Is your child
labeled ADD or ADHD
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and you feel as
though there's little hope
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for a future for him or her?
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Do you know someone
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who's looking for a
career in technology?
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Well, you won't want
to miss this program.
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My name is Jason Bradley,
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and you're
watching Urban Report.
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Hello and
welcome to Urban Report.
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My guests today are
the two Robert Henleys,
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Junior and the Third.
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Welcome to Urban
Report, Mr. Henley and Robert.
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That's how I'm going
to have to differentiate.
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It could get very confusing.
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You know, as I look at you,
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and I've known
you for a little bit,
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both of you for
a little while now,
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I'm very impressed with
how you've raised Robert,
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but I know that it's not
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just smooth
sailing at all times.
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So what happened
during the spring
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that was a
difficult time for you?
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So in the spring of
the second grade year,
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my wife and I went
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to the final parent-teacher
conference of the school year.
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And at the end
of the conference,
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the teacher says,
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"Oh, by the way,
Robert just gets up,
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he'll just walk around
the class all the time.
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Well, pay attention,
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and it's kind of a
lot of disruptive."
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And I took that as a surprise,
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you know, the whole
school year has gone by,
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and I'm just now finding out
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that Robert
doesn't pay attention
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in the class,
and he walks around.
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So it bothered me,
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and I get kind
of upset with her,
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and the first thing
that popped in my mind,
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you know,
Robert's a young black man,
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and so you're letting
him know that it's okay
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or you're giving him a signal
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that it's okay to not obey laws,
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rules at that little age.
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And so I was kind
of sad about that.
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And then she kind of
suggested to us that maybe
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we should get
him tested for ADD.
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And what is ADD for
those that don't know?
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So ADD is
attention deficit disorder.
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I must say it's a
learning disability.
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It's labeled
that where kids have
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a hard time paying
attention in the classroom.
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Some adults label
with that disorder.
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And so that's what it is.
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And those kids often fall
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through the cracks academically
and suffer the stigma
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of being labeled with that.
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And oftentimes,
the kids will use
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that as an
excuse for bad behavior.
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Okay. So that's what it is.
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Okay.
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And, you know,
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when sometimes kids are labeled,
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but they're
actually highly intelligent,
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and they're bored
with the coursework
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because they're
not being challenged.
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That's right. That's right.
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So what did you
do when you received
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that label on Robert?
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Well, the first thing we
did, we tried to give him
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some learning
techniques to stay focused
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in the classroom.
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"Robert, why don't
you doodle in the class,
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get a sheet of paper
and draw to stay focused
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or maybe play with some balls
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right in the
classroom to keep focus."
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We even had a episode
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where we had him sit on a
bouncy ball in the classroom,
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exercise ball,
to keep him settled.
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And those
things weren't working,
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so we ended up giving
him some ADD medicine.
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Okay. Okay.
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And that didn't
work too well either.
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You want to talk about
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how you
responded to the medicine?
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Yeah.
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So the medicine they gave me
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like a lot of like bad headaches
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and it also...
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It just I wasn't who I was.
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It just you could
like something I was,
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like I was drugged.
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Yeah. Yeah. Yeah.
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And so what did you
discover on this journey?
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So, you know,
prior to that time,
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I had some
graduate work in education,
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and I had coauthored an
article on the ADD that appeared
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in the Adventist
journal of education.
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And so I began to fall back on
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what I've wanted to
do with that process,
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and what you
learn is that kids often
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are mislabeled with that.
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You mentioned
that they get bored,
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and so there's something
called a learning profile.
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Every young person has it. Okay.
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And you compose of
your learning styles,
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audio, visual,
kinesthetic learners,
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and then
there's something called
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multiple intelligences.
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Howard Gardner
in the '80s came up
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with a theory that says
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that we're not composed
of one type of intellect
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but eight intellects,
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and that we have varying degrees
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of proficiencies in those areas.
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So we have
linguistic, verbal intelligence,
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you have mathematical-logic,
there's spatial,
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there's
intrapersonal, interpersonal,
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there's naturalistic.
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So those are some
of the intellects.
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And looking at that,
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and also with a
learning profile,
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we find that there's something
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called passion
in their interest.
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Okay. Okay.
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If we can find what the
kid is passionate about,
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you know,
they're going to do that,
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and you can sneak in
some learning with that.
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You can sneak
in math or science,
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once you figure out what
they're passionate about.
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And then the fourth
component is pace of learning.
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Every kid doesn't
learn at the same pace.
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You know, some kids
learn little slower,
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some kids learn faster.
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And so that's
the learning profile.
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And then I began to figure out
that Robert's learning profile
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was composed of being
a kinesthetic learner.
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He liked to take
things apart and tinker.
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Did you find pieces of
things all over the house?
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Oh, sure.
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You know, he likes
taking apart my lawnmower,
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and he want make a scooter
and do all kinds of things.
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So yeah, that did
happen every now and then.
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Yeah.
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Sometimes I could
put it back together.
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Yes. Yes. Yes.
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And so, and then we figured out
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that he has
spatial intellect also.
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And those people are
often surgeons or engineers.
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Those type of people.
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And so I
couldn't be his teacher,
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I had a fulltime job.
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And so I was
looking at what I could do
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to engage him in those areas.
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This teacher,
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she didn't engage
him in those areas.
