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Rest with Jane🐭 Full 4K/DL/Consider supporting on patreon/Puuguy Jane&male:DaB Audio -Evilaudio Voice -DelaliciousVA #ZenlessZoneZero #zzzero #JaneDoe

Puuguy

172,383 subscribers

780,293 просмотров • 1 год назад •via X (Twitter)

NSFW #ZenlessZoneZero #zzzero #JaneDoe

Anya Rossi• Live Now

Private livecam show

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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.

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 просмотров • 1 год назад

🚨 Last night, an audio file was discovered in the Epstein Files that appears to be an FBI wiretap recording of what people are claiming is Erika Kirk procuring young girls for Epstein. Here is what I know and the questions I have: 🔻 The Phone Call The recording features a phone discussion involving a youthful-sounding female—portrayed as cooperating with federal authorities (DOJ)—speaking with someone who sounds like Erika Kirk. Background voices suggest law enforcement personnel guiding or debriefing the young woman before and after the conversation. 🔻 The Most Important Question — Is It Really Her? Does it sound like her? Absolutely… but audio can be tricky, and I’m leaning more toward no. Let me tell you why: First, this audio recording did not come with a date—of course. That detail is vitally important. All I know is that this audio comes from Dataset 9, page 661 of the Epstein Files. — Document The FBI/DOJ should take the time to address this. I’m sure an official statement could clarify who these people are… the cooperating victim (if legally permissible), but more importantly, the recruiter. With that said, I did some digging in the documents on my own. This audio recording contains specific keywords that, if it was an FBI call, should have a paper trail, right? —— Key words I searched for: “The more you do, the more you make” or the shorter version, “The more you do.” Sure enough, there are quite a few documents mentioning this. Here is one example: Within the Epstein files, a victim by the name of Haley Robson is identified as someone who was both a victim and later became a recruiter for Epstein. This court document is an excerpt from her deposition in a 2008–2009 civil lawsuit (Jane Doe v. Jeffrey Epstein, Haley Robson, and Sarah Kellen, filed in Florida federal court). The documents refer to events from around 2002 in the Jeffrey Epstein case (specifically tied to his Palm Beach, Florida operations and documented in 2005 police/prosecution materials and the 2009 civil deposition). Robson, then a 16-year-old high school student in West Palm Beach, Florida, was approached at school and recruited. She has stated in interviews and deposition excerpts that she was told the phrase “the more you do, the more you make” in connection with the arrangement and payments. She eventually resisted further sexual acts but was then offered $200 per girl she recruited from her school. She ultimately brought at least eight others (young as 14), earning more based on the level of acts involved. The recruiter who initially approached her and told her the quote is consistently described in all public sources only as “a classmate,” “a friend,” or “a girl in her class” from Royal Palm Beach Community High School. Erika Kirk (Frantzve) did not attend Royal Palm Beach Community High School. She grew up in Scottsdale, Arizona, and graduated in 2007 from Notre Dame Preparatory High School, a private Catholic school in Scottsdale. Erika Kirk is 37 years old today and would have been 13 years old (if this audio recording is from 2002). There’s no way that’s her if this is the case. Haley Robson is 40 years old and was reportedly 16 when she first met Jeffrey Epstein (around 2002). The timeline seems to match, assuming this is the correct year. I’ve listened and compared Haley Robson’s voice, and there are some similarities to the voice heard on this recording. Also consider that 24 years can change a voice significantly. Regardless, this is also something Haley Robson could easily dispel or confirm. If she has an X account, please tag her and ask directly if that is her in the audio. She appears frequently on television, so I don’t think she would mind clarifying whether this recruiter in the audio is her or not. That should be straightforward So as of right now, based on the evidence—at least for me—going with my gut, this is not Erika Kirk.

