroom doesn't do that, 29:11 but being able to create this lab 29:12 where they can innovate, and tinker, and learn, 29:14 and grow really, really inspires them. 29:18 And so I'm really excited about that part of it 29:21 more than the robotics because it just launches them 29:24 into their careers. 29:25 Yeah, all of our schools should have this in it 29:28 because it... 29:30 You hit on something earlier that I appreciate too 29:33 and that is the difference in learning styles 29:37 because one size doesn't fit all. 29:39 That's right. 29:40 And so when one child is more tactile, 29:44 and other one can sit for long periods of time, 29:48 and what this does is it works with the children 29:52 who are more active. 29:55 Right, right. 29:56 And there are so many kids in our schools 29:58 who are active and they don't have an outlet. 30:01 Right, right. But this gives them an outlet. 30:03 Right, right, right. 30:05 So what you're doing... 30:06 Have you developed this for all the schools? 30:09 Can every school have a robotics department? 30:13 How would that work? Yes. 30:15 So before the conference, 30:16 you know, I developed a curriculum 30:17 that I was using for my son and I have two other kids. 30:20 And so I started 30:21 the company cost incubator to do that. 30:24 The incubator, oh, that's cute. 30:26 Cultivating kids in the STEM. 30:28 Nice. 30:30 It grew on you? 30:32 So Lord allowed me to be in a position 30:34 where I was able to do this in his middle school 30:37 and then the high school, so it was a K12 STEM pipeline 30:40 that would get started here and continue on. 30:43 And the Florida Conference hired me recently to put this 30:47 into all of our schools in the Florida Conference 30:49 all of the church schools there. 30:50 That's great. 30:52 So that these kids can learn how to do this, 30:54 and also impact the community 30:56 and to find whether it's their path, 30:59 and as I shared earlier, 31:01 the learning profile of each child, 31:03 there's a learning styles, 31:04 there's a multiple intelligence, 31:06 but then there's a passion or interest. 31:07 Yeah. 31:09 If you can find out where the kid's passion 31:11 or interest is... 31:12 That's right. 31:13 I can teach them English, history, math, science 31:18 once I figure out what that passion is. 31:19 Yes. 31:21 And they're not realizing what they're doing, 31:22 like Robert didn't realize all the math and stuff 31:24 that he was doing 31:26 but that's the great thing about it. 31:28 Another thing I think 31:29 is, like, just a really good about robotics is 31:31 we've had kids who, you know, our friends come in, 31:34 they don't really like it and... 31:37 But until they see how this can be intimate 31:39 and implanted into the other things 31:42 that they like. 31:43 So robotics, so you can... 31:46 Robotics can be in anything, you know, music, sports, 31:50 medicine. 31:52 So whatever a kid's passionate about, 31:53 like not only robotics but in other areas, 31:55 they can bring what they learn from robotics over into it. 31:59 So I feel like once that kids, like once that bridge 32:01 is connected or built, 32:04 they just go and take off with it as well. 32:06 And, you know, just... 32:07 This is not only me but, like, all of my friends, like, 32:10 we're just doing so much better in all the educational areas. 32:14 So, you know, what if, just imagine, if, like, 32:18 every kid, you know, 32:19 at least has gone through a robotics program 32:21 or something like that, how that would affect them. 32:24 Right, right. 32:26 And so getting back to those labels, 32:28 and we often find that when kids get labeled, 32:30 they fall through the cracks. 32:32 Yes. 32:33 And when they fall through the cracks, 32:35 where do they end up? 32:36 Most of them in prison or in jail. 32:39 And so by finding out what that passion is, 32:42 finding out what that learning style is, 32:44 we can intercept them at an early age 32:48 and put them on another course 32:50 that they can realize God's given destiny for them 32:53 'cause we know that God chooses young people 32:56 to be leaders and but we have to put them 32:58 in an environment to cultivate them 33:00 and to inspire them for that. 33:02 And so to that end, I often do robotics camps 33:05 for inner city or under-served kids. 33:07 Okay. 33:08 We recently did one for the Urban League... 33:10 I'm sorry, The Boys and Girls Club of Orlando. 