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My #interventionalcardiology Toolkit 🧰⚙️🔨: Reverse the challenge: tackling complex #bifurcation PCI 🔗 Severely angulated side branches can turn conventional wiring into a frustrating challenge. This article, submitted by Nima Mohan and robert-jan van geuns, breaks down the reverse wiring technique, from wire shaping and setup to step-by-step SB engagement,...

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PCRonline 🫀

28,941 subscribers

12,405 Aufrufe • vor 6 Tagen •via X (Twitter)

#interventionalcardiology#bifurcation
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3 Kommentare

Profilbild von Hira Ali Cardiactech🫀🩺
Hira Ali Cardiactech🫀🩺vor 6 Tagen

@RGeuns Nice breakdown balloon blocking as the escalation step deserves more airtime honestly most people either force it with the primary wire or give up too early

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Mohamed Redavor 6 Tagen

@RGeuns Superb @PoornimaMohan10 @RGeuns

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Adel Mazenvor 5 Tagen

@sbrugaletta @RGeuns 👍

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Want to know how to fix and increase your credit rating without paying expensive credit repair companies or gurus? This woman is sharing the exact method she says completely changed her credit and helped her gain 100 points in just 30 days! She pulls her free annual credit reports from (one free per bureau every year — TransUnion, Equifax, and Experian), saves the PDFs, then uploads them one at a time into Microsoft Copilot. She asks it something like, “I want my credit score between 700 and 800 — based on this report, tell me exactly what I need to do step by step.” (Or if you prefer, you can upload your credit reports right here to Grok and he'll help analyze them and give you a clear step-by-step plan too!) According to her, Copilot breaks everything down: delinquent accounts and when they should fall off, drafts dispute letters citing the exact Fair Credit Reporting Act codes and laws, suggests ideal credit card balances for the best results, spots authorized user accounts you might want removed, and more. She reminds us it’s all a numbers game — and sometimes the smartest move is using the powerful tools already available to work smarter, not harder. Have you tried using AI (Copilot, Grok, or anything similar) to help with your credit or finances? What’s one thing that’s actually moved the needle for your score? Drop it below — let’s learn from each other! 💛

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Arnold Schwarzenegger on how this fight scene in "Total Recall" (1990) was filmed despite Sharon Stone having a serious neck trauma: "Working with Sharon will always be a challenge. She is a sweetheart of a person when not on the set, but there are some actors who just need more attention. One violent scene was hard to film because I was supposed to grab her by the neck, and she freaked. “Don’t touch me! Don’t touch me!” At first I figured that she hadn’t been brought up like a tomboy and tried to sympathize, but it was more than that. We found out that she’d had a serious neck trauma early in her life. I think she even had a scar. “Sharon,” I said, “we all rehearsed this in the hotel room on Sunset. Paul was there, we all were there, going through scene by scene. Why did you never say, ‘By the way, when we get into the fight scene, it says here that you’re strangling me, I have a little hang-up about my neck’? Then we could have worked around it step-by-step. I would gently put my hand on your neck, and then you let me know when I can squeeze tighter and when we can get a little rough. Because I’m the first one to understand.” Paul calmed her down, and Sharon was willing to work through the scene. She wanted it to be a success; we just had to go through the difficult step first. That’s the way it was." ("Total Recall - My unbelievably True Life Story", Arnold Schwarzenegger, 2012)

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Meet Said. He’s made $100k+ in one month from trading since joining the 1% club over 1 year ago. And in the video attached, he’ll walkthrough how he made $86k in one day using a simple, mechanical approach called the liquidity cycle strategy. But before we get into it, this is a 9-minute clip from our live 1-hour interview. In this interview, we also covered how he: • Maintains 54% win rate with 1:10+ risk-to-reward ratios • Combines two different strategies into one profitable system • Uses session timing to predict institutional order flow Just comment "INTERVIEW" and I'll DM you the uncut interview in the next few minutes. Now let's break down exactly what the liquidity cycle strategy is: Step #1: The Setup Pattern Said waits for three things — liquidity buildup, followed by inducement, followed by a break of structure. This three-step sequence tells him who's in control (buyers or sellers) and where the "smart money" is positioned. Step #2: The Entry Once he spots the pattern, he marks his demand/supply zones and waits. When price pulls back to mitigate these zones, he enters with laser precision — stop loss just below the "protected level." Step #3: The Exit Said doesn't hope for massive runners. He identifies the market's objective — is it targeting liquidity? Filling an imbalance? Then takes profit when price hits that objective and moves on.

