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Michael Landau Sees a Land of Opportunity in Africa
Mr. Landau is a former board member of Regalian PLC, a British real estate development company.
Mr. Landau has been an invited speaker at several conferences and forums, among them a presentation on “Africa’s Industrial Drive: The Private Sector and Corporate Citizenship” at the African Union/U.N. Global Compact Private Sector Forum in Addis Ababa. At this event MAP International was featured as “best practice.” Mr. Landau was also an invited speaker at the CHOGM, the Commonwealth Business Forum in November 2007 in Uganda, and was recently an invited speaker at the AOSIS/United Nations Foundation and Friends on Climate Change Roundtable, hosted by the Permanent Mission of India to the United Nations.
Active in community-based initiatives, Mr. Landau has hosted and chaired several political forums and meetings with the New York City Police Department. He is the chairman of the Council of Orthodox Jewish Organizations of Manhattan (New York City), an umbrella group representing the Jewish community to government and political leaders. He also has extensive experience interfacing with UN leaders as a community representative—a relationship that began when he initiated the creation of a UN special stamp edition in remembrance of the International Day of Commemoration for Victims of the Holocaust.
Mr. Landau was recently invited to serve on the board of the World Sports Alliance, an intergovernmental organization whose mission is to use sport as a catalyst to design and implement programs to realize the UN’s Millennium Development Goals. He received his bachelor's degree from the London School of Economics and a master's degree in real estate development and finance from New York University. He received his law degree from Yeshiva University's Cardoza School of Law and is admitted to practice law in New York, New Jersey, and the District of Columbia. He and his wife reside in New York City with their four children.
Question: Is Africa a good investment?
Michael Landau: Africa is a very much an untapped economy. When you’ve got, you know, close to a billion people, there’s just, there’s got to be tremendous opportunity over there.
But one has to be careful. You know, you got to be careful what you invest, how you invest. And it’s got to be done smartly. I’m a big believer in Africa and I’ve made major investments in Africa. And I believe that if other countries take up MAP, obviously, you know, I think these economies are going to grow exponentially.
Just using Uganda as an example, if we’re able to take the billion-dollar salary that they pay on a yearly basis, and that money is going to flow through a formal sector through our system. It’s going to go through the post bank to be able to pay all the salaries and the pensions of a billion dollars.
Currently, that billion dollars is going straight into the informal economy. When that money, now, starts to go into the formal economy because it’s going to go through a formal banking sector, we’re going to be providing lots of ways for people to use their money electronically. So 30, 40, who knows, maybe 50, 60 percent of that money, ultimately, is going to start sticking in the float, in that formal economy. So it means that there’s going to be $3, $4, $500 million a year and accumulating exponentially, that is going to be available to help these countries go, build factories in rural areas. Instead of the mangoes rotting, they’ll build a plant in the rural area to be able to make mango juice.
So there’s going to be tremendous opportunities as the population gets richer, as they have needs for processing. I mean, Africa got tremendous opportunities. Uganda, for example, they got some of the most fertile land in the world. So there’s tremendous opportunity for growing things and then for processing the things in the country that it’s growing. So, for example, Uganda, whether it’s coffee, whether it’s mangoes, whether it’s bananas, there are so many opportunities to grow things there. And then, if you were to process, the processing is going to be much cheaper in Uganda than it is to do it elsewhere. The government will give grants. They’ll give tax holidays to people. Salaries are lower than they are in other places in the world.
So there are tremendous opportunities for people to invest. The AGOA agreement between United States and Africa, which allows imports to the United States from Africa to come in duty-free. So you just got to have a little bit of faith. Anybody who wants me to help introduce them to the right people so they can have the faith in the country or speak to me so I can give them, you know, kind of beyond, you know, kind of this interview’s confidence level, there are tremendous opportunities. I would strongly advise people against any form of corruption whatsoever because it’s just not necessary and it muddies the waters in terms of the way people need to look doing business over there. So they shouldn’t think not to go because they’re just going to have to get involved in corruption and bribery, et cetera, it’s not true. Don’t, that should not be a reason why big corporates shouldn’t go out there. Individuals who got some, you know, kind of extra money or want to feel that they want to do good, there’s tremendous opportunities to make money and do good in Africa.
Question: Can you give us an economic success story in Africa?
Michael Landau: Rwanda is very much a success story. They have a very strong focus on technology. They have a president who’s extremely focused on driving his country forward. And that’s a country that we’re hoping to be working in, you know, kind of in the short-term. But that’s clearly kind of a success story of taking a country that was at the, below death’s door and literally forcing a success. And, so that’s one country which I believe is a tremendous success.
And there are other, there are other examples out there. There are tremendous opportunities, you know, kind of in sub-Saharan in Africa, of countries where have taken a more positive approach to the use of ICT. But I would say, Rwanda is probably one of the most aggressive in that. I don’t want to talk to many of the other countries because they don’t know enough about them.