🚨 Last night, an audio file was discovered in the Epstein Files that appears to be an FBI wiretap recording of what people are claiming is Erika Kirk procuring young girls for Epstein. Here is what I know and the questions I have: 🔻 The Phone Call The recording features a phone discussion involving a youthful-sounding female—portrayed as cooperating with federal authorities (DOJ)—speaking with someone who sounds like Erika Kirk. Background voices suggest law enforcement personnel guiding or debriefing the young woman before and after the conversation. 🔻 The Most Important Question — Is It Really Her? Does it sound like her? Absolutely… but audio can be tricky, and I’m leaning more toward no. Let me tell you why: First, this audio recording did not come with a date—of course. That detail is vitally important. All I know is that this audio comes from Dataset 9, page 661 of the Epstein Files. — Document The FBI/DOJ should take the time to address this. I’m sure an official statement could clarify who these people are… the cooperating victim (if legally permissible), but more importantly, the recruiter. With that said, I did some digging in the documents on my own. This audio recording contains specific keywords that, if it was an FBI call, should have a paper trail, right? —— Key words I searched for: “The more you do, the more you make” or the shorter version, “The more you do.” Sure enough, there are quite a few documents mentioning this. Here is one example: Within the Epstein files, a victim by the name of Haley Robson is identified as someone who was both a victim and later became a recruiter for Epstein. This court document is an excerpt from her deposition in a 2008–2009 civil lawsuit (Jane Doe v. Jeffrey Epstein, Haley Robson, and Sarah Kellen, filed in Florida federal court). The documents refer to events from around 2002 in the Jeffrey Epstein case (specifically tied to his Palm Beach, Florida operations and documented in 2005 police/prosecution materials and the 2009 civil deposition). Robson, then a 16-year-old high school student in West Palm Beach, Florida, was approached at school and recruited. She has stated in interviews and deposition excerpts that she was told the phrase “the more you do, the more you make” in connection with the arrangement and payments. She eventually resisted further sexual acts but was then offered $200 per girl she recruited from her school. She ultimately brought at least eight others (young as 14), earning more based on the level of acts involved. The recruiter who initially approached her and told her the quote is consistently described in all public sources only as “a classmate,” “a friend,” or “a girl in her class” from Royal Palm Beach Community High School. Erika Kirk (Frantzve) did not attend Royal Palm Beach Community High School. She grew up in Scottsdale, Arizona, and graduated in 2007 from Notre Dame Preparatory High School, a private Catholic school in Scottsdale. Erika Kirk is 37 years old today and would have been 13 years old (if this audio recording is from 2002). There’s no way that’s her if this is the case. Haley Robson is 40 years old and was reportedly 16 when she first met Jeffrey Epstein (around 2002). The timeline seems to match, assuming this is the correct year. I’ve listened and compared Haley Robson’s voice, and there are some similarities to the voice heard on this recording. Also consider that 24 years can change a voice significantly. Regardless, this is also something Haley Robson could easily dispel or confirm. If she has an X account, please tag her and ask directly if that is her in the audio. She appears frequently on television, so I don’t think she would mind clarifying whether this recruiter in the audio is her or not. That should be straightforward So as of right now, based on the evidence—at least for me—going with my gut, this is not Erika Kirk.

MJTruthUltra

147,775 просмотров • 5 месяцев назад

PROOF #4 - PLEASE SHARE! RE: Whistleblower Mitch Snow Interview of Aaron Massey (one of women from Paramount Tactical's 5 hour show) confession of having knowledge of sexual abuse from mom on AUDIO during a private meeting. I only came out due to the disgusting play of social warfare and full-on assault on Mitch Snow. Why? He's not a fed the story is all made up. He's a pretty articulate guy if I do say so myself! He is who he says he is and to date... a lot of pie on a lot of faces! This man for the last ten years has been attempting to divorce his wife Lanee Snow and IS STILL MARRIED TO HER. Why? Give the man a divorce. Prove he caused harm or allow him access to his own son! Since then he has been attacked in every which way, and now by men who SHOULD be supporting Mitch. They acted nice to him and then threw him under the bus like yesterday's trash... it's quite shameful. A VETERAN AND GREEN BERET EXPOSING THE UNDERGROUND TUNNELS & apparently more with Fort Huachuca. A man with no podcast. Only HIS VOICE. GO MITCH! I was so happy to see he made it on Candace's show. Take the $$$ Mitch and take them to TASK!!!!!! SHINE A LIGHT ON THE ABSOLUTE AND UTTER CORRUPTION HERE IN THE COUNTY OF BENTON. For the children... #savethechildren #justicefornate #mitchsnow