The Trading Geek (Brad Goh)

17,441 Aufrufe • vor 8 Monaten

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OSINT Tool: Investigate Unknown Phone Numbers 📱🔎 Phone numbers are powerful investigation pivots. With the right tools, a single number can reveal location clues, carrier info, and possible owner signals 🌐 One of the tools I like using when starting a phone investigation is a simple reverse phone lookup platform. Instead of manually searching everywhere, you can quickly check information linked to the number. With this tool you can often discover: 📞 Caller ID name (CNAM) 🌍 The country or calling area linked to the number 📡 Carrier or numbering plan information 🧩 Additional clues to continue your investigation The platform works by collecting public phone number data from multiple sources and compiling it into a simple lookup report for researchers. This kind of information is often the first pivot before searching social media, leaks, or messaging apps. One thing to remember though: caller information should always be treated as a clue, not a confirmed identity, because phone data can sometimes be inaccurate or spoofed. Still, tools like this are a great first step when investigating unknown calls. 🔗 Website link: In the next post, I’ll show you another method OSINT investigators use to uncover information from phone numbers. 📱🕵️‍♂️

CyberSudo

13,768 Aufrufe • vor 4 Monaten

Alastair Crooke: A New War of Systems and Visions of the World Alastair Crooke argues that China’s November offer to Venezuela—followed by a zero-tariff deal at the Shanghai Expo and the entry of firms like CCRC to develop “something like 500 fields”—signals a decisive correction to the old imperial view. This is no longer simply “pumping and taking Venezuelan oil,” he says, but a deeper, infrastructural embedment. It marks a shift from the era when power rested on a blunt premise: “We have the bigger army, and you don’t, you have to do what we say.” The contemporary threat, Crooke suggests, is “not necessarily military in the old conventional sense.” Partly, this is because “military tactics have been upended with missiles and drones and things,” for which the West is unprepared. But more profoundly, the challenge is one of structure: the “penetration of a different order”—of credit, loans, ports, railways, and corridors. This constitutes “an alternative economic structure to that of Bretton Woods and the dollar hegemony,” built not on coercion but on enduring economic presence. The warships idling off Venezuela’s coast, in his reading, articulate a new doctrine: “I’m not going to let it happen… not on our territory, not in our patch, not in the Western Hemisphere.” By blocking Iranian, Chinese, and Russian vessels, Washington aims to arrest what it sees as the “insidious” spread of a rival model. This, for Crooke, is now “a new war of the systems.” The contest has moved beyond forward bases and regime change; it is about preventing an alternative architecture—of economics, payments, and credit—from taking root and radiating across Latin America and the global South. China’s purpose, he states, is explicit. It is “saying, look—there is an alternative,” where nations are “not going to be threatened with sanctions,” punished by the IMF, or trapped in financial cycles that let Wall Street “dive in and force you to privatize your assets.” This is “a very powerful message,” a declaration that “we’re ready now to challenge your model, your vision of the future.” The outcome in Venezuela remains uncertain—it “may turn into a kinetic war.” Yet the deeper transformation is already clear: we have entered a different era, defined not by coups and ultimatums, but by a more fundamental confrontation “between different visions of the world.”
5:49

