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120+ students. 7 campuses. 1 epic cybersecurity experience. #HackTheBox brought talents from across 42Heilbronn #42Wolfsburg 42 Berlin for 3 days of CTFs, workshops & fun -organized by @EliteSec42 & powered by 42 students #CyberSecurity #CTF #42Network #HackTheBox #EliteSec

1337 School

77,575 subscribers

69,726 views • 1 year ago •via X (Twitter)

Science & Technology #HackTheBox #42Wolfsburg #CyberSecurity #CTF #42Network #HackTheBox

Anya Rossi• Live Now

Private livecam show

11 Comments

Ilyasss1 year ago

@42Heilbronn @42_berlin @42Network مرعب أليس كذلك ؟

SecBriefs | Making Cybersecurity Simple1 year ago

😱The cybersecurity skills gap is a national security risk. Many public & private orgs struggle to defend against cyberattacks due to understaffed security teams.🚨 🧠Learn cybersecurity - get a well paid, in demand job! Start your journey here:

Imane1 year ago

@42Heilbronn @42_berlin @42Network Piscine when?

L❍ⴽ¡ _10 🇵🇪1 year ago

@42Heilbronn @42_berlin @42Network Ana kantssna Fatayate l9owwa w ljassousate yfer3o lina kerna f comments 🫡

Saâd1 year ago

@42Heilbronn @42_berlin @42Network Notif X = Open X ❌️ Notif X = Open Chrome ✅️

Arso — e/acc1 year ago

@42Heilbronn @42_berlin @42Network Pool ?

Ye1 year ago

@42Heilbronn @42_berlin @42Network

van1ikka1 year ago

@42Heilbronn @42_berlin @42Network Tkhlaet asahbe waaaaaaaaaaa

Mohammed Dans d'or1 year ago

@42Heilbronn @42_berlin @42Network Pool

ILYAS BIRJE1 year ago

@42Heilbronn @42_berlin @42Network Notif X = open chrome

zakaria bellafkih1 year ago

@42Heilbronn @42_berlin @42Network Waa bghina n3uumo

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As you can see in the video, the original version also included citations to the source material so with one click I could verify that NotebookLM was faithful to the original documents I uploaded. High-Level Lesson Plan: Urban Planning and Jane Jacobs This lesson plan outlines a project-based learning course on urban planning, designed for high school seniors. It centers on the influential ideas of Jane Jacobs and aligns with the HQPBL standards. 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Alignment with HQPBL: This session establishes the intellectual challenge, as required by the HQPBL framework, by prompting students to consider the complexities of cities. Introducing Jane Jacobs' ideas provides students with a theoretical framework for their projects. Session 2: Neighborhood Exploration Project Introduction: Students choose a local neighborhood to study. This allows for authenticity by connecting their learning to their own community and their lives. Research and Analysis: Students conduct a "close reading" of their chosen neighborhood, focusing on: • Observing the built environment, including streetscapes, building types, and public spaces. • Identifying areas where Jacobs' principles are evident or lacking. • Analyzing the neighborhood's strengths and weaknesses. • Documenting their findings through photography, sketches, maps, and written observations. Guiding Questions: Throughout the project, use guiding questions to promote intellectual challenge and help students connect their observations to Jacobs' ideas. Alignment with HQPBL: By choosing a local neighborhood, students undertake a project rooted in authenticity, directly connecting their learning to their own community. The "close reading" of their chosen neighborhood encourages intellectual challenge by requiring them to analyze the built environment and identify areas where Jacobs' principles are applicable. The use of photography, sketches, maps, and written observations allows for diverse forms of documentation, catering to various learning styles. Session 3: Proposing Interventions Brainstorming Solutions: Based on their analysis, students brainstorm potential interventions or improvements to their chosen neighborhood, applying Jacobs' principles. Project Proposal Development: Students develop their interventions into more concrete project proposals, incorporating elements of project management. Proposals should include goals, strategies, potential challenges, and realistic timelines. Encourage students to consider the perspectives of different stakeholders in the neighborhood. Peer Review and Feedback: Students present their project proposals to classmates for critique. This fosters collaboration and allows students to learn from each other's perspectives and refine their ideas. Alignment with HQPBL: This session emphasizes project management, as students transform their analyses into concrete proposals. They define goals, outline strategies, anticipate challenges, and establish realistic timelines, reflecting a systematic approach to project development. Collaboration is fostered through peer review and feedback, enabling students to learn from different perspectives and improve their proposals. Session 4: Final Presentations and Reflections Public Product: Students finalize their projects and present their proposed solutions to a wider audience, such as: • A panel of local urban planners, architects, or community members. • A public forum or community meeting. • An online platform or exhibition space. Reflection: Students engage in reflection throughout the project, documenting their learning, challenges, and insights. This could take the form of journals, blog posts, presentations, or group discussions. Encourage students to reflect on how their understanding of cities has evolved and the role they can play in shaping their future. Alignment with HQPBL: Presenting to a wider audience, such as local planners or community members, results in a public product, showcasing student learning and engaging the community. The emphasis on reflection throughout the project, as mandated by the HQPBL framework, encourages metacognition and deeper learning. Students document their learning process, challenges, and insights, fostering a sense of accomplishment and personal growth. Throughout the course, emphasize the relevance of urban planning to students' lives and future careers. Connect Jacobs' ideas to contemporary urban issues and encourage students to think critically about how to create more livable, equitable, and sustainable cities. This project-based learning approach, grounded in the work of Jane Jacobs and aligned with HQPBL standards, can empower students to become engaged and informed citizens, capable of contributing to the betterment of their communities.