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You know, most
teachers are taught
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the way they learned.
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Yes. Right?
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Yeah.
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And our educational system
is really big on rote learning,
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or it was at the time.
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Chalkboard memorization,
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and those
techniques are learning tactics
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don't work well for
these types of kids.
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They want to make stuff.
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They don't want
to hear about it.
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You know, don't
talk about rockets,
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let's make a rocket.
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Yeah, hands on.
Yeah, that's right.
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And so at the end of
his third grade year,
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the Lord blessed me to come
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across what's called the
Adventist Robotics League.
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Wow!
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I didn't even know about
the Adventist Robotics League.
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Yeah. Adventist Robotics League.
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And it was started
about 14 years ago.
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It was launched by a gentleman
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named Mel Wade
and Larry Blackmer.
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Well, Larry Blackmer, right now,
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is the Director of Education
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for the North American Division.
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Okay.
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And he approached
Mel Wade who at the time
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was IT Director for
the Michigan Conference.
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Okay. He said,
"Hey, here's a robot.
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What can we do with this?"
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And Mel Wade found out
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that there was
something called FIRST
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which is a
non-profit organization
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that operates four
divisions of robotic programs
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for kids in grades
K, all the way to 12.
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Okay.
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Now this First
stand for something?
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Yeah.
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FIRST stands For Inspiration
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and Recognition of
Science and Technology.
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Got you.
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It was founded by Dean
Kamen, a famous engineer.
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He invented the Segway.
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Wow! Yeah.
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Okay. Okay.
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And he found it first
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because he was the discouraged
that the average young person
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couldn't name a
famous scientist or engineer.
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They can name a
famous athlete, entertainer,
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or even one of those
reality people on TV,
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but they couldn't name a
famous scientist or engineer.
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And so he created
a sport for robotics.
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He made it? So he
created a sport for it?
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Yes, for
robotics. So it's a sport.
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So around the world, 300,000
young people participated
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in the FIRST
robotics competitions
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around the world from
K to four, four to eight
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and then two
high school versions.
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Wow! Three hundred thousand.
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Three hundred
thousand young people.
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And it's an informal
way of getting them excited
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about STEM and
education because most schools
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don't have this
type of authentic
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learning experience
in their curriculums.
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And so after
school, they end up getting
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into this type of learning.
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And so I found out
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about Adventist Robotics League,
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and I said, "You know what,
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I'm going to go ahead
and get Robert in this.
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I think that this
matches his learning profile,
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and this might be
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what he needs to
get back on track."
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And sure enough,
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we got involved in
his fourth grade year,
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and right away, we
saw the results of it.
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So at this point,
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you were trying to
figure out like exactly
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what you could do to
turn his life around?
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That right, that's
right, that's right.
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And that was the solution.
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That's right
because he was using
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the label as ADD as an
excuse for bad behavior.
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Oh, really, Robert?
00:10:00.03\00:10:01.60
You want to speak
about that a little bit?
00:10:01.63\00:10:03.93
Yeah, I guess, so like in class,
00:10:03.97\00:10:06.74
if I couldn't
focus or I was like just,
00:10:06.80\00:10:08.64
you know, easily
getting distracted,
00:10:08.67\00:10:10.67
I'd always say, "Oh,
this is my ADD kicking in."
00:10:10.71\00:10:12.51
And things like that. So, yeah.
00:10:12.54\00:10:15.04
So you were highly intelligent
because you knew to use
00:10:15.08\00:10:18.45
that as an excuse to try
and get you out of trouble.
00:10:18.48\00:10:23.55
And so across the nation,
00:10:23.59\00:10:24.92
thousands of young
people are labeled with that.
00:10:24.95\00:10:27.22
And I was a former teacher too.
00:10:27.26\00:10:29.12
I had taught for
five years in high school,
00:10:29.16\00:10:31.23
science and technology.
00:10:31.26\00:10:33.26
And there's
something called implicit bias,
00:10:33.29\00:10:36.43
you know, where we, you know...
00:10:36.46\00:10:39.23
Unpack that.
00:10:39.27\00:10:40.60
Well, well, subconsciously,
00:10:40.67\00:10:44.14
we can make
assumptions about people.
00:10:44.17\00:10:46.47
We put people in
boxes subconsciously.
00:10:46.51\00:10:49.44
And as a teacher, once a
kid is labeled with something,
00:10:49.48\00:10:52.51
you put that child in the box.
00:10:52.55\00:10:53.95
You're not doing
it on purpose. Yeah.
00:10:53.98\00:10:55.95
You know, but that's how,
00:10:55.98\00:10:57.32
I mean, I give the
benefit of the doubt.
00:10:57.35\00:10:59.12
You know, whereas a star pupil,
00:10:59.15\00:11:01.09
you may give the
benefit of the doubt
00:11:01.12\00:11:03.86
or you may give extra
attention to where that child
00:11:03.93\00:11:06.49
who's labeled in a
certain way may not get,
00:11:06.53\00:11:09.63
you know, the full
attention of the teacher,
00:11:09.66\00:11:12.63
and they fall
through the cracks,
00:11:12.67\00:11:14.60
and they don't become
what God wants them to be.
00:11:14.64\00:11:17.74
They don't realize God's destiny
00:11:17.77\00:11:19.51
for their lives
00:11:19.54\00:11:20.88
or they can't
discover their gift
00:11:20.94\00:11:22.28
that God has for them.