Alastair Crooke: A New War of Systems and Visions of the World Alastair Crooke argues that China’s November offer to Venezuela—followed by a zero-tariff deal at the Shanghai Expo and the entry of firms like CCRC to develop “something like 500 fields”—signals a decisive correction to the old imperial view. This is no longer simply “pumping and taking Venezuelan oil,” he says, but a deeper, infrastructural embedment. It marks a shift from the era when power rested on a blunt premise: “We have the bigger army, and you don’t, you have to do what we say.” The contemporary threat, Crooke suggests, is “not necessarily military in the old conventional sense.” Partly, this is because “military tactics have been upended with missiles and drones and things,” for which the West is unprepared. But more profoundly, the challenge is one of structure: the “penetration of a different order”—of credit, loans, ports, railways, and corridors. This constitutes “an alternative economic structure to that of Bretton Woods and the dollar hegemony,” built not on coercion but on enduring economic presence. The warships idling off Venezuela’s coast, in his reading, articulate a new doctrine: “I’m not going to let it happen… not on our territory, not in our patch, not in the Western Hemisphere.” By blocking Iranian, Chinese, and Russian vessels, Washington aims to arrest what it sees as the “insidious” spread of a rival model. This, for Crooke, is now “a new war of the systems.” The contest has moved beyond forward bases and regime change; it is about preventing an alternative architecture—of economics, payments, and credit—from taking root and radiating across Latin America and the global South. China’s purpose, he states, is explicit. It is “saying, look—there is an alternative,” where nations are “not going to be threatened with sanctions,” punished by the IMF, or trapped in financial cycles that let Wall Street “dive in and force you to privatize your assets.” This is “a very powerful message,” a declaration that “we’re ready now to challenge your model, your vision of the future.” The outcome in Venezuela remains uncertain—it “may turn into a kinetic war.” Yet the deeper transformation is already clear: we have entered a different era, defined not by coups and ultimatums, but by a more fundamental confrontation “between different visions of the world.”

🅰pocalypsis 🅰pocalypseos 🇷🇺 🇨🇳 🅉

47,431 Aufrufe • vor 9 Monaten

GRIMSBY, ONTARIO - NIAGARA REGION - For the third time within about four months, Harmony Jewellers in Grimsby has been the target of robbers. But tactics used by the culprits seem to be escalating. Instead of using sledgehammers to smash the windows of the Main Street West business or walking in during store hours, those responsible this time drove a vehicle into the storefront. About 11:25 a.m. Thursday, Apr. 24 a black pickup truck crashed in reverse through the front window. Video of the scene taken seconds after the crash and sent to Niagara This Week appeared to show four masked males fleeing the store amid the blasting of the store’s alarm and shouts from people on the street. The robbers appeared to be carrying bags and at least one sledgehammer. A man could be heard on the video shouting “There they go!” as the males ran down a sidewalk and then across the street into a waiting white SUV-style vehicle. The video showed another man chasing the suspects and smashing the windshield and side windows of the getaway car before it pulled into traffic, made a U-turn and headed east on Main Street West at a high rate of speed. On Jan. 18, six people smashed the front entrance of the business with small sledgehammers, entered the store, broke into several display cases and snatched merchandise, police said. The suspects quickly left the store and fled in a truck, which was later recovered in Hamilton. On Feb. 15, three people, estimated to be aged 16 to 18, attempted to rob the jewelry store. At about 3 p.m., they entered the store wearing masks and carrying backpacks. Their suspicious activity prompted store employees to implement theft prevention measures. Police said the measures stopped the suspects from entering any further and they left the store with no items stolen.
0:34