Input: Jane Jacobs quotes and YouTube interview; handwritten outline; education standards doc. Output: high-quality, standards-aligned urban planning lesson plan. Plus audio overview to promote the class. 10 minutes to create, all thanks to NotebookLM and Gemini. This video is a new demo of NotebookLM that I shared earlier this month at the AI + Education Symposium with MeshEd, XQ, and Betaworks. This is an educational use-case, but the general structure of what I’m doing in the demo—take a curated collection of sources and quickly transform them into a detailed document that obeys strict guidelines—is generally applicable to many fields. Note how I am not just using the sources as ground truth for the project, or as the content for the lesson plan. The Jacobs quotes and interview are the content, but my handwritten notes provide the structure, and the framework source provides the values or guidelines for the finished project. With some simple prompting, NotebookLM and Gemini can draw on information from the sources using those different modes simultaneously: content, format, values. (I even forgot to explicitly tell the model to use the structure outlined in my notes, but it figured that out anyway.) This is remarkably sophisticated knowledge work. Building a draft lesson plan like this would normally take hours if not days. But crucially I’m in control of the document that is being generated here — it’s based on the information that I have curated, and on the instructions I’ve given NotebookLM for adapting that information into the lesson plan I want to create. Co-intelligence, as @ethanmollick would call it. For more info on the great organizations that helped me put this demo together--orgs that are shaping the future of learning and increasing access to innovative approaches to curriculum design--visit and I’ve pasted the full text of the lesson plan below. As you can see in the video, the original version also included citations to the source material so with one click I could verify that NotebookLM was faithful to the original documents I uploaded. High-Level Lesson Plan: Urban Planning and Jane Jacobs This lesson plan outlines a project-based learning course on urban planning, designed for high school seniors. It centers on the influential ideas of Jane Jacobs and aligns with the HQPBL standards. Session 1: Introduction to Cities and Jane Jacobs • Begin by exploring the question: "What kind of problem is a city?" • Introduce Jane Jacobs' key ideas about urbanism, focusing on: • The importance of diversity in uses, buildings, and populations for vibrant city life. • The role of sidewalks and "eyes on the street" in ensuring safety and fostering a sense of community. • The value of old buildings in supporting diverse economic activity and fostering innovation. • The dangers of "single-use" zoning and the importance of mixed-use neighborhoods. • The limitations of top-down planning and the need for bottom-up, community-driven approaches. Use examples from Jacobs' book, "The Death and Life of Great American Cities," and excerpts from her interviews to illustrate these concepts. Encourage students to think critically about the challenges and opportunities presented by cities. Alignment with HQPBL: This session establishes the intellectual challenge, as required by the HQPBL framework, by prompting students to consider the complexities of cities. Introducing Jane Jacobs' ideas provides students with a theoretical framework for their projects. Session 2: Neighborhood Exploration Project Introduction: Students choose a local neighborhood to study. This allows for authenticity by connecting their learning to their own community and their lives. Research and Analysis: Students conduct a "close reading" of their