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🤣Some Students Need Da 'Hands-On Approach' 4 Their Education💦 ☑️Out🔗 #thinkpink #teacherspet #schoolgirl #blonde #fuckdoll #freevid #cocksocket #nsfw #xxx

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Yesterday I watched this report on Citizen TV that really disturbed me. While CS Migos & PS Bitok continue to say school fees are affordable, this is what the CBC/CBE transition looks like on the ground. Where are such parents expected to find KSh 50,000 per year when some cannot even afford basic necessities? About 800,000 students have not joined Grade 10, not because they failed, but because their families simply can’t afford it. Under 8-4-4, most Kenyans at least had a fair chance to sit KCSE. Today, many bright students are being locked out early purely because of cost. This is a serious issue, and the people responsible for education need to see it. If you believe in equal opportunity, tag the CS for Education, MPs, and the President so they see what’s happening on the ground. If CBC/CBE is here to stay, then education must be truly free so no child is left behind. Funding is about priorities, not excuses. I’ll keep speaking up for these students. Here is the video.
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Yesterday I watched this report on Citizen TV that really disturbed me. While CS Migos & PS Bitok continue to say school fees are affordable, this is what the CBC/CBE transition looks like on the ground. Where are such parents expected to find KSh 50,000 per year when some cannot even afford basic necessities? About 800,000 students have not joined Grade 10, not because they failed, but because their families simply can’t afford it. Under 8-4-4, most Kenyans at least had a fair chance to sit KCSE. Today, many bright students are being locked out early purely because of cost. This is a serious issue, and the people responsible for education need to see it. If you believe in equal opportunity, tag the CS for Education, MPs, and the President so they see what’s happening on the ground. If CBC/CBE is here to stay, then education must be truly free so no child is left behind. Funding is about priorities, not excuses. I’ll keep speaking up for these students. Here is the video.

Sholla Ard 🇰🇪

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TSU is a laughable excuse for a university. In fact, most all HBCU's need to be scrutinized. Most of them have serious problems. The barriers to entry are all but nonexistent. The graduation rates are dismal. The quality of education is a fucking punchline. These TSU students Twerking on the cop car are indicative of most Other HBCU attendees. Why we play these games is beyond me. Bring back Merritt. People are different. Some folks aren't cut out for college, regardless of their melanin count quotas
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TSU is a laughable excuse for a university. In fact, most all HBCU's need to be scrutinized. Most of them have serious problems. The barriers to entry are all but nonexistent. The graduation rates are dismal. The quality of education is a fucking punchline. These TSU students Twerking on the cop car are indicative of most Other HBCU attendees. Why we play these games is beyond me. Bring back Merritt. People are different. Some folks aren't cut out for college, regardless of their melanin count quotas

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📢 Last month, we launched the Nothing Happens in Isolation campaign to highlight the need for Government action in tackling record number of exclusions across UK schools. At Mission 44, we believe it’s possible to #preventexclusions by focusing on early intervention and building an inclusive education system where every young person feels like they belong. 🗣️ Our CEO, Jason Arthur, outlines the 4 priority areas we’ve highlighted as part of the campaign - created in collaboration with partners, teachers, parents and students - alongside policy recommendations for the Government to focus on. 🔗 Find out more and get involved at:
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📢 Last month, we launched the Nothing Happens in Isolation campaign to highlight the need for Government action in tackling record number of exclusions across UK schools. At Mission 44, we believe it’s possible to #preventexclusions by focusing on early intervention and building an inclusive education system where every young person feels like they belong. 🗣️ Our CEO, Jason Arthur, outlines the 4 priority areas we’ve highlighted as part of the campaign - created in collaboration with partners, teachers, parents and students - alongside policy recommendations for the Government to focus on. 🔗 Find out more and get involved at:

Mission 44

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MrBeast explains why the education system is completely broken “Why are students today being taught the same way their parents were? Look at how much everything else has advanced. When I was in school the teacher would just stand there, read out of a book and write on a whiteboard” "Now look at Mark Rober’s videos. You can learn complex topics in 20 minutes in a way that’s engaging, fun and you retain it. Just because our parents were taught one way doesn’t mean we need to keep teaching that same way. It makes no sense to me, I think education should be reformed dramatically” “Students spend so much time in school. If we had real courses made through videos, made learning more hands on and optimised everything with modern technology, kids could probably learn more in 5 hours than they currently do in 8 hours"
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MrBeast explains why the education system is completely broken “Why are students today being taught the same way their parents were? Look at how much everything else has advanced. When I was in school the teacher would just stand there, read out of a book and write on a whiteboard” "Now look at Mark Rober’s videos. You can learn complex topics in 20 minutes in a way that’s engaging, fun and you retain it. Just because our parents were taught one way doesn’t mean we need to keep teaching that same way. It makes no sense to me, I think education should be reformed dramatically” “Students spend so much time in school. If we had real courses made through videos, made learning more hands on and optimised everything with modern technology, kids could probably learn more in 5 hours than they currently do in 8 hours"