00:11:22.31\00:11:23.65
And so that's something
00:11:23.68\00:11:25.01
that I did not want
to happen to my son.
00:11:25.05\00:11:26.88
Yes.
00:11:26.92\00:11:28.25
And so started the robotics club
00:11:28.28\00:11:30.95
and remain after
school, immediate impact with...
00:11:30.99\00:11:36.69
He found
something that he was smart.
00:11:36.73\00:11:39.13
Yeah. He found his gift.
00:11:39.16\00:11:40.50
He found something
he was talented at.
00:11:40.56\00:11:42.96
You want to speak to that? Yeah.
00:11:43.00\00:11:44.77
It really
spreads out to everything
00:11:44.80\00:11:46.97
because one of the things,
00:11:47.00\00:11:48.80
you know, as a
little kid, I wasn't,
00:11:48.84\00:11:50.44
I mean, when I was labeled ADD,
00:11:50.47\00:11:53.01
I was good at math.
00:11:53.04\00:11:54.38
I could pay attention in math,
and I kind of was always like
00:11:54.41\00:11:56.11
ahead of everyone else,
00:11:56.14\00:11:57.48
but, you know, I was
kind of doing my own work.
00:11:57.51\00:11:59.48
But English, the other classes
00:11:59.51\00:12:03.02
that weren't as
hands-on as math.
00:12:03.05\00:12:05.02
I was kind of, you
know, I didn't really like,
00:12:05.05\00:12:07.76
and I kind of got bored easily.
00:12:07.79\00:12:09.19
But in these
challenges, a lot of,
00:12:09.22\00:12:12.39
like I started to
realize that even though
00:12:12.43\00:12:14.46
I don't like these classes,
00:12:14.46\00:12:15.80
I do need them for
what I wanted to do
00:12:15.83\00:12:17.70
'cause I want to be an engineer.
00:12:17.73\00:12:19.07
So I realized that I
do need to pay attention
00:12:19.10\00:12:23.04
and also with my dad
helping me realize that,
00:12:23.07\00:12:26.74
you know, ADD is
just like learning style,
00:12:26.78\00:12:28.74
it's the just
learning style they gave me,
00:12:28.78\00:12:30.81
I mean, a label they gave me
00:12:30.85\00:12:32.25
'cause they don't understand me.
00:12:32.28\00:12:34.42
I kind of, you know, I
learned how to deal with,
00:12:34.45\00:12:36.38
you know, being,
00:12:36.42\00:12:37.75
like how to focus and just like,
00:12:37.79\00:12:39.12
you know, being able
00:12:39.15\00:12:40.52
to like pay
attention more in class
00:12:40.56\00:12:42.06
and actually get good grades.
00:12:42.09\00:12:44.69
Yeah. Got you, got you. Yes.
00:12:44.73\00:12:46.29
Well, I know that
you are very intelligent
00:12:46.33\00:12:48.96
because I'm looking
at some pieces right now.
00:12:49.00\00:12:52.03
In fact, let's
start looking at these.
00:12:52.07\00:12:54.17
Which one...
00:12:54.20\00:12:55.54
I don't even
want to touch anything
00:12:55.57\00:12:57.04
'cause I don't want to break,
I can't remake it just yet.
00:12:57.07\00:13:00.08
So this is a prosthetic hand
00:13:00.11\00:13:01.94
that my kids
developed at the academy
00:13:01.98\00:13:07.05
that I teach at.
00:13:07.12\00:13:08.48
I developed the
innovation and robotics lab.
00:13:08.52\00:13:10.62
Okay.
00:13:10.69\00:13:12.02
And it's patented
after the MIT Media Lab
00:13:12.05\00:13:14.16
and the Google X Lab
00:13:14.19\00:13:15.92
where kids can go in
and pursue their passion.
00:13:15.96\00:13:18.23
Okay. Maybe to cultivate that.
00:13:18.26\00:13:20.60
Lift that hand up so
our viewers can see it,
00:13:20.63\00:13:23.77
if you would.
00:13:23.83\00:13:25.17
And so how does it work?
00:13:25.20\00:13:27.64
Okay, so this is
the prosthetic hand,
00:13:27.67\00:13:29.14
and so we
partnered with a company,
00:13:29.17\00:13:31.47
a non-profit
group, called Enable.
00:13:31.51\00:13:33.38
Okay.
00:13:33.44\00:13:34.78
And they make the designs
for this available for kids.
00:13:34.81\00:13:38.38
So every year, about
a thousand young people
00:13:38.41\00:13:41.22
in America are
born without fingers,
00:13:41.25\00:13:44.59
what we call the
amniotic band syndrome.
00:13:44.62\00:13:46.55
Okay.
00:13:46.59\00:13:47.92
And they often have
to use a prosthetic hand
00:13:47.96\00:13:50.53
to just do stuff.
00:13:50.59\00:13:51.93
And sometimes,
those prosthetic hands
00:13:51.96\00:13:53.29
can cost between
$6, 000 and $10,000.
00:13:53.33\00:13:56.20
Now you're not going to
buy a prosthetic hand for a kid
00:13:56.23\00:13:58.37
that's going to grow.
00:13:58.40\00:13:59.73
Yes.