chosen neighborhood, focusing on: • Observing the built environment, including streetscapes, building types, and public spaces. • Identifying areas where Jacobs' principles are evident or lacking. • Analyzing the neighborhood's strengths and weaknesses. • Documenting their findings through photography, sketches, maps, and written observations. Guiding Questions: Throughout the project, use guiding questions to promote intellectual challenge and help students connect their observations to Jacobs' ideas. Alignment with HQPBL: By choosing a local neighborhood, students undertake a project rooted in authenticity, directly connecting their learning to their own community. The "close reading" of their chosen neighborhood encourages intellectual challenge by requiring them to analyze the built environment and identify areas where Jacobs' principles are applicable. The use of photography, sketches, maps, and written observations allows for diverse forms of documentation, catering to various learning styles. Session 3: Proposing Interventions Brainstorming Solutions: Based on their analysis, students brainstorm potential interventions or improvements to their chosen neighborhood, applying Jacobs' principles. Project Proposal Development: Students develop their interventions into more concrete project proposals, incorporating elements of project management. Proposals should include goals, strategies, potential challenges, and realistic timelines. Encourage students to consider the perspectives of different stakeholders in the neighborhood. Peer Review and Feedback: Students present their project proposals to classmates for critique. This fosters collaboration and allows students to learn from each other's perspectives and refine their ideas. Alignment with HQPBL: This session emphasizes project management, as students transform their analyses into concrete proposals. They define goals, outline strategies, anticipate challenges, and establish realistic timelines, reflecting a systematic approach to project development. Collaboration is fostered through peer review and feedback, enabling students to learn from different perspectives and improve their proposals. Session 4: Final Presentations and Reflections Public Product: Students finalize their projects and present their proposed solutions to a wider audience, such as: • A panel of local urban planners, architects, or community members. • A public forum or community meeting. • An online platform or exhibition space. Reflection: Students engage in reflection throughout the project, documenting their learning, challenges, and insights. This could take the form of journals, blog posts, presentations, or group discussions. Encourage students to reflect on how their understanding of cities has evolved and the role they can play in shaping their future. Alignment with HQPBL: Presenting to a wider audience, such as local planners or community members, results in a public product, showcasing student learning and engaging the community. The emphasis on reflection throughout the project, as mandated by the HQPBL framework, encourages metacognition and deeper learning. Students document their learning process, challenges, and insights, fostering a sense of accomplishment and personal growth. Throughout the course, emphasize the relevance of urban planning to students' lives and future careers. Connect Jacobs' ideas to contemporary urban issues and encourage students to think critically about how to create more livable, equitable, and sustainable cities. This project-based learning approach, grounded in the work of Jane Jacobs and aligned with HQPBL standards, can empower students to become engaged and informed citizens, capable of contributing to the betterment of their communities.