Jack

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Hundreds of people packed Connecticut State Capitol They are outraged Democrats are introductions legislation to force homeschool reporting to the Department of Children and Families “This is a controversial issue. Connecticut is one of the few states that really has no regulations when it comes to homeschooling and homeschooling.Parents want it to stay that way. “We provide what we feel that our children need. Homeschooling. Parents like Stephanie are passionate about their choice to keep their children out of public schools, and they're telling lawmakers who are considering changes hands off” “Legislation being considered would require school districts to tell the state Board of Education what students are being removed from school. That information would be shared with the Department of Children and Families, but there could be some privacy issues with sharing that information” Homeschool families would have to demonstrate (e.g., via annual portfolios or assessments) that their education is “equivalent” to public school standards in core subjects like reading, math, science, and social studies
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Hundreds of people packed Connecticut State Capitol They are outraged Democrats are introductions legislation to force homeschool reporting to the Department of Children and Families “This is a controversial issue. Connecticut is one of the few states that really has no regulations when it comes to homeschooling and homeschooling.Parents want it to stay that way. “We provide what we feel that our children need. Homeschooling. Parents like Stephanie are passionate about their choice to keep their children out of public schools, and they're telling lawmakers who are considering changes hands off” “Legislation being considered would require school districts to tell the state Board of Education what students are being removed from school. That information would be shared with the Department of Children and Families, but there could be some privacy issues with sharing that information” Homeschool families would have to demonstrate (e.g., via annual portfolios or assessments) that their education is “equivalent” to public school standards in core subjects like reading, math, science, and social studies

Wall Street Apes

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A for Almajiri Education is the foundation of any functioning economy, and Nigerians are some of the most intelligent people in other countries but with most out of school children on planet earth. As a basic human right, it is the responsibility of the whole society to not only advocate for modern curriculums that have practical and realistic value in sustaining the economy of that society in the future, but to hold their leaders accountable when they don’t invest the appropriate resources and relevance into education. This is the reason why Almajiri still exists today in 21st century, while religious education and modern education can be attained together using curriculums that are realistic and set a foundation for the future of the students and their society. Today, I taught my primary 2 students how to make a PPT using iPads. Giving presentations and using smart devices are now common in professional work places and it’s important that start giving my kids those skill sets at a young age. It will build their work ethic, confidence, realistic expectations in life and navigate them to seamlessly fit into any professional environment they find themselves in now and the future. An important teaching approach I use here is to show them less of how to do it, and just throw them into the situation to see how they can find their ways and create solutions. Only when they need help is when we show them how to do it. It makes them used to problem solving, resilience, less likely to be lazy and dependent. They themselves will be strong to initiate tackling an unknown problem and develop confidence and humility in asking for help or knowledge when they need it. Nigeria needs proper budget allocation for education and modern/designed curriculums that are useful to students and the country in the future. Vote for leaders who will enthusiastically execute these policies. If they don’t, impeach them and take any necessary action against them because they are not only destroying your economic future, but your children’s future as well. This is my idea. What must be done to fix education in Nigeria? Let’s hear from you in the comment section.
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A for Almajiri Education is the foundation of any functioning economy, and Nigerians are some of the most intelligent people in other countries but with most out of school children on planet earth. As a basic human right, it is the responsibility of the whole society to not only advocate for modern curriculums that have practical and realistic value in sustaining the economy of that society in the future, but to hold their leaders accountable when they don’t invest the appropriate resources and relevance into education. This is the reason why Almajiri still exists today in 21st century, while religious education and modern education can be attained together using curriculums that are realistic and set a foundation for the future of the students and their society. Today, I taught my primary 2 students how to make a PPT using iPads. Giving presentations and using smart devices are now common in professional work places and it’s important that start giving my kids those skill sets at a young age. It will build their work ethic, confidence, realistic expectations in life and navigate them to seamlessly fit into any professional environment they find themselves in now and the future. An important teaching approach I use here is to show them less of how to do it, and just throw them into the situation to see how they can find their ways and create solutions. Only when they need help is when we show them how to do it. It makes them used to problem solving, resilience, less likely to be lazy and dependent. They themselves will be strong to initiate tackling an unknown problem and develop confidence and humility in asking for help or knowledge when they need it. Nigeria needs proper budget allocation for education and modern/designed curriculums that are useful to students and the country in the future. Vote for leaders who will enthusiastically execute these policies. If they don’t, impeach them and take any necessary action against them because they are not only destroying your economic future, but your children’s future as well. This is my idea. What must be done to fix education in Nigeria? Let’s hear from you in the comment section.