PROOF #4 - PLEASE SHARE! RE: Whistleblower Mitch Snow Interview of Aaron Massey (one of women from Paramount Tactical's 5 hour show) confession of having knowledge of sexual abuse from mom on AUDIO during a private meeting. I only came out due to the disgusting play of social warfare and full-on assault on Mitch Snow. Why? He's not a fed the story is all made up. He's a pretty articulate guy if I do say so myself! He is who he says he is and to date... a lot of pie on a lot of faces! This man for the last ten years has been attempting to divorce his wife Lanee Snow and IS STILL MARRIED TO HER. Why? Give the man a divorce. Prove he caused harm or allow him access to his own son! Since then he has been attacked in every which way, and now by men who SHOULD be supporting Mitch. They acted nice to him and then threw him under the bus like yesterday's trash... it's quite shameful. A VETERAN AND GREEN BERET EXPOSING THE UNDERGROUND TUNNELS & apparently more with Fort Huachuca. A man with no podcast. Only HIS VOICE. GO MITCH! I was so happy to see he made it on Candace's show. Take the $$$ Mitch and take them to TASK!!!!!! SHINE A LIGHT ON THE ABSOLUTE AND UTTER CORRUPTION HERE IN THE COUNTY OF BENTON. For the children... #savethechildren #justicefornate #mitchsnow

Kat Espinda

34,784 просмотров • 8 месяцев назад

Jane Campion explains why she had the character of Holly Hunter mute in 'The Piano' (1993): "Ebert: When you were writing the screenplay, how did you hit upon the notion that the central character would never speak? And why did her muteness seem to add to the story? Campion: You’d have to go back to the first intention I really had, which was to find a story that would work for me in talking about love. Since I’ve never really had an easy time with narrative, I was looking for a story which would give me some devices that I could use. I thought of the film working in a kind of gothic, romantic genre – which my spirit just loves. And when you’re trying to tell a romantic gothic story, you try to put situations in their most extreme form. So I thought, what if she doesn’t speak? She doesn’t speak and so the piano is going to be so important to her. She must have it in order to live. That would mean she’d do a lot more – she’d do anything to get it back. Whereas if she could speak and say, ‘That dirty old man over there,’ the whole story would be over. Ebert: So much of what she feels is so much better for not having to be said. Campion: That was the next challenge. Holly manages to capture Ada’s aloofness with no sense of the handicapped person. It’s the rest of the world that’s handicapped by speaking.” ("‘The Piano’ Plays On the Inner Voice", Roger Ebert, 2012)

Jane Campion explains why she had the character of Holly Hunter mute in 'The Piano' (1993): "Ebert: When you were writing the screenplay, how did you hit upon the notion that the central character would never speak? And why did her muteness seem to add to the story? Campion: You’d have to go back to the first intention I really had, which was to find a story that would work for me in talking about love. Since I’ve never really had an easy time with narrative, I was looking for a story which would give me some devices that I could use. I thought of the film working in a kind of gothic, romantic genre – which my spirit just loves. And when you’re trying to tell a romantic gothic story, you try to put situations in their most extreme form. So I thought, what if she doesn’t speak? She doesn’t speak and so the piano is going to be so important to her. She must have it in order to live. That would mean she’d do a lot more – she’d do anything to get it back. Whereas if she could speak and say, ‘That dirty old man over there,’ the whole story would be over. Ebert: So much of what she feels is so much better for not having to be said. Campion: That was the next challenge. Holly manages to capture Ada’s aloofness with no sense of the handicapped person. It’s the rest of the world that’s handicapped by speaking.” ("‘The Piano’ Plays On the Inner Voice", Roger Ebert, 2012)