Steven Johnson

33,379 views • 1 year ago

In Aug 2025, Elsa Johnson, a Stanford student, wrote a piece for The Times about how members of the CCP tried to recruit her as a spy. Since then, the junior, who is majoring in East Asian Studies, has faced a wave of harassment from Mandarin speakers who have called her and threatened her and her family. The FBI also informed Johnson that the CCP is physically monitoring her whereabouts on campus — making her fear for her own safety. On Mar 26 she testified before the House Committee on Education and the Workforce, urging Congress to do something to protect America’s students who “face transnational repression”, given that Stanford “has chosen not to address this problem at all”. Here is an abridged and lightly edited version of her testimony. ======= After I wrote a first-person account of my experience in The Times of London, the repression only worsened. Last summer, while conducting research on China in Washington, DC, I began receiving regular phone calls from unknown US numbers. When I answered the calls in English, the callers would switch to Mandarin. In one case, the caller referenced my mother. These bizarre calls were intimidation attempts, designed to remind me that neither my family, nor I, is safe from transnational repression by the CCP. Then, this past fall, the FBI informed me that I am being physically monitored on Stanford’s campus by agents of the Chinese Communist Party. They told me that my family is also at risk and is being monitored. As a 21-year-old who grew up loving the Chinese language and culture, I never imagined that studying it would put me in a position where a foreign intelligence service is tracking my movements on my own campus and monitoring my family. I fear for my safety and for my family’s safety. The intimidation calls have not stopped. Just this week, I received another call from a US number. After exchanging hellos, the caller switched to Mandarin and asked whether I had finished dinner. That cannot be a coincidence. It is happening to me on American soil because I reported on the activities of a foreign government at an American university. My experience is disturbing, but it reflects a much larger pattern playing out on campuses across the country. According to Freedom House, the Chinese government is the greatest perpetrator of transnational repression targeting students and scholars in the United States. Their 2024 report found that international students and faculty face surveillance and coercion by foreign governments. More than 1.3 million international students study at American colleges and universities, yet many are unable to exercise the freedoms that are supposed to define an American education. There is also infrastructure already embedded on American campuses that facilitates this system. Chinese Students and Scholars Associations (CSSAs) exist at roughly 150 American colleges and universities, including Stanford. The US State Department has stated plainly that the CCP created the CSSA to monitor Chinese students and mobilize them against views that dissent from the Party’s stance. The US-China Economic and Security Review Commission found in 2018 that CSSAs receive guidance from the CCP through Chinese embassies and consulates, and that they are active in carrying out work consistent with Beijing’s United Front strategy. In some cases, the local Chinese consulate must approve CSSA presidential candidates. Documents obtained by Foreign Policy showed that at Georgetown, the CSSA accepted embassy funding amounting to roughly half its total annual budget. The Association of Chinese Students and Scholars at Stanford, or ACSSS, is a recognized student organisation that receives university support and funding. The CCP’s United Front uses these organisations as vehicles for surveillance and influence. American universities are supposed to be places where people can think and speak freely. Right now, for too many students, they are not.