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Transforming Education from the Ground Up. Today, we took another important step in transforming education from the ground up. In partnership with eight universities, we launched the construction of three quality pre-primary schools in Buno Bedele Zone of Oromia Region, with an investment of ETB 43.5 million through the Summer Volunteer Service Program. We also planted seedlings and delivered educational materials for 1,000 students. These are more than school buildings. They are investments in our children, their learning, and the future they will shape. Once completed, these schools will provide young children with a strong foundation on which to build their lives. We extend our sincere gratitude to the people and administration of Buno Bedele for the warm welcome and generous hospitality. The transformation underway in pre-primary education is fundamental to improving the quality of our entire education system. Imagine the change if every child through out Ethiopia gets such opportunity, & it is possible if we work hard and prioritise. In the last five years, more than 34,000 have been built. Yet we need more to cover everyone. Hence let us join hands to build a strong foundation for every child and a better future for our education system.
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Transforming Education from the Ground Up. Today, we took another important step in transforming education from the ground up. In partnership with eight universities, we launched the construction of three quality pre-primary schools in Buno Bedele Zone of Oromia Region, with an investment of ETB 43.5 million through the Summer Volunteer Service Program. We also planted seedlings and delivered educational materials for 1,000 students. These are more than school buildings. They are investments in our children, their learning, and the future they will shape. Once completed, these schools will provide young children with a strong foundation on which to build their lives. We extend our sincere gratitude to the people and administration of Buno Bedele for the warm welcome and generous hospitality. The transformation underway in pre-primary education is fundamental to improving the quality of our entire education system. Imagine the change if every child through out Ethiopia gets such opportunity, & it is possible if we work hard and prioritise. In the last five years, more than 34,000 have been built. Yet we need more to cover everyone. Hence let us join hands to build a strong foundation for every child and a better future for our education system.

Kindeya Gebrehiwot, PhD, Prof

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Statement by WAYNE OLIVEIRA Voc Tech School Committee Member on the Massachusetts Voc-Tech Admissions Lottery The implementation of a lottery-based admissions system for Massachusetts vocational-technical schools in 2026 has left many students and families deeply disappointed and disillusioned. While the intention behind this shift—to promote equity and expand access—may be well-meaning, the reality is that it has replaced a system based on effort, interest, and demonstrated commitment with one largely dependent on chance and luck. For years, students worked hard to earn their place in these highly sought-after programs by maintaining strong attendance, showing dedication, and actively preparing for a future in the trades. Today, many of those same students find themselves waitlisted or denied admission, not because they lacked motivation or ability, but simply because their name was not drawn. Families have described this transition as a “drastic jump from one extreme to the other,” moving away from merit entirely toward random choice. At the same time, the core issue remains unresolved: there are far more qualified applicants than available seats. Tens of thousands of students apply for just over ten thousand openings each year, meaning that regardless of the admissions method, many will be left out. Instead of addressing this shortage through expansion and investment, the state has chosen to redistribute opportunity through a system that many perceive as arbitrary and discouraging. This approach risks sending a troubling message to students—that hard work, consistency, and passion may not matter when pursuing certain educational paths. It also raises concerns about long-term impacts on student motivation and the development of a skilled workforce. A fair system should strive for both equity and recognition of effort. Massachusetts must re-evaluate this policy and consider solutions that balance opportunity with accountability—while also addressing the fundamental issue of limited access by expanding vocational education capacity. Students deserve more than a lottery. They deserve a system that reflects both fairness and the value of their hard work. If you feel this same way you need to make some noise! Reach out to the State Department of Education and your State Senator and Representative. Tell them this broken system needs to be fixed immediately.
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Statement by WAYNE OLIVEIRA Voc Tech School Committee Member on the Massachusetts Voc-Tech Admissions Lottery The implementation of a lottery-based admissions system for Massachusetts vocational-technical schools in 2026 has left many students and families deeply disappointed and disillusioned. While the intention behind this shift—to promote equity and expand access—may be well-meaning, the reality is that it has replaced a system based on effort, interest, and demonstrated commitment with one largely dependent on chance and luck. For years, students worked hard to earn their place in these highly sought-after programs by maintaining strong attendance, showing dedication, and actively preparing for a future in the trades. Today, many of those same students find themselves waitlisted or denied admission, not because they lacked motivation or ability, but simply because their name was not drawn. Families have described this transition as a “drastic jump from one extreme to the other,” moving away from merit entirely toward random choice. At the same time, the core issue remains unresolved: there are far more qualified applicants than available seats. Tens of thousands of students apply for just over ten thousand openings each year, meaning that regardless of the admissions method, many will be left out. Instead of addressing this shortage through expansion and investment, the state has chosen to redistribute opportunity through a system that many perceive as arbitrary and discouraging. This approach risks sending a troubling message to students—that hard work, consistency, and passion may not matter when pursuing certain educational paths. It also raises concerns about long-term impacts on student motivation and the development of a skilled workforce. A fair system should strive for both equity and recognition of effort. Massachusetts must re-evaluate this policy and consider solutions that balance opportunity with accountability—while also addressing the fundamental issue of limited access by expanding vocational education capacity. Students deserve more than a lottery. They deserve a system that reflects both fairness and the value of their hard work. If you feel this same way you need to make some noise! Reach out to the State Department of Education and your State Senator and Representative. Tell them this broken system needs to be fixed immediately.