33:14 And so we're reaching into the inner city, 33:15 so it's just not about serving our kids 33:17 or it's about reaching out and impacting the lives 33:21 of all God's children. 33:22 Yes! 33:24 And so that really is getting me excited about, 33:27 you know, the future, and we have one parent... 33:30 How are you received? 33:31 Oh, it's great. 33:32 The parents love it. 33:34 I have one parent who, she couldn't get her kid there, 33:36 so she made sure that he Ubered... 33:41 to the camp. 33:42 But the parents love it because, you know, 33:45 in their schools, they don't have robotics, 33:47 you know, under-served areas. 33:49 You have a hard time getting into the urban part 33:51 to, like, the road to getting in, 33:54 to get permission to work with kids...? 33:56 No, the permission's not the difficult part, 33:58 the resources being able to, you know, fund them 34:02 in terms of getting computers 34:04 or a place for them to come and meet. 34:06 Oftentimes, there is no place for them to meet 34:09 or finding mentors who want to come and help. 34:11 I'm one person, I can't be everywhere. 34:13 Right. 34:15 And getting people who want to volunteer 34:16 to come and help, 34:18 you don't have to give your life away, 34:19 you know, an hour or two, 34:21 you know, every other week will suffice. 34:23 So those are some of the challenges we face, 34:25 facilities, money to buy the robots 34:28 and to buy the computers. 34:31 And what I don't like about what we do 34:33 is that it has become a one-time event. 34:37 What do you mean? 34:38 So we have the summer camps for five days, 34:41 we're having fun, they're learning, 34:43 we're expanding their horizons, 34:45 but after they end up the camp, where do they go after that? 34:49 Right. 34:50 You know, most of the schools don't have these programs 34:53 for them. 34:54 And so I'm finding that we're doing almost 34:57 more of a disservice 34:58 'cause we're getting them excited, 35:00 and then there's nowhere to go after that. 35:02 Yeah, the follow-up. There's no follow-up. 35:04 You know what would be amazing 35:06 is if churches would sponsor this 35:09 and what an evangelistic outreach this could be. 35:12 It is. 35:14 Because churches could sponsor it, 35:15 and during the week, 35:17 they could have robotics classes. 35:19 And then invite the community to come in 35:22 and then they're coming to the church already, 35:25 and they could come on Sabbath. 35:26 That's right. 35:27 I mean, that's tremendous. Oh, yeah. 35:29 You know, parents, 35:30 if you invest in someone's child, 35:32 and I've learned this over the years 35:34 working with the young people, if you invest in their kids, 35:37 you know, that's priceless 35:39 and they are going to want to find out more about you, 35:41 the church, or why are so interested, 35:43 why are doing this for my child. 35:46 And we find that it opens doors into their lives, 35:49 in their hearts and so it's tremendous. 35:51 And so we want to do that, 35:53 we want to, set up centers, you know, in all of these areas. 35:55 Great idea. 35:57 How would you do that? 35:59 How would you 36:00 because you're just one person... 36:02 How could you take your program 36:04 and make it universal, so to speak? 36:08 So number one, I want to share with you 36:10 that we're part of FIRST, 36:12 FIRST stands for Inspiration and Recognition 36:17 of Science and Technology, 36:18 it's a nonprofit group invented by or formed by Dean Kamen, 36:23 he invented the Segway. 36:24 And so we are in this... 36:26 Segway is... 36:27 Yeah, Segway is the two wheeled... 36:29 You see policeman riding them... 36:31 That's right, that's right. 36:32 You know, standing up on the... 36:33 Wow. So this guy invented that. 36:35 He created this organization to inspire kids to go to STEM 36:39 or get into STEM because he realized 36:41 that the average kid 36:43 couldn't name a famous scientist or engineer 36:46 but they could name an athlete, or entertainer, 36:49 or reality star. 36:51 So he wanted to change that narrative. 36:54 And so we are an affiliate partner of them, 36:57 so through them, we operate and use their programs. 37:00 And so what we can do is go into these churches, 37:03 communities, and create these teams for them. 37:07 And so as an affiliate partner, we can operate our own events 37:11 'cause most of their events are on Saturday. 