00:13:59.77\00:14:01.17
And with 3D printing technology,
00:14:01.20\00:14:03.91
they realized that we can design
00:14:03.94\00:14:05.74
a 3D-printed prosthetic hand
00:14:05.77\00:14:08.11
and give it to a
kid for about under $20.
00:14:08.14\00:14:11.38
Wait a minute,
00:14:11.41\00:14:12.75
so from like $6000 to under $20?
00:14:12.78\00:14:16.02
Yes. That's revolutionary.
00:14:16.05\00:14:17.62
It is.
00:14:17.65\00:14:18.99
And so the kids can...
00:14:19.02\00:14:20.36
And this is a
mechanical version,
00:14:20.39\00:14:21.72
they can grab stuff with it.
00:14:21.76\00:14:23.09
Yeah.
00:14:23.12\00:14:24.46
They can pick up a ball,
00:14:24.49\00:14:25.83
they can pick up
a cup and drink it.
00:14:25.86\00:14:27.20
And then they're
not seen as a child
00:14:27.23\00:14:29.13
with a handicap because,
00:14:29.16\00:14:30.53
you know, wearing this
arm, they're seen as a cool kid.
00:14:30.57\00:14:32.83
Yeah. Yeah. Yeah.
00:14:32.87\00:14:34.20
They're like
Ironman or something.
00:14:34.24\00:14:35.57
Like Ironman, exactly, exactly.
00:14:35.60\00:14:37.84
And so in my class
that Robert's taking,
00:14:37.87\00:14:41.11
I'm from the CAD class,
00:14:41.14\00:14:42.51
I challenged the kids to make
their own version of this hand
00:14:42.54\00:14:46.41
but to mechanize it
00:14:46.45\00:14:48.05
so that using technology
such as what we have here,
00:14:48.08\00:14:53.52
it's mechanical, and they can,
00:14:53.56\00:14:55.72
you know, control
it with the sensors.
00:14:55.76\00:14:58.99
And you want to elaborate
on that for me, Robert?
00:14:59.03\00:15:00.63
Yeah. Can you pass it to me?
00:15:00.66\00:15:02.30
Yeah.
00:15:02.33\00:15:03.67
I'll let you
handle that, Mr. Henley.
00:15:03.70\00:15:05.87
All right.
00:15:05.90\00:15:07.24
So the way this works is,
00:15:07.27\00:15:09.67
this is the hand that
we pre-design as a class,
00:15:09.70\00:15:13.14
and then from there,
00:15:13.17\00:15:14.51
I take it on and
attached these servos.
00:15:14.54\00:15:17.95
This is just the prototype
00:15:17.98\00:15:19.45
to kind of get the
programming down for it.
00:15:19.48\00:15:21.98
So right now, I
have it hooked up
00:15:22.02\00:15:23.89
to an arduino board right here.
00:15:23.92\00:15:26.62
And with this right here,
00:15:26.65\00:15:30.13
we program it and
what it does is...
00:15:30.16\00:15:33.93
I'm sorry, this is a lot.
00:15:34.00\00:15:35.30
All right, so
we hook it up to...
00:15:35.33\00:15:37.70
This is called a MyoWare Sensor,
00:15:37.73\00:15:40.40
and when you flex, you
create action potential.
00:15:40.44\00:15:44.21
Okay. Wow!
00:15:44.27\00:15:46.04
So we're about to get a
real live demonstration.
00:15:46.07\00:15:48.11
Yeah. Yeah. Yeah.
00:15:48.14\00:15:50.05
So what this
does is it picks up on
00:15:50.11\00:15:52.85
that action potential
00:15:52.88\00:15:54.28
and turns it
into a digital signal.
00:15:54.32\00:15:56.79
So it'll rate on a value from...
00:15:56.85\00:15:59.32
I think it was like 250
to like 3,000 or something.
00:15:59.35\00:16:05.09
Wow!
00:16:05.13\00:16:06.46
Yeah, so when I put
this on down here...
00:16:06.49\00:16:10.30
See, yeah, this
little bar here tells me
00:16:13.64\00:16:15.57
how much I'm
flexing or relaxing.
00:16:15.60\00:16:17.31
So your body
creates electricity.
00:16:17.34\00:16:19.74
And when you flex,
electricity is going
00:16:19.77\00:16:22.14
through to make
your muscles flex.
00:16:22.18\00:16:24.35
And so it's picking
up on that electricity.
00:16:24.38\00:16:26.28
Wow! Yeah.
00:16:26.31\00:16:29.18
So now will that hand contract?
00:16:29.22\00:16:32.15
Yes, it will. It will. Okay.
00:16:32.19\00:16:34.26
Yeah.
00:16:34.29\00:16:36.49
Wow! That's amazing.
00:16:36.52\00:16:37.86
How long did it
take you to make that?
00:16:37.89\00:16:43.47
As a group...
00:16:43.53\00:16:45.20
I didn't even completed it
00:16:45.23\00:16:46.57
not long.
00:16:46.60\00:16:47.94
It's actually really simple CAD.
00:16:47.97\00:16:50.57
And when we say CAD,
00:16:50.61\00:16:52.54
we're talking about
computer-aided design.
00:16:52.57\00:16:54.14
That was my next
question, what is CAD?