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🚨 WHY ARE WE WAITING UNTIL COLLEGE TO TEACH THIS? Look at what children in Singapore and China are being exposed to from as early as Grade 3 and 4 basic automotive skills like spark-plug installation, camshaft work, engine components, mechanical maintenance and hands-on problem-solving 🔧🚗 Our TVET college students, and unfortunately even some of our lecturers are struggling with practical skills that should be the foundation of vocational education. 😭 Why can’t we start much earlier? Our children don’t only need textbooks and exams. Give them tools. Let them build, dismantle, repair, experiment and learn how things actually work. Imagine a child growing up thinking, “I can fix this,” instead of waiting until adulthood to discover what a spanner is 😂 TVET shouldn’t start when you’re already an adult. Let’s catch them young!
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🚨 WHY ARE WE WAITING UNTIL COLLEGE TO TEACH THIS? Look at what children in Singapore and China are being exposed to from as early as Grade 3 and 4 basic automotive skills like spark-plug installation, camshaft work, engine components, mechanical maintenance and hands-on problem-solving 🔧🚗 Our TVET college students, and unfortunately even some of our lecturers are struggling with practical skills that should be the foundation of vocational education. 😭 Why can’t we start much earlier? Our children don’t only need textbooks and exams. Give them tools. Let them build, dismantle, repair, experiment and learn how things actually work. Imagine a child growing up thinking, “I can fix this,” instead of waiting until adulthood to discover what a spanner is 😂 TVET shouldn’t start when you’re already an adult. Let’s catch them young!

In A Nutshell🥜

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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.
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

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#WATCH | Gurugram, Haryana: Chairman & MD, Medanta, Dr Naresh Trehan says, "Students face immense pressure because the field has become highly competitive. Although the number of seats for medical education has been increased, many who take the exam still may not secure a good placement or any placement at all. On one hand, it is our responsibility to establish more medical schools while prioritising quality; after all, if a doctor lacks the necessary competence to treat patients effectively, the consequences for the public would be dire. That is why new colleges are being opened and quality standards must be maintained. At the same time, we need to convey to students that while the field is competitive and they are working hard, they must not give in to despair even though some, unfortunately, lose their lives out of hopelessness...If you are truly determined to become a doctor, give it your absolute best effort; failing once does not mean you won't succeed the next time, so do not lose heart"
1:54

#WATCH | Gurugram, Haryana: Chairman & MD, Medanta, Dr Naresh Trehan says, "Students face immense pressure because the field has become highly competitive. Although the number of seats for medical education has been increased, many who take the exam still may not secure a good placement or any placement at all. On one hand, it is our responsibility to establish more medical schools while prioritising quality; after all, if a doctor lacks the necessary competence to treat patients effectively, the consequences for the public would be dire. That is why new colleges are being opened and quality standards must be maintained. At the same time, we need to convey to students that while the field is competitive and they are working hard, they must not give in to despair even though some, unfortunately, lose their lives out of hopelessness...If you are truly determined to become a doctor, give it your absolute best effort; failing once does not mean you won't succeed the next time, so do not lose heart"