South Africa is clearly a leader in using technology. Our technology is developed, primarily, kind of out of South Africa. So there are clearly leaders in the space and they’re doing things but South Africa is a bit of a different story to many of the other countries in sub-Saharan Africa. So there’s clearly a lot of opportunity and there’s lot of desire on the part of these countries to evolve and use technology as they move their countries into the 21st century.
Recorded on: May 15, 2009
Investors are wise to revisit the world’s forgotten continent.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
The ocean's largest shark relies on vision more than previously believed.
- Japanese researchers discovered that the whale shark has "tiny teeth"—dermal denticles—protecting its eyes from abrasion.
- They also found the shark is able to retract its eyeball into the eye socket.
- Their research confirms that this giant fish relies on vision more than previously believed.
A. Anterior view of the whale shark, showing the locations of the eye (arrows). Note that whale shark eye is well projected from the orbit. Photo was taken in the sea near Saint Helena Island. B. Close-up view of the left eye of a captive whale shark (Specimen A).<p>Considering their dietary habits, vision was not thought be that important for whale sharks. This species is unique for not having any sort of eyelid or protective mechanism—until now, that is. Not only do dermal denticles protect their vision, the team, led by Taketeru Tomita, discovered that whale sharks have another trick:</p><p style="margin-left: 20px;">"We also demonstrate that the whale shark has a strong ability to retract the eyeball into the eye socket."</p><p>The researchers studied these massive sharks in an aquarium, offering them a rare look at one of the ocean's largest fish (They also studied deceased sharks). The eye denticle is different from the rest of the scales covering their body: they are designed for abrasion resistance, not ocean stealth. </p><p style="margin-left: 20px;">"The covering of the eye surface with denticles in the whale shark is probably useful in reducing the risk of mechanical damage to the eye surface." </p><p>Despite their massive size, whale sharks have relatively small eyes, measuring less than 1 percent of their total length. Their brain's visual center is also relatively small. With this discovery, the researchers realized vision plays a more important role than previously assumed. </p><p style="margin-left: 20px;">"The highly protected features of the whale shark eye, in contrast to the traditional view, seems to suggest the importance of vision in this species. Interestingly, Martin showed that whale shark eyes actively track divers swimming 3–5 m away from the animal, suggesting that vision of the whale shark plays an important role in short-range perception." </p><p>While you likely won't bump into a whale shark while swimming just off the coast, this is yet another reminder of how species adapt to their environment. </p><p><span></span>--</p><p><em>Stay in touch with Derek on <a href="http://www.twitter.com/derekberes" target="_blank">Twitter</a>, <a href="https://www.facebook.com/DerekBeresdotcom" target="_blank">Facebook</a> and <a href="https://derekberes.substack.com/" target="_blank">Substack</a>. His next book is</em> "<em>Hero's Dose: The Case For Psychedelics in Ritual and Therapy."</em></p>
A gigantic star makes off during an eight-year gap in observations.
- The massive star in the Kinsman Dwarf Galaxy seems to have disappeared between 2011 and 2019.
- It's likely that it erupted, but could it have collapsed into a black hole without a supernova?
- Maybe it's still there, but much less luminous and/or covered by dust.
A "very massive star" in the Kinman Dwarf galaxy caught the attention of astronomers in the early years of the 2000s: It seemed to be reaching a late-ish chapter in its life story and offered a rare chance to observe the death of a large star in a region low in metallicity. However, by the time scientists had the chance to turn the European Southern Observatory's (ESO) Very Large Telescope (VLT) in Paranal, Chile back around to it in 2019 — it's not a slow-turner, just an in-demand device — it was utterly gone without a trace. But how?
The two leading theories about what happened are that either it's still there, still erupting its way through its death throes, with less luminosity and perhaps obscured by dust, or it just up and collapsed into a black hole without going through a supernova stage. "If true, this would be the first direct detection of such a monster star ending its life in this manner," says Andrew Allan of Trinity College Dublin, Ireland, leader of the observation team whose study is published in Monthly Notices of the Royal Astronomical Society.
Between astronomers' last look in 2011 and 2019 is a large enough interval of time for something to happen. Not that 2001 (when it was first observed) or 2019 have much meaning, since we're always watching the past out there and the Kinman Dwarf Galaxy is 75 million light years away. We often think of cosmic events as slow-moving phenomena because so often their follow-on effects are massive and unfold to us over time. But things happen just as fast big as small. The number of things that happened in the first 10 millionth of a trillionth of a trillionth of a trillionth of a second after the Big Bang, for example, is insane.
In any event, the Kinsman Dwarf Galaxy, or PHL 293B, is far way, too far for astronomers to directly observe its stars. Their presence can be inferred from spectroscopic signatures — specifically, PHL 293B between 2001 and 2011 consistently featured strong signatures of hydrogen that indicated the presence of a massive "luminous blue variable" (LBV) star about 2.5 times more brilliant than our Sun. Astronomers suspect that some very large stars may spend their final years as LBVs.