37:13 So we couldn't get involved and so we approached them, 37:15 Melway did, and then we can run our own events. 37:19 And so that's something that we're doing. 37:21 And so, we just recently had a STEMposium, so we... 37:25 A STEMposium, I like that... 37:27 Yeah, yeah, so what we're trying to do is 37:29 invite STEM professionals to come partner with us 37:34 to help us get these programs into the inner cities. 37:38 And as you said, our churches are all over the place, 37:40 they're in the inner cities. 37:42 We've schools all over the place, 37:44 and begin to do that to change 37:46 the lives of these young people. 37:47 Yes. 37:49 Oh. I thought you were going to say something, Robert. 37:52 So how have you with the FIRST Organization, 37:58 how are you able to get events that weren't on Sabbath? 38:04 Okay, so several years ago, 38:07 Larry Blackmore is the president 38:09 of the North American division... 38:10 I'm sorry, he is the superintendent 38:12 of the North American division, 38:13 approached this gentleman by the name of Melway 38:16 who was the IT director for the Michigan Conference 38:18 at the time. 38:20 And said, "Hey, here's a robot, contact FIRST, 38:22 what can we do to get involved with this?" 38:25 And so he approached them, he said, 38:27 "Hey, we're Sabbath keepers, 38:29 you know, most of your events are on Saturday 38:31 and we can't compete. 38:32 We have over 700 schools across the United States, 38:36 what can we do? 38:37 And so they contacted us and said, 38:39 "Hey, we can make you an affiliate partner." 38:41 And so we operate our own version 38:44 of the robotics competitions throughout the United States 38:47 on Sunday. 38:49 And there are regionals all over the place 38:52 and you can find a local regional to compete in 38:56 and then compete in the nationals. 38:58 So that's what we're doing in the website. 39:01 You can go to the website and find out more information 39:03 about that program and start a team, 39:06 and I would like for Danny and you, Yvonne, 39:09 to start a team here. 39:10 Oh, listen to you. 39:13 Well, you know, you never know. 39:14 Yeah. We have a school here. 39:16 Yes, yes, it would be great to do that. 39:18 Yeah. 39:19 And what I found over the years, 39:21 the enrollment of the schools have increased. 39:24 Okay. 39:25 Because when parents find out 39:27 that there is a robotics program in the school, 39:29 they've pulled their kids out of the public school system. 39:33 I've had a parent move from South Georgia to Orlando 39:36 because of the robotics program. 39:39 Because they understand the value of this education 39:42 and what it can do for their kids. 39:44 It's not just the education, it's also the networking. 39:47 All the events that I go to, 39:49 you know, you get to talk to the other kids, 39:51 you know, make friends, 39:52 and friends are very important, and... 39:55 So you're seeing other kids 39:57 who are interested in the same things that you are 39:59 and you can really push each other. 40:00 Oh, that great. 40:02 So I think that's a great thing as well. 40:03 I was just thinking, it would be so good 40:05 if you could both talk to, 40:09 you as a parent talk to the parents out there 40:13 whose children are labeled and give them some hope. 40:18 And then you, Robert, as someone who was labeled, 40:22 who is now not just achieving but highly achieving, you know, 40:28 talk to that child 40:30 who is considered an underachiever 40:32 and give them some encouragement. 40:35 So look right into that camera and talk to the child 40:38 and then we'll get your dad to talk to that parent. 40:41 So what would you say to a young boy who...? 40:44 What would you say to you 40:46 when you were in the second grade? 40:48 What would you say to you? 40:50 I'd say that the world is yours 40:52 and, you know, don't let people put a label on you 40:54 and tell you what you can and can't do 40:56 'cause, you know, the Lord is on your side, 40:58 and He will support you in everything you do, 41:00 and there's just... 41:03 You can really do anything, there is no limit 41:06 to what you can create and think of and... 41:10 One of just the biggest things is to just dream. 41:12 You know, if someone's telling you 41:13 that you can't do it, you're going the right way 41:15 'cause, you know, 41:16 you don't want to be the same as everybody else 41:18 'cause then that's how you stay 41:19 in the same place you are today. 