In Aug 2025, Elsa Johnson, a Stanford student, wrote a piece for The Times about how members of the CCP tried to recruit her as a spy. Since then, the junior, who is majoring in East Asian Studies, has faced a wave of harassment from Mandarin speakers who have called her and threatened her and her family. The FBI also informed Johnson that the CCP is physically monitoring her whereabouts on campus — making her fear for her own safety. On Mar 26 she testified before the House Committee on Education and the Workforce, urging Congress to do something to protect America’s students who “face transnational repression”, given that Stanford “has chosen not to address this problem at all”. Here is an abridged and lightly edited version of her testimony. ======= After I wrote a first-person account of my experience in The Times of London, the repression only worsened. Last summer, while conducting research on China in Washington, DC, I began receiving regular phone calls from unknown US numbers. When I answered the calls in English, the callers would switch to Mandarin. In one case, the caller referenced my mother. These bizarre calls were intimidation attempts, designed to remind me that neither my family, nor I, is safe from transnational repression by the CCP. Then, this past fall, the FBI informed me that I am being physically monitored on Stanford’s campus by agents of the Chinese Communist Party. They told me that my family is also at risk and is being monitored. As a 21-year-old who grew up loving the Chinese language and culture, I never imagined that studying it would put me in a position where a foreign intelligence service is tracking my movements on my own campus and monitoring my family. I fear for my safety and for my family’s safety. The intimidation calls have not stopped. Just this week, I received another call from a US number. After exchanging hellos, the caller switched to Mandarin and asked whether I had finished dinner. That cannot be a coincidence. It is happening to me on American soil because I reported on the activities of a foreign government at an American university. My experience is disturbing, but it reflects a much larger pattern playing out on campuses across the country. According to Freedom House, the Chinese government is the greatest perpetrator of transnational repression targeting students and scholars in the United States. Their 2024 report found that international students and faculty face surveillance and coercion by foreign governments. More than 1.3 million international students study at American colleges and universities, yet many are unable to exercise the freedoms that are supposed to define an American education. There is also infrastructure already embedded on American campuses that facilitates this system. Chinese Students and Scholars Associations (CSSAs) exist at roughly 150 American colleges and universities, including Stanford. The US State Department has stated plainly that the CCP created the CSSA to monitor Chinese students and mobilize them against views that dissent from the Party’s stance. The US-China Economic and Security Review Commission found in 2018 that CSSAs receive guidance from the CCP through Chinese embassies and consulates, and that they are active in carrying out work consistent with Beijing’s United Front strategy. In some cases, the local Chinese consulate must approve CSSA presidential candidates. Documents obtained by Foreign Policy showed that at Georgetown, the CSSA accepted embassy funding amounting to roughly half its total annual budget. The Association of Chinese Students and Scholars at Stanford, or ACSSS, is a recognized student organisation that receives university support and funding. The CCP’s United Front uses these organisations as vehicles for surveillance and influence. American universities are supposed to be places where people can think and speak freely. Right now, for too many students, they are not.

Byron Wan

24,512 views • 3 months ago

Introducing, Team1 India What started as a group of 4 is now a network of 40 active contributors driving blockchain adoption and growth for Avalanche in India. • 100+ events across 30+ cities and 20+ universities • 4,000+ attendees • 3,500+ developer applications for our 7-city hackathon tour The mission is straightforward: We are building the network that ensures India remains one of the global leaders when it comes to blockchain and talent. Speculation is gone, replaced by a founder-friendly ecosystem where community, real-world products, and high-quality outcomes are the only metrics that matter. Team1 India is doubling down on our most ambitious builders, moving founders from conceptual projects into thriving, market-ready solutions. Mentorship through hands-on workshops for students and brighter spotlights on local talent ensure that Team1 India is cultivating a builder culture that onboards and nurtures talent. The journey continues, stronger and more focused than ever. Follow us here and join our community Telegram below to get more involved.

Introducing, Team1 India What started as a group of 4 is now a network of 40 active contributors driving blockchain adoption and growth for Avalanche in India. • 100+ events across 30+ cities and 20+ universities • 4,000+ attendees • 3,500+ developer applications for our 7-city hackathon tour The mission is straightforward: We are building the network that ensures India remains one of the global leaders when it comes to blockchain and talent. Speculation is gone, replaced by a founder-friendly ecosystem where community, real-world products, and high-quality outcomes are the only metrics that matter. Team1 India is doubling down on our most ambitious builders, moving founders from conceptual projects into thriving, market-ready solutions. Mentorship through hands-on workshops for students and brighter spotlights on local talent ensure that Team1 India is cultivating a builder culture that onboards and nurtures talent. The journey continues, stronger and more focused than ever. Follow us here and join our community Telegram below to get more involved.