DepressedBergman

156,869 просмотров • 8 месяцев назад

save this post to get the most out of unlimited Seedance 2.5 for up to 33 days on Higgsfield i'm going to show you how to use loops to produce ANY video format: ads, cinema, vlogs, UGC, music videos... with one system idea > vault > agent > references > images > script > video > montage > upscaling Seedance 2.5 one-shots a full 30 second video, audio generated in the same pass, carrying up to 30 image, 10 video and 10 audio references into a single generation here's a full breakdown of the setup: > idea: steal taste from work that already worked: - frameset․app and shotdeck․com for film stills - savee․com and cosmos․so for boards - eyecannndy․com for transitions then have a vision model name the lens, light, palette and grain of your picks in one locked paragraph you paste into every prompt > vault: an obsidian folder as your reference bible, one page per asset (idea, locked style, character sheets, reference images, the exact prompts that worked) plus one index page, reviewed after every session so it never rots into dead files > agent: three commands make every model callable from Claude Code: - npm install -g @ higgsfield/cli - higgsfield auth login - npx skills add higgsfield-ai/skills and your agent now submits, polls, retries and logs every job > references: build reference images by hand first, midjourney for cinema and stylized shots, nanobanana pro or gpt images 2 for realism use one locked style across the whole project, recurring characters turned into full sheets (front, side, back, blank background), and once locked you never regenerate them, you fix the motion prompt instead > images: frames before motion, always, a frame costs seconds and a clip costs minutes, so exploration happens at the cheap layer and only winners get animated > script: every shot gets the same six details, subject, action, place, camera, style, rules, and the 30 seconds splits into four timed beats inside one prompt, 0-6 set the scene, 6-14 build it out, 14-24 the turn, 24-30 the end > video: every reference gets a job and a boundary, "Video 1 defines motion and pacing" is half the instruction, "do not use the person's identity, clothing or scene" is the half that stops one reference leaking into shots it was never meant to touch > montage: the cut is a text file, one line per clip with its duration and an audio flag, ffmpeg renders the film from it, so the whole edit reruns in seconds > upscaling: once, at the end, on the finished cut, 720p while exploring, 1080p for keepers, 4K only for the master (use Topaz) for UGC ads, the same loop with two changes render the hook clip alone first, approve the face and the voice before anything else inherits them, then anchor every later clip with the approved hook's audio so one voice carries the whole ad and the script math is fixed, about 3.5 words per second, a 30 second ad is roughly 105 words, counted before anything renders unlimited means every loop above costs nothing to run... start one tonight

save this post to get the most out of unlimited Seedance 2.5 for up to 33 days on Higgsfield i'm going to show you how to use loops to produce ANY video format: ads, cinema, vlogs, UGC, music videos... with one system idea > vault > agent > references > images > script > video > montage > upscaling Seedance 2.5 one-shots a full 30 second video, audio generated in the same pass, carrying up to 30 image, 10 video and 10 audio references into a single generation here's a full breakdown of the setup: > idea: steal taste from work that already worked: - frameset․app and shotdeck․com for film stills - savee․com and cosmos․so for boards - eyecannndy․com for transitions then have a vision model name the lens, light, palette and grain of your picks in one locked paragraph you paste into every prompt > vault: an obsidian folder as your reference bible, one page per asset (idea, locked style, character sheets, reference images, the exact prompts that worked) plus one index page, reviewed after every session so it never rots into dead files > agent: three commands make every model callable from Claude Code: - npm install -g @ higgsfield/cli - higgsfield auth login - npx skills add higgsfield-ai/skills and your agent now submits, polls, retries and logs every job > references: build reference images by hand first, midjourney for cinema and stylized shots, nanobanana pro or gpt images 2 for realism use one locked style across the whole project, recurring characters turned into full sheets (front, side, back, blank background), and once locked you never regenerate them, you fix the motion prompt instead > images: frames before motion, always, a frame costs seconds and a clip costs minutes, so exploration happens at the cheap layer and only winners get animated > script: every shot gets the same six details, subject, action, place, camera, style, rules, and the 30 seconds splits into four timed beats inside one prompt, 0-6 set the scene, 6-14 build it out, 14-24 the turn, 24-30 the end > video: every reference gets a job and a boundary, "Video 1 defines motion and pacing" is half the instruction, "do not use the person's identity, clothing or scene" is the half that stops one reference leaking into shots it was never meant to touch > montage: the cut is a text file, one line per clip with its duration and an audio flag, ffmpeg renders the film from it, so the whole edit reruns in seconds > upscaling: once, at the end, on the finished cut, 720p while exploring, 1080p for keepers, 4K only for the master (use Topaz) for UGC ads, the same loop with two changes render the hook clip alone first, approve the face and the voice before anything else inherits them, then anchor every later clip with the approved hook's audio so one voice carries the whole ad and the script math is fixed, about 3.5 words per second, a 30 second ad is roughly 105 words, counted before anything renders unlimited means every loop above costs nothing to run... start one tonight