41:21 You want to keep on pushing and, you know, doing... 41:23 The most you can and just, you know, you are smart and... 41:29 That's good. Isn't it? 41:30 Yeah, that's great. That's great. 41:31 That's great, don't stay in the rut, get out of the rut. 41:34 Yeah. You don't what a rut is, right? 41:36 Yeah. 41:37 Mollie Steenson always says rut is just a grave 41:42 with two ends open. 41:43 So you're not really going anywhere, 41:44 so don't be in a box, think outside that box, 41:48 and you can succeed, and it may be not the way 41:51 someone before you but, you know, new things. 41:55 I mean, the technology, the way it's going right now, 41:57 if everyone thought the way I did, 41:59 we'd still be having the dial phone. 42:02 We'd never got past that, it'd be hanging on the wall. 42:04 That's right. Right, right. 42:06 So we got to have innovators, we got to have people. 42:08 That's right. 42:09 The other thing I want to point is, 42:10 you know, people think of age as like, 42:12 you know, you're young, 42:14 they might tell you, "You can't do it," 42:15 but I'm telling you, just because you're a kid 42:18 or just 'cause you're younger than others 42:19 doesn't mean that you can't make a difference. 42:21 In high school, you know, I started a business 42:23 with the custom 3D printed spinners, 42:27 the little fidget spinners people had. 42:28 Yeah. 42:30 And it went pretty well until I couldn't keep up 42:34 with the low prices but it was really well 42:37 and it was a good learn... 42:38 I learned a lot of lessons on how to run a business 42:40 and there are a lot of kids who have successful businesses 42:45 or businesses that were started by people at a young age. 42:48 Right. 42:49 And, you know, you don't need... 42:51 I mean, you need to go to college 42:53 but you don't need to just do something to start. 42:55 That's good. 42:56 That's good. Thank you. 42:58 What about you to the parents, Robert? 43:00 What would you say to a parent 43:01 whose child has been labeled ADD or ADHD 43:05 and they feel like there's no future? 43:07 Yeah, yeah. 43:08 The first thing I want to say to you as a parent 43:10 is to not allow others to determine 43:14 the path of your child. 43:16 You have it within yourself 43:18 to go ahead and make that difference. 43:20 And I didn't accept what they said about my child, 43:23 and I went out, and I found the way, 43:25 I found the resources, and I created that environment. 43:29 So don't expect the teachers or the school system 43:32 to create that environment for your child. 43:34 You, God has given you the responsibility 43:37 to raise your child 43:39 and you shouldn't let anybody else do it for you. 43:41 Don't give up on your child, you get in there 43:44 and you do whatever it takes to make your child successful 43:49 and don't accept anything from anyone. 43:51 There are people out there who will come alongside you. 43:55 FIRST is organization that's there for you to do that 43:59 and start at your home, you know, 44:01 start at the church, you know, 44:03 and if you can't build a school, start there. 44:07 But don't allow Satan to use other people 44:11 to pigeonhole your child. 44:13 God has a plan for your child. 44:15 He has a destiny for your child. 44:16 Jeremiah 1:5 says, 44:18 "Before you were formed in your mother's womb, 44:20 I knew you, I set you apart." 44:23 And as you looked up the Bible, 44:25 God has always used young people 44:27 to do great things, 44:28 and we've always found that Satan is always trying 44:31 to take them out. 44:33 So it's incumbent upon you to go out there and do that. 44:37 I'm here, we're here to help you 44:40 with the resources, events, 44:43 you can contact me at the Florida Conference, 44:46 and we're more than willing to help, 44:47 come alongside you to inspire that next innovator, 44:50 that next champion for God, and to be successful. 44:54 So be a champion for your child, 44:57 no one else will be. 44:58 What we would like to do... 45:00 a few minutes, actually, I'd like to go back 45:02 and get a little bit about you, the way you were raised, 45:05 your childhood, and your education, 45:08 and to get you where you are today 45:09 because you're very innovative, you're very visionary, 45:12 you're out on the front lines, and not everybody does that. 45:15 What...? 45:16 I want to see what road brought you to where we are. 45:19 Okay, sure. 45:20 So like any other kid, 45:24 I was, you know, very interested in technologies 45:28 and my father really cultivated that. 45:32 He purchased a Commodore VIC-20 for me 45:34 when I was around the age of 12. 