00:16:54.18\00:16:55.51
Yeah. Yeah. Yeah.
00:16:55.54\00:16:56.91
So we used...
00:16:56.95\00:16:58.28
Computer-aided design. Right.
00:16:58.31\00:16:59.65
So on the course, I taught him
the fundamentals of designing,
00:16:59.68\00:17:01.98
using the computer.
00:17:02.02\00:17:03.35
And then the
challenge was for them together
00:17:03.42\00:17:05.92
to come together
and make this hand,
00:17:05.95\00:17:08.19
and we 3D printed it.
00:17:08.22\00:17:10.86
I mean, see as he...
00:17:10.89\00:17:12.23
Wow!
00:17:12.26\00:17:13.60
As he flexes the arm,
the hand opens and closes.
00:17:13.63\00:17:19.17
Yeah. That is cool.
00:17:19.20\00:17:22.67
So what type of
programming languages?
00:17:22.70\00:17:25.91
C Sharp. C Sharp.
00:17:25.94\00:17:27.28
Okay.
00:17:27.31\00:17:28.64
Yeah, which is a version of C++.
00:17:28.68\00:17:30.05
Okay.
00:17:30.08\00:17:34.02
You got it going
there, son. Almost, almost.
00:17:34.05\00:17:36.38
I know.
00:17:36.42\00:17:37.75
Sometimes, these
things don't like to work
00:17:37.79\00:17:39.12
at the most important time.
00:17:39.15\00:17:41.52
So C Sharp is
the version of C++?
00:17:41.56\00:17:44.63
Right, right,
right, right, right.
00:17:44.66\00:17:45.99
So it's coding. Okay.
00:17:46.03\00:17:47.40
You know, most people...
00:17:47.40\00:17:48.73
We say programming, but the term
00:17:48.76\00:17:50.33
that people
usually use is coding.
00:17:50.37\00:17:51.87
Coding. Okay.
Yeah. So it's coding.
00:17:51.90\00:17:54.27
And so I teach four
semesters of robotics.
00:17:54.30\00:17:57.17
So that's the robotics,
robot design, robot coding,
00:17:57.21\00:18:01.54
and then they
have an advanced class
00:18:01.58\00:18:03.01
where they learn how to
use the circuit board there.
00:18:03.04\00:18:05.91
Wow! Yeah.
00:18:05.95\00:18:07.28
So you see he's
going back and forth
00:18:07.35\00:18:08.68
and as he flex there.
00:18:08.72\00:18:11.65
Wow! Yeah.
00:18:11.69\00:18:13.05
That is amazing.
00:18:13.09\00:18:17.06
What advice do
you have for someone
00:18:17.09\00:18:19.73
who wants to get involved
with a robotics program?
00:18:19.76\00:18:25.13
So, you know, as with Robert,
00:18:25.17\00:18:27.14
I got him involved early on.
00:18:27.17\00:18:30.97
I'm going to go ahead
and disconnect it there.
00:18:31.01\00:18:32.34
Yeah. You can.
00:18:32.37\00:18:33.71
Got him involved
early on in the program,
00:18:33.78\00:18:36.08
and, you know,
we had competitions.
00:18:36.11\00:18:40.45
And that gave them
the intrinsic motivation
00:18:40.52\00:18:44.79
to learn the stuff and compete.
00:18:44.82\00:18:46.45
And so my advice
to parents is to find
00:18:46.49\00:18:48.39
some type of some program
00:18:48.42\00:18:50.23
to get your kids
involved at an early age.
00:18:50.26\00:18:53.09
And statistics
tell us, with the FIRST,
00:18:53.13\00:18:55.26
they had a
longitudinal study done
00:18:55.30\00:18:57.43
by Brandeis University.
00:18:57.47\00:18:59.50
And the study showed
that when kids are introduced
00:18:59.53\00:19:02.40
to a STEM program
00:19:02.44\00:19:03.77
or robotics program
early on in their life,
00:19:03.84\00:19:06.21
they're more likely
than their counterparts
00:19:06.24\00:19:08.34
to pursue a STEM degree
at the post-secondary level.
00:19:08.38\00:19:12.18
And let me give
you some numbers.
00:19:12.21\00:19:13.85
Okay.
00:19:13.88\00:19:15.22
So for African-Americans,
the number is 5%
00:19:15.25\00:19:18.79
of all
African-Americans right now
00:19:18.82\00:19:20.59
who want to
pursue a career in STEM.
00:19:20.62\00:19:22.66
Okay.
00:19:22.69\00:19:24.06
Being involved with robotics,
that number jumps about 26%.
00:19:24.09\00:19:28.86
Wow! Right, right, right.
00:19:28.90\00:19:30.27
And then...
00:19:30.30\00:19:31.63
So from 5% to 26%? To 26%.
00:19:31.67\00:19:33.64
Okay.
00:19:33.67\00:19:35.00
And then what we find,
00:19:35.04\00:19:36.60
you know, if
they're not involved
00:19:36.64\00:19:37.97
with robotics, that 5%,
00:19:38.01\00:19:40.88
two-thirds drop out
after the first year
00:19:40.91\00:19:44.35
because they have developed
00:19:44.38\00:19:45.85
what we call them some
competencies to survive
00:19:45.88\00:19:48.95
and that STEM
knowledge resilience
00:19:48.98\00:19:50.99
or the term is
grip, that's also used.