ANI

66,058 Aufrufe • vor 3 Monaten

Ontario vaccine coercion persists 🍁💉 Students across the province face suspension threats over compelled medical data disclosure by public health, an entirely separate ministry. Vaccine coercion in 2026 continues to loom over Ontario's education system, pitting public health demands against families' rights to privacy and, once again, disrupting the learning of thousands of children. Parents of students in publicly funded schools are under pressure to disclose their children's confidential vaccine records, or risk severe penalties, including lengthy suspensions that disrupt young lives and fly in the face of established legal safeguards. At the heart of this ongoing controversy is Public Health Ontario's relentless pursuit of students' immunization data, which is funnelled into third-party systems like Panorama and potentially integrated into the World Health Organization's broader global surveillance architecture. The latest threat order comes out of Hamilton, where public health officials have begun issuing suspension orders to families whose records fall short of their standards. Suspension notices are being distributed to parents for the 2025-2026 school year, threatening that non-compliance will lead to prolonged denial of education. Thousands of students could face removal from class for up to 20 days — a full month of missed education. The issue becomes troubling when relevant legislation is cross-referenced, such as Ontario's Education Act, which stipulates that extended suspensions are reserved for severe offences, like drug trafficking, physical assault, or persistent abusive behaviour that is not remedied by other interventions. Even in those most extreme and aggressive cases, the act lays out how principals must carefully consider mitigating factors: a student's capacity to regulate behaviour or grasp consequences, potential risks to school safety, personal background including trauma, prior disciplinary measures, any ties to harassment or discrimination, the child's age, and the overall educational impact. Moreover, for suspensions exceeding 11 days, schools are legally obligated to provide alternative programs that blend academic support with behavioural resources, such as anger management, substance abuse counselling, or life-skills training. Even though only a school principal has the authority to suspend, enshrining protections for students' well-being and due process, public health units are circumventing these rules through the Immunization of School Pupils Act (ISPA), demanding access to private medical information under threat of school exclusion. This approach blatantly infringes on the Education Act's framework, showing little regard for the social, emotional, mental, and academic toll on children yanked from their routines for weeks on end. Ontario stands alone in Canada for enforcing such measures, which makes sense given the government's intent on making the province a hub for pharmaceutical interests. All of this comes on the heels of alarming educational setbacks faced by Ontario students. Recent provincial testing data from December revealed that half of Grade 6 students and 42% of Grade 9 students are not meeting math standards, with reading and writing proficiency also lagging. These struggles follow Ontario's prolonged COVID-19 school closures—the longest and most stringent in the nation — which isolated children at length to their developmental detriment. Public health's single-minded focus on data collection turns students into unwitting pawns in this coercive game. Parents who insist on adherence to Education Act protocols have reported harsh and dehumanizing actions. Instead of fulfilling their duties, some principals have resorted to isolating children from classmates, confining them to small offices or rooms, denying recess and outdoor access, revoking bus privileges, and even involving children's aid societies when families persist in sending their kids to school when legislated suspension protocols aren’t followed. These tactics not only dehumanize innocent children but also violate privacy laws. The Personal Health Information Protection Act (PHIPA) mandates informed consent for collecting or sharing health data, explicitly prohibiting coercion. Yet suspension threats are a classic form of duress, effectively compelling the surrender of sensitive information or face educational exile. Meanwhile, data breaches in Canadian systems have exposed millions of records, making health data a prime target for cybercriminals with a hefty price tag on the black market. Why should parents entrust centralized public health databases with children’s medical data, especially when it's being leveraged against access to public education? While exemptions under ISPA exist for medical, religious, or philosophical reasons, they offer little tangible relief, as it still compels entry into leak-prone databases. Most importantly, statements of conscience must reflect parents' own words, and not be pre-drafted forms laced with guilt-inducing warnings about endangering public health, which undermine true voluntary consent. “With the decision to delay or refuse vaccines, you are accepting responsibility that you are putting your child’s health and even life at risk,” the legally binding exemption affidavit reads. This clash between ISPA, PHIPA and the Education Act leaves children caught in a coercive crossfire. No student should be forced to trade privacy for a seat in class. In an attempt to seek accountability, Rebel News contacted Education Minister Paul Calandra, ministry media contacts, and the Premier's Office. Despite ample taxpayer-funded resources for communications, no response was received. Ontario's children deserve an education free from surveillance and intimidation. Coercion and bullying have no place in our schools, whether it be among peers or directed at students by the powers that be.
8:36