45:37 Wow, the Commodore! I had Commodore 64. 45:41 That's right. Yeah, yeah. 45:43 And my father wasn't a computer scientist 45:46 or an engineer but he wanted that for me. 45:49 Okay. 45:51 And he would buy magazines on programming, and coding, 45:54 and I would sit there and code. 45:56 But I didn't have the support system 45:59 that most other people do. 46:01 And so... 46:03 What years would this be back? Oh, man, 1980s. 46:07 Okay. 46:08 Oh, my goodness. Yeah. 46:09 We feel so old, you come from 1980s. 46:12 We are old by the way. We are. 46:14 That's when the computers really started. 46:16 Yeah, that's when they really started to blossom. 46:20 And I just got through reading a book about Elon Musk 46:23 and what was interesting about that, 46:25 around the same age that my dad gave me 46:27 the Commodore VIC-20, 46:28 his dad gave him a Commodore VIC-20. 46:31 And Elon Musk is the founder of Tesla and SpaceX, 46:34 he's a multimillionaire today. 46:37 But we had the same tools. 46:40 Okay, and as I reflected upon that, 46:43 I began to wonder why was he so widely successful 46:47 and it was the support system. 46:49 His father was an engineer, and guided him, and pushed him, 46:53 and prodded him. 46:55 And when my father tried to do that as best he could, 46:59 he could just give me magazines. 47:02 And so as I went through high school, 47:05 we didn't have those computer programming courses 47:08 at our church schools and things of that nature. 47:10 And so, it kind of floundered a little bit. 47:14 And my mother, bless her soul, wanted me to be a doctor. 47:18 So I ended up going to Oakwood to major in biology 47:22 and chemistry, and my heart was not there, 47:25 my heart wasn't there. 47:27 And I came across a dark moment in my time and I got depressed. 47:33 And as I began to realize that I was about to major, 47:37 graduate with a major, that I didn't want to be 47:41 in a field I didn't want to be in. 47:43 And so there were finals were coming up 47:46 and I just didn't go to my finals. 47:48 Wow. I didn't go to my finals. 47:51 Wow. Did you get incompletes? 47:54 I did, and it was my last year of college. 47:58 Wow. And just got depressed. 48:01 And I said, "Lord... 48:05 I need You to come into my life and guide me." 48:10 And I said to Him, 48:11 "I will do whatever You want me to do." 48:13 Okay. 48:14 Prior to that time, you know, growing up in the church, 48:17 I was a youth elder and I would speak all the time 48:20 and everybody wanted me to be a preacher 48:22 and that's not me, I don't want to be a preacher. 48:25 And right before I went to college, 48:27 the first elder came to me and says, 48:28 "Robert, I've been impressed to tell you, 48:31 unless you choose God, unless you choose the ministry, 48:35 you will not be successful in anything you do." 48:39 And I looked at him and said, "You're crazy. 48:41 I don't want to be a preacher." 48:45 But, you know, years later, I found myself asking the Lord 48:51 to come into my life, and lead me, and guide me, 48:55 and I clearly remember saying to Him, 48:57 "Whatever You want me to do, Lord, I will do." 49:00 Okay. 49:01 Shortly after that, Dr. Kenneth Laing 49:04 who is the Chair of the Chemistry Department 49:06 at Oakwood College called me up. 49:09 He was doing research 49:10 for the U.S. Army colloidal chemistry, 49:14 he even got a huge laser lab in there, and he said, 49:16 "Robert, we need more young men in STEM, 49:19 more young black men at STEM." 49:21 And he gave me a summer job to do research for him 49:25 and that experience changed my life. 49:28 Okay. 49:30 It put me in a whirlwind environment, 49:32 an authentic learning environment 49:34 where I got to tinker, and learn, 49:36 and it taught me what real study was about, 49:39 what real learning was about. 49:41 And it was that experience that changed my outlook 49:44 on education. 49:46 And then one thing lead to another, 49:48 I ended up being a biology lab instructor 49:51 at Oakwood College for Dr. Paul. 49:53 And then I got hired as a science teacher 49:56 and my perspective for teaching 49:59 was altered by those two experiences. 