00:19:51.02\00:19:53.25
Okay.
00:19:53.29\00:19:54.62
Also, the growth in
mindset is the term that's used.
00:19:54.66\00:19:58.56
And so with the
robotics program,
00:19:58.59\00:20:00.70
they fail often.
00:20:00.73\00:20:02.70
Okay.
00:20:02.73\00:20:04.07
Early, but they
learn from the failures,
00:20:04.13\00:20:05.90
and they develop grip.
00:20:05.93\00:20:08.30
You know, when
you look at the guy
00:20:08.34\00:20:10.91
who made the light bulb, Edison,
00:20:10.94\00:20:13.48
how many times has he failed?
00:20:13.54\00:20:16.18
You know, 999 times,
but he didn't give up.
00:20:16.21\00:20:21.92
But most black kids
when they face that,
00:20:21.95\00:20:24.29
or underserved kids,
00:20:24.32\00:20:25.65
when they face that
first wall and they fail,
00:20:25.69\00:20:30.29
they just give up right away.
00:20:30.33\00:20:32.19
And so the robotics program
teaches them that resilience
00:20:32.23\00:20:35.43
and that failure is
a part of innovating.
00:20:35.46\00:20:37.20
It's a part
00:20:37.23\00:20:38.57
of that
engineering design process,
00:20:38.60\00:20:40.30
you either way...
00:20:40.37\00:20:41.70
Why didn't it
work the first time,
00:20:41.74\00:20:43.10
you go back to figure it out.
00:20:43.14\00:20:45.71
And if you look at
the history of innovation,
00:20:45.74\00:20:47.78
that's how America was built.
00:20:47.81\00:20:49.14
Absolutely.
00:20:49.18\00:20:50.51
I mean...
00:20:50.58\00:20:51.91
You're just not
successful in everything.
00:20:51.95\00:20:53.28
For first time.
That's right. That's right.
00:20:53.31\00:20:54.65
Exactly, like you get on a bike,
00:20:54.68\00:20:56.02
you ride a bike,
00:20:56.05\00:20:57.39
you're going to fall
down, but you get back up,
00:20:57.42\00:20:58.75
and you start paddling again.
00:20:58.79\00:21:00.19
That's right. That's right.
00:21:00.22\00:21:01.56
But we're finding
that underserved kids
00:21:01.59\00:21:04.23
would see that as
00:21:04.26\00:21:05.59
"I'm not being
intelligent enough to make it."
00:21:05.63\00:21:09.50
And then there are
some external factors
00:21:09.53\00:21:11.37
that we're also
saying, "Yeah, you can't do it.
00:21:11.40\00:21:13.40
You know, give up,"
the parents might say,
00:21:13.44\00:21:15.20
there are some teachers.
00:21:15.24\00:21:17.37
But that's one of
the biggest lessons
00:21:17.41\00:21:19.84
that they've learned is,
00:21:19.87\00:21:21.21
"Hey, you can do it,
stick with it, don't give up."
00:21:21.24\00:21:24.75
So it sounds like a
really supportive environment
00:21:24.78\00:21:27.92
and nurturing one as well
00:21:27.95\00:21:30.15
because a lot of
times you see people
00:21:30.19\00:21:32.09
that might not
catch your vision,
00:21:32.12\00:21:35.02
and they put it down
because they can't see it.
00:21:35.06\00:21:37.09
Right, right, right.
00:21:37.13\00:21:38.53
But if everybody were to give up
00:21:38.56\00:21:40.10
and stop right then,
00:21:40.16\00:21:42.43
well, we wouldn't
have a viewing audience.
00:21:42.46\00:21:45.63
That's right.
00:21:45.67\00:21:47.47
That's the
truth. That's the truth.
00:21:47.50\00:21:48.84
And the other thing
00:21:48.87\00:21:50.24
that we've
learned as you study this,
00:21:50.27\00:21:52.24
you know, Thomas Edison,
Henry Ford, Albert Einstein,
00:21:52.27\00:21:56.81
that individuals
that were labeled
00:21:56.88\00:21:58.28
as having learning disabilities
when they were growing up.
00:21:58.31\00:22:02.48
And teachers are
saying that they were done,
00:22:02.52\00:22:03.89
they couldn't learn.
00:22:03.92\00:22:05.25
And their parents
didn't accept that.
00:22:05.29\00:22:07.82
Their parents took them out
of those learning environments,
00:22:07.86\00:22:10.63
homeschooled
them and trained them
00:22:10.66\00:22:12.16
and placed them
in an environment
00:22:12.19\00:22:14.00
to be successful.
00:22:14.00\00:22:15.40
And look what they've achieved.
00:22:15.43\00:22:17.67
And so that's what we
want to happen with these kids.
00:22:17.70\00:22:20.50
And with robotics, one
of the huge differences is,
00:22:20.54\00:22:23.67
you know, when
you're sitting in a class,
00:22:23.71\00:22:25.04
someone's telling you,
"Oh, this is how it is.
00:22:25.07\00:22:28.94
This is why it is
and nothing's different."
00:22:28.98\00:22:32.95
But when you come into robotics,
00:22:32.98\00:22:34.62
you're discovering, you
have to learn on your own.