Machina

38,064 просмотров • 18 дней назад

Dear X Family, PLEASE RETWEET ❤️and be the voice for the beagles inside Marshall BioResources. 🔥 Marshall BioResources no longer allows employees to adopt beagle puppies born with minor imperfections — like different-colored eyes, being too small, too fearful, or overly reactive. Instead of giving these puppies a chance at life, they are euthanized. 🔥 The surplus of 23,000 beagles is costing Marshall BioResources more money every day. With the recent closure of NIH’s dog labs, more labs shutting down, and others unable to transition to cruelty-free testing, we fear Marshall will begin euthanizing their inventory of beagles. You're invited to join our protest at Marshall BioResources. From Thursday, May 8 to Saturday, May 10, 2025, starting at 7 AM EST, animal advocates from across the country will join our peaceful protest and gather at 5800 Lake Bluff Road, North Rose, NY 14516 outside of Marshall BioResources. Dave, Dave Portnoy A simple RT would help boost our mission to close this place. Thank you! Let’s keep this protest peaceful, safe, and effective. Please review the following: 1️⃣ Dogs Are Welcome! 🐾 Bring your furry friends—but have their up-to-date vaccine records ready (Health Van certificates are okay!). This is required by County. 2️⃣ Stay on Public Property 🚫 Do not enter private property. Stay on sidewalks, easements, or public lots. 3️⃣ Signs & Posters ✍️ Creative signs are encouraged! Please avoid wooden/metal sticks—use pool noodles or just hold your sign proudly. 4️⃣ Keep Roads Clear 🚗 Do not block vehicles or traffic. Let's stay respectful and focused. 5️⃣ Peaceful Protest Only ⚖️ We do not condone illegal activity. But remember—you have a Constitutional Right to protest peacefully for those who can't speak. 6️⃣ No Alcohol or Drugs 🚫 Keep it clean and safe for everyone—two-legged and four-legged friends alike. 7️⃣ Stay Hydrated 💧 Bring water and stay refreshed. 8️⃣ Plan for Comfort 🪑 Bring a chair or take breaks when needed. 🍽 Food nearby: Riley’s Grill (vegan options available!) ⛽ Gas: North & South Main Street, 5 mins away 💛 PROTEST SUPPORT HOURS (by Beagle Lovers And Rescuers) Thursday, May 8: AM – PM EST Friday, May 9: AM – PM EST Saturday, May 10: AM – PM EST If you can't attend, please consider donation to our nonprofit (link in my profile) so we can continue fulltime presence at Marshall BioResources for the beagles. Please Follow our biggest advocates for these beagles and all animals on our planet❤️ White Coat Waste Investigate Earth Podcast barbi twins Katherine Heigl Miranda Lambert sia Dr. Jane Goodall & the Jane Goodall Institute Jessica Chastain ShortieSmalls Lady Astor 🗡️ Count Simon of #TzuVannia Phaedra Grace Lisa Christine •. Prometheus Anne Margaret Daniel #NationalBeagleDay #EndAnimalCruelty #EndAnimalTesting #Beagles

Beagle Lovers And Rescuers Inc.