Ontario vaccine coercion persists 🍁💉 Students across the province face suspension threats over compelled medical data disclosure by public health, an entirely separate ministry. Vaccine coercion in 2026 continues to loom over Ontario's education system, pitting public health demands against families' rights to privacy and, once again, disrupting the learning of thousands of children. Parents of students in publicly funded schools are under pressure to disclose their children's confidential vaccine records, or risk severe penalties, including lengthy suspensions that disrupt young lives and fly in the face of established legal safeguards. At the heart of this ongoing controversy is Public Health Ontario's relentless pursuit of students' immunization data, which is funnelled into third-party systems like Panorama and potentially integrated into the World Health Organization's broader global surveillance architecture. The latest threat order comes out of Hamilton, where public health officials have begun issuing suspension orders to families whose records fall short of their standards. Suspension notices are being distributed to parents for the 2025-2026 school year, threatening that non-compliance will lead to prolonged denial of education. Thousands of students could face removal from class for up to 20 days — a full month of missed education. The issue becomes troubling when relevant legislation is cross-referenced, such as Ontario's Education Act, which stipulates that extended suspensions are reserved for severe offences, like drug trafficking, physical assault, or persistent abusive behaviour that is not remedied by other interventions. Even in those most extreme and aggressive cases, the act lays out how principals must carefully consider mitigating factors: a student's capacity to regulate behaviour or grasp consequences, potential risks to school safety, personal background including trauma, prior disciplinary measures, any ties to harassment or discrimination, the child's age, and the overall educational impact. Moreover, for suspensions exceeding 11 days, schools are legally obligated to provide alternative programs that blend academic support with behavioural resources, such as anger management, substance abuse counselling, or life-skills training. Even though only a school principal has the authority to suspend, enshrining protections for students' well-being and due process, public health units are circumventing these rules through the Immunization of School Pupils Act (ISPA), demanding access to private medical information under threat of school exclusion. This approach blatantly infringes on the Education Act's framework, showing little regard for the social, emotional, mental, and academic toll on children yanked from their routines for weeks on end. Ontario stands alone in Canada for enforcing such measures, which makes sense given the government's intent on making the province a hub for pharmaceutical interests. All of this comes on the heels of alarming educational setbacks faced by Ontario students. Recent provincial testing data from December revealed that half of Grade 6 students and 42% of Grade 9 students are not meeting math standards, with reading and writing proficiency also lagging. These struggles follow Ontario's prolonged COVID-19 school closures—the longest and most stringent in the nation — which isolated children at length to their developmental detriment. Public health's single-minded focus on data collection turns students into unwitting pawns in this coercive game. Parents who insist on adherence to Education Act protocols have reported harsh and dehumanizing actions. Instead of fulfilling their duties, some principals have resorted to isolating children from classmates, confining them to small offices or rooms, denying recess and outdoor access, revoking bus privileges, and even involving children's aid societies when families persist in sending their kids to school when legislated suspension protocols aren’t followed. These tactics not only dehumanize innocent children but also violate privacy laws. The Personal Health Information Protection Act (PHIPA) mandates informed consent for collecting or sharing health data, explicitly prohibiting coercion. Yet suspension threats are a classic form of duress, effectively compelling the surrender of sensitive information or face educational exile. Meanwhile, data breaches in Canadian systems have exposed millions of records, making health data a prime target for cybercriminals with a hefty price tag on the black market. Why should parents entrust centralized public health databases with children’s medical data, especially when it's being leveraged against access to public education? While exemptions under ISPA exist for medical, religious, or philosophical reasons, they offer little tangible relief, as it still compels entry into leak-prone databases. Most importantly, statements of conscience must reflect parents' own words, and not be pre-drafted forms laced with guilt-inducing warnings about endangering public health, which undermine true voluntary consent. “With the decision to delay or refuse vaccines, you are accepting responsibility that you are putting your child’s health and even life at risk,” the legally binding exemption affidavit reads. This clash between ISPA, PHIPA and the Education Act leaves children caught in a coercive crossfire. No student should be forced to trade privacy for a seat in class. In an attempt to seek accountability, Rebel News contacted Education Minister Paul Calandra, ministry media contacts, and the Premier's Office. Despite ample taxpayer-funded resources for communications, no response was received. Ontario's children deserve an education free from surveillance and intimidation. Coercion and bullying have no place in our schools, whether it be among peers or directed at students by the powers that be.