GRIMSBY, ONTARIO - NIAGARA REGION - For the third time within about four months, Harmony Jewellers in Grimsby has been the target of robbers. But tactics used by the culprits seem to be escalating. Instead of using sledgehammers to smash the windows of the Main Street West business or walking in during store hours, those responsible this time drove a vehicle into the storefront. About 11:25 a.m. Thursday, Apr. 24 a black pickup truck crashed in reverse through the front window. Video of the scene taken seconds after the crash and sent to Niagara This Week appeared to show four masked males fleeing the store amid the blasting of the store’s alarm and shouts from people on the street. The robbers appeared to be carrying bags and at least one sledgehammer. A man could be heard on the video shouting “There they go!” as the males ran down a sidewalk and then across the street into a waiting white SUV-style vehicle. The video showed another man chasing the suspects and smashing the windshield and side windows of the getaway car before it pulled into traffic, made a U-turn and headed east on Main Street West at a high rate of speed. On Jan. 18, six people smashed the front entrance of the business with small sledgehammers, entered the store, broke into several display cases and snatched merchandise, police said. The suspects quickly left the store and fled in a truck, which was later recovered in Hamilton. On Feb. 15, three people, estimated to be aged 16 to 18, attempted to rob the jewelry store. At about 3 p.m., they entered the store wearing masks and carrying backpacks. Their suspicious activity prompted store employees to implement theft prevention measures. Police said the measures stopped the suspects from entering any further and they left the store with no items stolen.

Canadian Crime Watch

220,676 Aufrufe • vor 1 Jahr

Elon Musk just stripped away every emotional narrative around paralysis and reduced it to a pure engineering equation. The human nervous system is not mystical. It is a biological wiring grid. When a wire breaks, you build a bypass. Traditional medicine treats a severed spinal cord as a permanent biological endpoint. Musk treats it as a broken routing switch. Musk: “It’s basically a communications bridge. You bridge the communications from the motor cortex past the point in the neck or spine where the nerves are damaged.” Not a miracle. Not a mystery. A bridge. Musk: “It is possible from a physics standpoint to restore full body functionality. There is nothing that prevents it happening from a physics standpoint.” The physics already check out. This is not a question of possibility. It is a question of execution speed. We are building AGI by mastering computational physics in silicon. Neuralink is applying that same mastery to carbon. The human body is not a sacred text. It is a machine. And machines can be patched. But this is bigger than medicine. Humanity’s ability to interface with superintelligence is currently bottlenecked by thumbs typing on a glass screen. Neuralink is the solution to that constraint dressed as a medical device. If you can bridge the brain past a broken spine, you can bridge the brain to a data center. Healing the paralyzed is step one. Merging with superintelligence is the endgame. Musk: “It’s a very hard technical problem, right, but there is nothing that prevents it happening from a physics standpoint.” Somewhere right now, a person is sitting in a wheelchair. An engineer is sitting in a lab. Neither knows the other exists. But one of them is quietly rewriting the definition of permanent. And it isn’t the one in the wheelchair.
0:25

Elon Musk just stripped away every emotional narrative around paralysis and reduced it to a pure engineering equation. The human nervous system is not mystical. It is a biological wiring grid. When a wire breaks, you build a bypass. Traditional medicine treats a severed spinal cord as a permanent biological endpoint. Musk treats it as a broken routing switch. Musk: “It’s basically a communications bridge. You bridge the communications from the motor cortex past the point in the neck or spine where the nerves are damaged.” Not a miracle. Not a mystery. A bridge. Musk: “It is possible from a physics standpoint to restore full body functionality. There is nothing that prevents it happening from a physics standpoint.” The physics already check out. This is not a question of possibility. It is a question of execution speed. We are building AGI by mastering computational physics in silicon. Neuralink is applying that same mastery to carbon. The human body is not a sacred text. It is a machine. And machines can be patched. But this is bigger than medicine. Humanity’s ability to interface with superintelligence is currently bottlenecked by thumbs typing on a glass screen. Neuralink is the solution to that constraint dressed as a medical device. If you can bridge the brain past a broken spine, you can bridge the brain to a data center. Healing the paralyzed is step one. Merging with superintelligence is the endgame. Musk: “It’s a very hard technical problem, right, but there is nothing that prevents it happening from a physics standpoint.” Somewhere right now, a person is sitting in a wheelchair. An engineer is sitting in a lab. Neither knows the other exists. But one of them is quietly rewriting the definition of permanent. And it isn’t the one in the wheelchair.

Dustin

508,967 Aufrufe • vor 6 Monaten

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.
13:32

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 Aufrufe • vor 1 Jahr