00:22:34.65\00:22:37.89
You're figuring it out,
00:22:37.92\00:22:39.25
you know, you're
plugging in and see
00:22:39.29\00:22:40.72
if it works and then just...
00:22:40.76\00:22:42.86
Many different things like that.
00:22:42.89\00:22:44.99
So a lot of trial and
error and experimenting
00:22:45.03\00:22:47.83
and stuff like that.
00:22:47.86\00:22:49.16
And you get that gratification
from when you finally get it.
00:22:49.20\00:22:52.27
Yeah.
00:22:52.30\00:22:53.67
You know, you finally see...
00:22:53.70\00:22:55.04
It's got to be really
cool to take a concept
00:22:55.07\00:22:58.47
and create
something in your mind.
00:22:58.51\00:23:00.51
That's right.
00:23:00.58\00:23:01.91
But then create it,
00:23:01.94\00:23:03.35
and it actually like
comes to life, like that hand.
00:23:03.38\00:23:05.88
That's right.
00:23:05.91\00:23:07.25
You see that hand
contracting, and you built that.
00:23:07.32\00:23:10.69
You know, that is
an awesome feeling.
00:23:10.72\00:23:13.09
And you know, Ellen
G. White speaks to that.
00:23:13.12\00:23:15.29
You know, she
talks about in her book,
00:23:15.32\00:23:17.23
Counsels to Parents,
Teachers, and Students
00:23:17.26\00:23:19.03
that we should give
kids imaginary work,
00:23:19.06\00:23:22.40
that we need to get
them real authentic learning.
00:23:22.43\00:23:25.00
So in other words, no
busywork. No busywork.
00:23:25.03\00:23:28.10
That's exactly right.
00:23:28.14\00:23:29.47
And she also
talks about the fact
00:23:29.50\00:23:31.21
that we need to
develop wise plans
00:23:31.24\00:23:35.18
to educate our kids
and that the methods
00:23:35.21\00:23:37.31
that we have used in the past
in our schools have retarded
00:23:37.35\00:23:41.72
the work
00:23:41.75\00:23:44.15
because she's saying
that we need to produce kids
00:23:44.19\00:23:46.86
who are capable
to come into work
00:23:46.92\00:23:48.89
in the institutions,
00:23:48.92\00:23:50.29
you know, 3ABN,
you have networks,
00:23:50.33\00:23:51.89
you have
computers, you have cameras,
00:23:51.93\00:23:53.70
you need engineers
00:23:53.76\00:23:55.06
and smart people to
make sure that stuff works.
00:23:55.10\00:23:57.13
And so we need to be
00:23:57.20\00:23:58.53
providing
education for them to learn
00:23:58.57\00:24:01.10
how to do that.
00:24:01.14\00:24:04.01
Robert, what kind
of impact have you seen
00:24:04.04\00:24:09.61
through
participating in robotics,
00:24:09.64\00:24:11.55
like what kind of impact
has that had on your life?
00:24:11.58\00:24:14.92
Yeah, so the first
thing is just self-confidence
00:24:14.95\00:24:18.79
and how smart you are.
00:24:18.82\00:24:20.16
I realized that I am
smart, and I can learn.
00:24:20.19\00:24:23.19
It's just I have a
different way of learning.
00:24:23.22\00:24:25.76
And then the second thing
is not only did I notice it
00:24:25.79\00:24:28.86
but my friends as well,
00:24:28.90\00:24:30.23
you know, like they started come
00:24:30.27\00:24:31.60
to me like,
"Robert, your genius."
00:24:31.63\00:24:32.97
Or like, "Robert,
how did you do that?"
00:24:33.00\00:24:34.34
And they're just...
00:24:34.37\00:24:35.70
Yeah.
00:24:35.74\00:24:37.07
So like, you know,
when you're doing it,
00:24:37.11\00:24:38.44
when I was
making all this stuff,
00:24:38.47\00:24:39.81
I didn't really
realize, like how,
00:24:39.84\00:24:41.18
like you know, I guess...
00:24:41.21\00:24:42.54
What you were doing,
what you were learning.
00:24:42.58\00:24:43.91
Yeah, how difficult it
was because this is something
00:24:43.95\00:24:45.55
that I just love to do,
and I think a lot about it.
00:24:45.58\00:24:48.22
And then, yeah,
00:24:48.25\00:24:49.58
it's just also kind of
put me like in classes,
00:24:49.62\00:24:52.09
I got more focused and realized
00:24:52.12\00:24:53.62
that this is something I can do.
00:24:53.66\00:24:56.09
So it really helped
00:24:56.12\00:24:57.49
to boost your confidence, right?
00:24:57.53\00:24:59.46
Yeah. Okay.
00:24:59.49\00:25:01.93
You know, as I'm
thinking about this,
00:25:01.96\00:25:04.07
it seems like it
would be something
00:25:04.10\00:25:05.60
that would be good to
reduce the recidivism, right?
00:25:05.63\00:25:08.50
So for people that
are getting out of prison,
00:25:08.54\00:25:10.71
they can learn this
skill, learn this trade,
00:25:10.74\00:25:14.31
and create things, and
make a way for themselves,
00:25:14.34\00:25:19.58
also churches.
00:25:19.61\00:25:20.95
Sure, sure.
00:25:20.98\00:25:22.32
You know, so I work
00:25:22.35\00:25:23.69
for the Florida
Conference of STEM Adventism.