Team1 India

40,370 views • 3 months ago

Asia has a well-stocked library of flood stories [1], including from Tibet [2] and China [3]. Siberian mammoths [4] and megaflood evidence from the Altai region [5] (attributed to ice-age glacial lake failures according to strictly uniformitarian dogma), and Mohenjo-Daro [6] offer an excellent fit with the ECDO predicted moment of inertia.[7] "According to the Tibetan traditions, the highlands of tibet, too, were flooded in a great cataclysm. The traditions of the Tibetans speak also of terrifying comets that caused great upheavals." [2] "In the days of Yahou the event occurred which separates the almost obliterated and very dim past of China from the period that is considered historical: China was overwhelmed by an immense catastrophe. 'At that time the miracle is said to have happened that the sun during a span of ten days did not set, the forests were ignited, and a multitude of abominable vermin was brought forth. [..] In the lifetime of Yao [Yahou] the sun did not set for ten full days and the entire land was flooded.' An immense way 'that reached the sky'fell down on the land of China. 'The water was well up on the high mountains and the foothills could not be seen at all.'"[2] Many more such accounts from this region can be found at reference [1]. [1] [2] [3] [4] [5] [6] [7]

Asia has a well-stocked library of flood stories [1], including from Tibet [2] and China [3]. Siberian mammoths [4] and megaflood evidence from the Altai region [5] (attributed to ice-age glacial lake failures according to strictly uniformitarian dogma), and Mohenjo-Daro [6] offer an excellent fit with the ECDO predicted moment of inertia.[7] "According to the Tibetan traditions, the highlands of tibet, too, were flooded in a great cataclysm. The traditions of the Tibetans speak also of terrifying comets that caused great upheavals." [2] "In the days of Yahou the event occurred which separates the almost obliterated and very dim past of China from the period that is considered historical: China was overwhelmed by an immense catastrophe. 'At that time the miracle is said to have happened that the sun during a span of ten days did not set, the forests were ignited, and a multitude of abominable vermin was brought forth. [..] In the lifetime of Yao [Yahou] the sun did not set for ten full days and the entire land was flooded.' An immense way 'that reached the sky'fell down on the land of China. 'The water was well up on the high mountains and the foothills could not be seen at all.'"[2] Many more such accounts from this region can be found at reference [1]. [1] [2] [3] [4] [5] [6] [7]

Craig Stone

166,741 views • 1 year ago

MUST WATCH🎥. An entire documentary exploring the rise of the Privacy Movement in Africa powered by Zano, the Layer 1 privacy blockchain that has brought real world financial freedom infrastructure to Africa. This is more than just crypto. This documentary captures the growing movement around privacy education, merchant onboarding, private payments, grassroots adoption and the real people pushing for financial freedom in places where surveillance, banking limitations and economic restrictions affect everyday life. From local merchants accepting private digital payments, to students discovering on chain privacy for the first time, to communities learning how to protect their financial activity, this is a look into what happens when privacy technology leaves the internet and enters the real world. You’ll see: 🔹 Real businesses accepting ZANO and Freedom Dollar (fUSD) 🔹Community workshops and meetups across Nigeria 🔹Conversations around financial privacy and human freedom 🔹Merchant onboarding and payment demonstrations What makes this important is that it is happening at the grassroots level. Real people. Real usage. Real adoption. The private economy is no longer an idea. It is already here. It’s a movement. 🛡️ $ZANO

MUST WATCH🎥. An entire documentary exploring the rise of the Privacy Movement in Africa powered by Zano, the Layer 1 privacy blockchain that has brought real world financial freedom infrastructure to Africa. This is more than just crypto. This documentary captures the growing movement around privacy education, merchant onboarding, private payments, grassroots adoption and the real people pushing for financial freedom in places where surveillance, banking limitations and economic restrictions affect everyday life. From local merchants accepting private digital payments, to students discovering on chain privacy for the first time, to communities learning how to protect their financial activity, this is a look into what happens when privacy technology leaves the internet and enters the real world. You’ll see: 🔹 Real businesses accepting ZANO and Freedom Dollar (fUSD) 🔹Community workshops and meetups across Nigeria 🔹Conversations around financial privacy and human freedom 🔹Merchant onboarding and payment demonstrations What makes this important is that it is happening at the grassroots level. Real people. Real usage. Real adoption. The private economy is no longer an idea. It is already here. It’s a movement. 🛡️ $ZANO

Zano Africa

11,270 views • 2 months ago