20,604 просмотров • 1 год назад

DISTURBING DISCORD VOICE CALL WHERE aiden | AG4L CONFESSES TO DOXING LIO CONVOY WIFE AND DESCRIBES SA FANTASIES. These uploaded audio provide direct, explicit confirmation of the leaked Discord voice call allegations. They capture a highly volatile, toxic, and unhinged conversation where Aiden—details an intense, malicious fixation on creator Lio Convoy (referred to interchangeably as Lio, Tommy, or Thomas) and his wife. The clips show a progression from admitting to leaking her private data to plotting targeted career sabotage, before escalating into graphic, explicit fantasies of physical violence, sexual assault, and driving the couple to suicide. CATEGORIZED LIST OF DISTURBING QUOTES 1. Admission of Doxxing and Plots for Career Sabotage In these sections, Aiden attempts to deflect the doxxing label, but immediately follows it up with plans to weaponize the victim's leaked employment details to ruin her professional life. * Aiden: "I didn't dox her... How am I not supposed to fucking make fun of his wife? She's literally balding." * Other User (Confronting him): "Maybe by not saying her full name, full legal name, where she works." * Aiden: "Dude, dude, I'm posting... I'm literally going to put out like astroturf like messages to his wife supporting the ice killing so that it fucks with her career. And then I'm going to submit her name to Antifa." * Other User: "He already told us that he posted like her picture three times... and told us her position at that job." 2. Desired Psychological Harm and Suicide Aiden explicitly describes a hyperfixation on destroying the couple's lives, measuring his future online reputation by his ability to drive them to self-harm. * Aiden: "Have you ever just been like autistically hyperfixated on ruining someone's life? ... I just want to ruin this guy's life and his wife. I want to make his wife cry." * Aiden: "My reputation, I promise you by the end of 2026 I'll be known as the guy that drove a couple to suicide." * Aiden: "Thomas and his wife are going to... they're going to amicably decide to leave this earth. So Thomas is going to agree to roll over and death... his wife." 3. Graphic Rhetoric of Violence and Sexual Assault The most severe portions of the clips involve graphic descriptions of severe physical harm, murder, and sexual assault directed at Lio Convoy's wife, along with deep-web solicitation fantasies. * Aiden: "I want to fucking burst this fat tubby sack of shit open like a fucking pinata." * Aiden: "I'm gonna gut his wife like a fish." * Aiden: "I'm am putting out a call to dox Thomas's wife and his family." * Aiden: "Hiring a deep web hitman on Thomas's house and his wife? And then hiring a deep web rapist on Thomas?" * Aiden: "Killing Lio's wife. Strangling Lio's wife. I don't even need a knife, cause I'm fucking killing Lio's wife with my bare fucking hands. Kill Lio's wife with a soda can..." * Aiden: "Dismembering Lio's wife." * Other User (Asking Aiden): "Would... is she hot enough to like rape before you kill her or is she more like..." * Aiden: "I want you to keep this all in mind while you dox her and fuck with their life." EXPLANATION OF THE FALLOUT These recordings illustrate exactly why the controversy shattered Aiden's public standing. While online feuds and roasting are common in commentary circles, the audio reveals a calculated effort to target an uninvolved spouse at her real-world workplace, combined with extreme violent rhetoric. The presence of other users alternately trying to sober him up ("Aiden, how much have you had to drink?", "This is bad, buddy") or actively feeding into the behavior ("I found her LinkedIn, do you actually want it?") highlights the insular, echo-chamber dynamic of these private Discord servers before the audio was leaked to the public.

DISTURBING DISCORD VOICE CALL WHERE aiden | AG4L CONFESSES TO DOXING LIO CONVOY WIFE AND DESCRIBES SA FANTASIES. These uploaded audio provide direct, explicit confirmation of the leaked Discord voice call allegations. They capture a highly volatile, toxic, and unhinged conversation where Aiden—details an intense, malicious fixation on creator Lio Convoy (referred to interchangeably as Lio, Tommy, or Thomas) and his wife. The clips show a progression from admitting to leaking her private data to plotting targeted career sabotage, before escalating into graphic, explicit fantasies of physical violence, sexual assault, and driving the couple to suicide. CATEGORIZED LIST OF DISTURBING QUOTES 1. Admission of Doxxing and Plots for Career Sabotage In these sections, Aiden attempts to deflect the doxxing label, but immediately follows it up with plans to weaponize the victim's leaked employment details to ruin her professional life. * Aiden: "I didn't dox her... How am I not supposed to fucking make fun of his wife? She's literally balding." * Other User (Confronting him): "Maybe by not saying her full name, full legal name, where she works." * Aiden: "Dude, dude, I'm posting... I'm literally going to put out like astroturf like messages to his wife supporting the ice killing so that it fucks with her career. And then I'm going to submit her name to Antifa." * Other User: "He already told us that he posted like her picture three times... and told us her position at that job." 2. Desired Psychological Harm and Suicide Aiden explicitly describes a hyperfixation on destroying the couple's lives, measuring his future online reputation by his ability to drive them to self-harm. * Aiden: "Have you ever just been like autistically hyperfixated on ruining someone's life? ... I just want to ruin this guy's life and his wife. I want to make his wife cry." * Aiden: "My reputation, I promise you by the end of 2026 I'll be known as the guy that drove a couple to suicide." * Aiden: "Thomas and his wife are going to... they're going to amicably decide to leave this earth. So Thomas is going to agree to roll over and death... his wife." 3. Graphic Rhetoric of Violence and Sexual Assault The most severe portions of the clips involve graphic descriptions of severe physical harm, murder, and sexual assault directed at Lio Convoy's wife, along with deep-web solicitation fantasies. * Aiden: "I want to fucking burst this fat tubby sack of shit open like a fucking pinata." * Aiden: "I'm gonna gut his wife like a fish." * Aiden: "I'm am putting out a call to dox Thomas's wife and his family." * Aiden: "Hiring a deep web hitman on Thomas's house and his wife? And then hiring a deep web rapist on Thomas?" * Aiden: "Killing Lio's wife. Strangling Lio's wife. I don't even need a knife, cause I'm fucking killing Lio's wife with my bare fucking hands. Kill Lio's wife with a soda can..." * Aiden: "Dismembering Lio's wife." * Other User (Asking Aiden): "Would... is she hot enough to like rape before you kill her or is she more like..." * Aiden: "I want you to keep this all in mind while you dox her and fuck with their life." EXPLANATION OF THE FALLOUT These recordings illustrate exactly why the controversy shattered Aiden's public standing. While online feuds and roasting are common in commentary circles, the audio reveals a calculated effort to target an uninvolved spouse at her real-world workplace, combined with extreme violent rhetoric. The presence of other users alternately trying to sober him up ("Aiden, how much have you had to drink?", "This is bad, buddy") or actively feeding into the behavior ("I found her LinkedIn, do you actually want it?") highlights the insular, echo-chamber dynamic of these private Discord servers before the audio was leaked to the public.