00:25:23.72\00:25:25.29
One of our initiatives
00:25:25.32\00:25:26.65
is to develop
innovative ministries
00:25:26.69\00:25:29.46
using robots and technology.
00:25:29.49\00:25:31.43
And one of the things
that we're planning now
00:25:31.46\00:25:33.40
is IT certifications.
00:25:33.43\00:25:35.96
And we'll learn that virtually.
00:25:36.00\00:25:38.10
Our schools, high schools
and universities or colleges,
00:25:38.13\00:25:41.57
are not producing
enough IT professionals.
00:25:41.60\00:25:44.94
And so the
industry itself has created
00:25:44.97\00:25:46.94
what we call certifications
00:25:46.98\00:25:48.98
where you can
display your knowledge,
00:25:49.01\00:25:51.01
and Microsoft has
them, Cisco, A+, Network+.
00:25:51.05\00:25:55.05
And so I had a conversation
00:25:55.08\00:25:56.42
with the CIO of
Adventist Health System.
00:25:56.45\00:25:58.49
He said, "Robert,
you get them certified,
00:25:58.52\00:26:00.29
I will hire them."
00:26:00.32\00:26:01.76
Wow!
00:26:01.79\00:26:03.29
And so with those individuals,
00:26:03.32\00:26:06.29
that this is a skill
set that they can learn
00:26:06.33\00:26:09.40
and with the
partnership with testout.com,
00:26:09.43\00:26:12.10
they can learn it
virtually anywhere,
00:26:12.13\00:26:14.47
in prison or
wherever there's a computer.
00:26:14.50\00:26:16.47
You can learn it
and start a business
00:26:16.50\00:26:18.11
and gain a skill
00:26:18.14\00:26:19.51
that you can go
out into the workforce
00:26:19.54\00:26:21.81
and do something with your life.
00:26:21.84\00:26:23.75
Absolutely, and
that's a huge incentive.
00:26:23.78\00:26:25.25
It is. It is.
00:26:25.28\00:26:26.61
I mean, they
have a job placement.
00:26:26.65\00:26:27.98
Right away
because if you can do it,
00:26:28.02\00:26:29.58
they'll hire you.
00:26:29.62\00:26:30.99
And that's a big need.
00:26:31.02\00:26:32.59
The other option is
robotics and the evangelism.
00:26:32.62\00:26:36.32
We just finished a
one-week robotics camp
00:26:36.36\00:26:39.26
at the Boys &
Girls Club in Orlando.
00:26:39.29\00:26:41.83
Nice. Downtown Orlando.
00:26:41.86\00:26:44.17
And it was for underserved kids.
00:26:44.23\00:26:46.57
And they don't have
this stuff in their schools,
00:26:46.60\00:26:48.24
and so we're going to them.
00:26:48.27\00:26:50.21
It's a one-time event,
00:26:50.27\00:26:51.61
so we're looking to
provide a year-round
00:26:51.64\00:26:55.44
robotics program for
them to have access to this.
00:26:55.48\00:26:58.88
And then, you know,
once parents realize
00:26:58.91\00:27:01.15
that you are
investing in their kids,
00:27:01.18\00:27:04.32
you know, they're going to
want to learn more about you.
00:27:04.35\00:27:06.65
You know, oftentimes, you
go wherever the evangelism,
00:27:06.69\00:27:08.82
we put up a tent, and
we preach something there.
00:27:08.86\00:27:11.93
But this way, we're
giving them a skill set,
00:27:11.96\00:27:14.50
I'm investing in you.
00:27:14.56\00:27:15.86
And that's how Jesus did.
That's the Christ's method.
00:27:15.90\00:27:18.97
He met the needs,
and then He ministered.
00:27:19.00\00:27:20.74
So these are
proper ways to evangelize
00:27:20.77\00:27:23.91
and to save lives.
00:27:23.94\00:27:25.41
Wow! That is amazing.
00:27:25.44\00:27:27.61
And anybody can get involved.
00:27:27.64\00:27:29.08
Yes, anybody,
00:27:29.11\00:27:30.45
and we're always
looking for volunteers.
00:27:30.48\00:27:32.18
Now they can log on to
at www.FloridaConference.com
00:27:32.21\00:27:36.55
to find out more information
about the robotics program
00:27:36.58\00:27:40.16
or how to implement it there.
00:27:40.19\00:27:41.59
And they can contact me
00:27:41.62\00:27:42.96
at Robert.Henley
@FloridaConference.com
00:27:42.99\00:27:46.19
Wow! Okay.
00:27:46.23\00:27:47.60
Well, thank you
so much for coming on
00:27:47.60\00:27:49.43
and sharing all that
wonderful information
00:27:49.46\00:27:52.13
with us today.
00:27:52.17\00:27:54.00
Hopefully, more
people will get involved
00:27:54.04\00:27:56.24
in the robotics.
00:27:56.27\00:27:57.61
I mean this is an
excellent trade to have.
00:27:57.64\00:28:00.84
And thank you for joining us.
00:28:00.91\00:28:02.24
Well, we've reached
the end of another program.
00:28:02.28\00:28:03.71
Join us next time.
00:28:03.78\00:28:05.11
Remember, this wouldn't
be the same without you.
00:28:05.15\00:28:07.18