Rebel News

19,657 Aufrufe • vor 8 Monaten

Princeton Professor Coaches CUNY Student on How to Radicalize STEM Students for Palestine At Socialism 2025, Princeton professor Lorgia García Peña responded to a CUNY student organizer asking how to mobilize beyond ethnic studies and the social sciences. Her advice: normalize activism in every academic field—especially engineering and computer science—and tailor strategies to break resistance. “We made little really easy bullet points: this is how you approach somebody.” She recommended building activist “safe spaces,” creating glossaries, and distributing cheat sheets with key phrases: “We made little really easy bullet points: this is how you approach somebody.” Peña stressed the need to be patient with those who haven’t been exposed to the cause: “This person… had not even thought about Palestine. I don’t know how you’d be on this earth for 50 years and not think of it—but they hadn’t. Their level of privilege did not allow them.” She explained that many in STEM fields face more resistance and fear being called out for not knowing the right terms—so activists must “do the work” to guide them toward the movement. “By the end… this is a person that had a keffiyeh on.” Her advice: take your time, stay organized, and push the ideology into every corner of campus: “Otherwise it’s not sustainable. The work will disappear as you move on.” This isn’t about education—it’s a long game of institutional capture, played one glossary and cheat sheet at a time.
4:55

Princeton Professor Coaches CUNY Student on How to Radicalize STEM Students for Palestine At Socialism 2025, Princeton professor Lorgia García Peña responded to a CUNY student organizer asking how to mobilize beyond ethnic studies and the social sciences. Her advice: normalize activism in every academic field—especially engineering and computer science—and tailor strategies to break resistance. “We made little really easy bullet points: this is how you approach somebody.” She recommended building activist “safe spaces,” creating glossaries, and distributing cheat sheets with key phrases: “We made little really easy bullet points: this is how you approach somebody.” Peña stressed the need to be patient with those who haven’t been exposed to the cause: “This person… had not even thought about Palestine. I don’t know how you’d be on this earth for 50 years and not think of it—but they hadn’t. Their level of privilege did not allow them.” She explained that many in STEM fields face more resistance and fear being called out for not knowing the right terms—so activists must “do the work” to guide them toward the movement. “By the end… this is a person that had a keffiyeh on.” Her advice: take your time, stay organized, and push the ideology into every corner of campus: “Otherwise it’s not sustainable. The work will disappear as you move on.” This isn’t about education—it’s a long game of institutional capture, played one glossary and cheat sheet at a time.

Stu Smith

75,718 Aufrufe • vor 1 Jahr

Today, millions of kids go back to school. But for some, even the basic tools to learn can be out of reach. We came to Nigeria hoping to support 150 students. But when many more children arrived in need of help, we simply couldn’t stop at 150. By the end of the day, around 277 students had received school supplies 🤍 EduCare - A MAME INUtiative took place in Akure South, Ondo State, bringing together students and families from across the local community. After prioritising those most in need, we did everything we could to reach the rest. Students received: 🎒 MAME-branded school bags 📓 Notebooks and writing materials 🖊️ Pens 📚 English & Mathematics textbooks 📐 Mathematical sets and other learning essentials But education is about more than what fits inside a backpack. The initiative also included ICT support and sessions on maximising opportunities and discovering purpose, helping young people recognise opportunities, believe in themselves and see what their future could become. We were also joined by Billy, a member of our community who has been helping us support communities in Africa since even before MAME existed 🤍 EduCare - A MAME INUtiative was organised together with Mr. Taiwo from NEXT, with support from the Redeemed Christian Church of God, who helped us reach families whose children were most in need. For us, community has never been only about what happens on-chain. MAME was born on BNB Chain because we believe there is still so much worth building in crypto: culture, community, creativity and something people can genuinely belong to. But the future we build outside crypto matters too. Children are that future. And if we want to build a better tomorrow, we believe it’s worth trying to make a difference in both worlds: on-chain and in the real one. CZ 🔶 BNB Yi He Giggle Academy Nina Rong Save Meme Culture. Make It Matter. 🤍🐾
0:47