DENAL TORRES BURGOS

46,283 просмотров • 3 месяцев назад

Cocomelon has 200 million subscribers. A guy in a grungy tshirt and a gold chain is about to clone it from his bedroom in 40 seconds. He opens YouTube. Picks any Cocomelon video. Scrolls to the description where the full lyrics to the song are sitting in plain text, free, public. He selects all of it with his trackpad. Copy. Pastes the whole thing into ChatGPT. Asks it to turn the song into a prompt for a 3D animated nursery video in Pixar style. ChatGPT writes the prompt and rewrites the lyrics as a "safe alternative" so nothing gets flagged. He opens Picsart Flow. Pastes the prompt. Picks Kling 3.0. Audio on. A fluffy puppy runs across a green field chasing a ball. 4K. With sound. Thirteen seconds long. Done. The whole studio that used to need animators, voice actors, composers, and a render farm just collapsed into two browser tabs. He doesn't say how much he makes. He doesn't have to. Next to the Cocomelon tab, three other tabs are open. Wise. BMO. Something that looks like PayPal. Inbox at 420 unread. A kids channel doing 500k views a month pays somewhere between $1,000 and $3,000 in AdSense. The puppy doesn't get tired. The puppy doesn't ask for residuals. Cocomelon employs hundreds of people. He's wearing a gold chain over a washed-out t-shirt, making cartoons about vegetables, and the only sound in the room is epic orchestral music playing over a generated dog. The kids won't know the difference. They never did.

Cocomelon has 200 million subscribers. A guy in a grungy tshirt and a gold chain is about to clone it from his bedroom in 40 seconds. He opens YouTube. Picks any Cocomelon video. Scrolls to the description where the full lyrics to the song are sitting in plain text, free, public. He selects all of it with his trackpad. Copy. Pastes the whole thing into ChatGPT. Asks it to turn the song into a prompt for a 3D animated nursery video in Pixar style. ChatGPT writes the prompt and rewrites the lyrics as a "safe alternative" so nothing gets flagged. He opens Picsart Flow. Pastes the prompt. Picks Kling 3.0. Audio on. A fluffy puppy runs across a green field chasing a ball. 4K. With sound. Thirteen seconds long. Done. The whole studio that used to need animators, voice actors, composers, and a render farm just collapsed into two browser tabs. He doesn't say how much he makes. He doesn't have to. Next to the Cocomelon tab, three other tabs are open. Wise. BMO. Something that looks like PayPal. Inbox at 420 unread. A kids channel doing 500k views a month pays somewhere between $1,000 and $3,000 in AdSense. The puppy doesn't get tired. The puppy doesn't ask for residuals. Cocomelon employs hundreds of people. He's wearing a gold chain over a washed-out t-shirt, making cartoons about vegetables, and the only sound in the room is epic orchestral music playing over a generated dog. The kids won't know the difference. They never did.

Saylor

16,405 просмотров • 2 месяцев назад