Though LBVs are known to experience radical shifts in spectra and brightness, they reliably leave specific traces that help confirm their ongoing presence. In 2019 the hydrogen signatures, and such traces, were gone. Allan says, "It would be highly unusual for such a massive star to disappear without producing a bright supernova explosion."
The Kinsman Dwarf Galaxy, or PHL 293B, is one of the most metal-poor galaxies known. Explosive, massive, Wolf-Rayet stars are seldom seen in such environments — NASA refers to such stars as those that "live fast, die hard." Red supergiants are also rare to low Z environments. The now-missing star was looked to as a rare opportunity to observe a massive star's late stages in such an environment.
In August 2019, the team pointed the four eight-meter telescopes of ESO's ESPRESSO array simultaneously toward the LBV's former location: nothing. They also gave the VLT's X-shooter instrument a shot a few months later: also nothing.
Still pursuing the missing star, the scientists acquired access to older data for comparison to what they already felt they knew. "The ESO Science Archive Facility enabled us to find and use data of the same object obtained in 2002 and 2009," says Andrea Mehner, an ESO staff member who worked on the study. "The comparison of the 2002 high-resolution UVES spectra with our observations obtained in 2019 with ESO's newest high-resolution spectrograph ESPRESSO was especially revealing, from both an astronomical and an instrumentation point of view."
Examination of this data suggested that the LBV may have indeed been winding up to a grand final sometime after 2011.
Team member Jose Groh, also of Trinity College, says "We may have detected one of the most massive stars of the local Universe going gently into the night. Our discovery would not have been made without using the powerful ESO 8-meter telescopes, their unique instrumentation, and the prompt access to those capabilities following the recent agreement of Ireland to join ESO."
Combining the 2019 data with contemporaneous Hubble Space Telescope (HST) imagery leaves the authors of the reports with the sense that "the LBV was in an eruptive state at least between 2001 and 2011, which then ended, and may have been followed by a collapse into a massive BH without the production of an SN. This scenario is consistent with the available HST and ground-based photometry."
A star collapsing into a black hole without a supernova would be a rare event, and that argues against the idea. The paper also notes that we may simply have missed the star's supernova during the eight-year observation gap.
LBVs are known to be highly unstable, so the star dropping to a state of less luminosity or producing a dust cover would be much more in the realm of expected behavior.
Says the paper: "A combination of a slightly reduced luminosity and a thick dusty shell could result in the star being obscured. While the lack of variability between the 2009 and 2019 near-infrared continuum from our X-shooter spectra eliminates the possibility of formation of hot dust (⪆1500 K), mid-infrared observations are necessary to rule out a slowly expanding cooler dust shell."
The authors of the report are pretty confident the star experienced a dramatic eruption after 2011. Beyond that, though:
"Based on our observations and models, we suggest that PHL 293B hosted an LBV with an eruption that ended sometime after 2011. This could have been followed by
(1) a surviving star or
(2) a collapse of the LBV to a BH [black hole] without the production of a bright SN, but possibly with a weak transient."
On Friday, NASA's InSight Mars lander captured and transmitted historic audio from the red planet.
- The audio captured by the lander is of Martian winds blowing at an estimated 10 to 15 mph.
- It was taken by the InSight Mars lander, which is designed to help scientists learn more about the formation of rocky planets, and possibly discover liquid water on Mars.
- Microphones are essentially an "extra sense" that scientists can use during experiments on other planets.
Listening for sounds on Mars<p>It's not the first time NASA has tried to capture audio on the Martian surface. The agency's Mars Polar Lander was outfitted with a microphone, but that craft ultimately crashed into the planet in 1999 after shutting its engines off too early. The Phoenix Lander managed to stick its landing in 2008, but NASA chose not to engage the craft's camera or microphone after a mission malfunction.</p><p>NASA plans to capture more audio from the red planet on its Mars 2020 mission. That lander will be equipped with two microphones that will, among other things, listen to what happens when the craft fires a laser at rocks on the surface. When that happens, parts of the rock will vaporize, causing a shockwave that makes a popping sound. The noises captured from interactions like these can <a href="https://www.space.com/32696-microphone-on-nasa-mars-rover-2020.html" target="_blank">help tell scientists about the mass and makeup of the rocks</a>.</p><p>In other words, microphones give scientists another "sense" to use during experiments on the Martian surface.</p>
How students apply what they've learned is more important than a letter or number grade.
- Schools are places where learning happens, but how much of what students learn there matters? "Almost all of our learning happens through experience and very little of it actually happens in these kinds of organized, contrived, constrained environments," argues Will Richardson, co-founder of The Big Questions Institute and one of the world's leading edupreneurs.
- There is a shift starting, Richardson says, in terms of how we look at grading and assessments and how they have traditionally dictated students' futures. Consortiums like Mastery.com are pushing back on the idea that what students know can be reflected in numbers and letter grades.
- One of the crucial steps in changing how things are done is first changing the narratives. Students should be assessed on how they can apply what they've learned, not scored based on what they know.