50:02 So that is what transformed my thinking, 50:05 and it got me to be a different person. 50:08 I don't tell anybody that story, 50:10 I've only told a handful of people. 50:11 Now the whole world knows. Whole world knows. 50:15 Now the whole world knows, but no, it's really important, 50:18 but again, it's the mentoring again, 50:20 someone that says, 50:22 "Hey, you know, come and help me," you know, 50:24 and it found something that clicked with you. 50:26 Exactly. 50:28 In other words, we can't be... 50:29 We love our mothers and our fathers 50:31 but can't always be what, you know... 50:33 I met some preachers that I actually asked one guy, 50:36 "Why are you a preacher?" 50:37 And he said, "Well, my parents 50:39 always want me to be a preacher, 50:40 and I wanted to be." 50:42 And I said, 50:43 "Okay, that might have been a better choice 50:45 based on what I saw." 50:47 It kind of showed. 50:48 Yeah, so anyway, but no, 50:50 so what you're saying again though, 50:52 through all of this, we saw support. 50:53 Yes. 50:55 Your dad did the best he knew how to do. 50:56 That's right. 50:57 He gave you the best support. That's right. 50:59 He gave you the magazine, didn't have money, 51:00 didn't have all the push like the other guy did 51:03 with the same computer. 51:04 Right, right. 51:06 Why did he would be... 51:07 You know, what happened to me and it did not, you know, 51:09 but when you... 51:11 It took a while to do it. 51:12 But the advantage is now and what you're doing 51:15 and taking to our young people is to say, 51:18 "Look, you don't have to spend all these years 51:20 and wait till you're in college about to graduate, 51:23 we can start you now at this young age." 51:25 And they can decide what it is that really stick... 51:28 They may say, you know, that's not for me 51:30 but, boy, I wish we could do such and such, I'll do this. 51:33 Right. 51:35 And so it's actually... 51:36 I call it lighting people up, you're finding them. 51:38 That's right. 51:40 Quickly, one of my grandsons, Justin, he works here. 51:42 He was in the second grade and he ADD, I guess, 51:45 and so they said, "Well, he wouldn't pay attention." 51:48 And he loved science class but I went to school 51:51 and he was sitting in the hallway. 51:52 Wow. 51:53 I said, "What are you doing?" 51:55 "Well, the teacher told me to." I said, "No, she didn't." 51:56 So I went and asked her, "Why you got him the hallway?" 51:58 second grade, she said, 52:00 "Well, he's really an eighth grade math 52:02 or eighth grade science, 52:04 and they didn't want him in there, 52:05 and he tells all these kids what to do." 52:07 But he didn't do so well, you know, 52:09 when it came to that part of the education 52:12 but very smart, he was very smart. 52:14 That's right, that's right. 52:15 Now what we're doing... 52:17 Our time, I can't believe our time is leaving us. 52:18 I know, it's so good. 52:19 What I want to do, I want to put up an address, 52:21 if it's okay with you. 52:22 Sure, sure, sure. 52:24 So that the folks will know how to contact you, 52:25 and I think what you've done today is give us... 52:28 A lot of people may be sitting around saying, 52:30 "What can we do to help our young people?" 52:32 Yes. 52:34 Because all of this 52:35 is so important that we find out... 52:36 Oh, it is. What a difference. 52:38 Yeah, it makes a huge difference 52:39 in the lives of people. 52:40 So maybe you just need advice, 52:42 say, "How can we start this in our school? 52:44 How can we connect with the conference? 52:45 How can we connect with the other organizations?" 52:48 Well, this will be your contact person. 52:50 So what we'll do is we'll put up his address, 52:53 how you can contact him, 52:54 then we're going to take a news break, 52:56 and we'll be back for the closing thought. 53:00 If you would like to know 53:01 how your local school could benefit from this program 53:04 or if you would like to invite Professor Robert Henley 53:07 to give a presentation 53:09 on how robotics, mechanical engineering, 53:12 and physics can stimulate students' brain development, 53:15 you may reach him at the Florida Conference 53:18 of Seventh-day Adventist 53:19 by calling area code (407) 644-5000. 53:25 That's (407) 644-5000. 53:29 You may also write to him at Robert Henley, 53:33 Florida Conference of the Seventh-day Adventist, 53:35 351 South State Road 434, Altamonte Springs, 53:41 Florida 32714. |
Revised 2018-10-04