Today, millions of kids go back to school. But for some, even the basic tools to learn can be out of reach. We came to Nigeria hoping to support 150 students. But when many more children arrived in need of help, we simply couldn’t stop at 150. By the end of the day, around 277 students had received school supplies 🤍 EduCare - A MAME INUtiative took place in Akure South, Ondo State, bringing together students and families from across the local community. After prioritising those most in need, we did everything we could to reach the rest. Students received: 🎒 MAME-branded school bags 📓 Notebooks and writing materials 🖊️ Pens 📚 English & Mathematics textbooks 📐 Mathematical sets and other learning essentials But education is about more than what fits inside a backpack. The initiative also included ICT support and sessions on maximising opportunities and discovering purpose, helping young people recognise opportunities, believe in themselves and see what their future could become. We were also joined by Billy, a member of our community who has been helping us support communities in Africa since even before MAME existed 🤍 EduCare - A MAME INUtiative was organised together with Mr. Taiwo from NEXT, with support from the Redeemed Christian Church of God, who helped us reach families whose children were most in need. For us, community has never been only about what happens on-chain. MAME was born on BNB Chain because we believe there is still so much worth building in crypto: culture, community, creativity and something people can genuinely belong to. But the future we build outside crypto matters too. Children are that future. And if we want to build a better tomorrow, we believe it’s worth trying to make a difference in both worlds: on-chain and in the real one. CZ 🔶 BNB Yi He Giggle Academy Nina Rong Save Meme Culture. Make It Matter. 🤍🐾

MAME

27,951 Aufrufe • vor 1 Monat

In Kenya, 1. Students don't know any history, not even European history. Maybe West Africans learn about King George and Napoleon, but here, they learn neither about Queen Elizabeth nor Dedan Kimathi. They lack what Yvonne Owuor called "historical intelligence," the very idea that all problems have historical roots. 2. Even if I try to teach continental and global history, which I have tried to do because it's my training, students will refuse to learn it. I once tried to explain neoliberalism to my class. One student got angry, told me white people have always hated us and there's nothing we can do about it, walked out of the class and dropped it altogether for the semester. The other students told me communism doesn't work and capitalism is here to stay. The students are told by the media, and even by some lecturers, that no one will employ them for knowing anything. The Ministry of Education changed the system in 2018 saying that Africans don't need knowledge, only practical skills. Kenya's president said that history is useless because knowing when Vasco da Gama came to Malindi can't help us build sewers. So the problem isn't European knowledge any more. This narrative that Africans are taught about Europe and not Africa is outdated. It was what the Ngugi wa Thiongo's said when curriculum was taught by the missionaries. So they did a thorough job of teaching about Europe. Things have changed. These days we don't teach Europe either. We now teach abstractions with no connection to lived reality, whether that reality is African or not. I know because I'm in the system. And even Woodson cautioned about vocational (or practical) training for Africans. One has to go back to the Booker T vs WEB Dubois debate of the 1890s. When "practical" is applied in African education, it entails what David said on my channel: sewing, cake baking and sandal weaving. In Kenya, it means frying eggs, slaughtering chicken and making sandwiches. In some cases even swimming in the grass (yes, it happened). Woodson said that vocational training for black Americans was usually mediocre and outdated. That's the model that was brought to Africa. The sabotage against African education changed in the 1990s. The culture problem was replaced by anti-intellectualism. That's an even deeper problem than mere European knowledge. Anti-intellectualism means no knowledge at all, practical or otherwise. Kangmwa Gofwen
2:14

In Kenya, 1. Students don't know any history, not even European history. Maybe West Africans learn about King George and Napoleon, but here, they learn neither about Queen Elizabeth nor Dedan Kimathi. They lack what Yvonne Owuor called "historical intelligence," the very idea that all problems have historical roots. 2. Even if I try to teach continental and global history, which I have tried to do because it's my training, students will refuse to learn it. I once tried to explain neoliberalism to my class. One student got angry, told me white people have always hated us and there's nothing we can do about it, walked out of the class and dropped it altogether for the semester. The other students told me communism doesn't work and capitalism is here to stay. The students are told by the media, and even by some lecturers, that no one will employ them for knowing anything. The Ministry of Education changed the system in 2018 saying that Africans don't need knowledge, only practical skills. Kenya's president said that history is useless because knowing when Vasco da Gama came to Malindi can't help us build sewers. So the problem isn't European knowledge any more. This narrative that Africans are taught about Europe and not Africa is outdated. It was what the Ngugi wa Thiongo's said when curriculum was taught by the missionaries. So they did a thorough job of teaching about Europe. Things have changed. These days we don't teach Europe either. We now teach abstractions with no connection to lived reality, whether that reality is African or not. I know because I'm in the system. And even Woodson cautioned about vocational (or practical) training for Africans. One has to go back to the Booker T vs WEB Dubois debate of the 1890s. When "practical" is applied in African education, it entails what David said on my channel: sewing, cake baking and sandal weaving. In Kenya, it means frying eggs, slaughtering chicken and making sandwiches. In some cases even swimming in the grass (yes, it happened). Woodson said that vocational training for black Americans was usually mediocre and outdated. That's the model that was brought to Africa. The sabotage against African education changed in the 1990s. The culture problem was replaced by anti-intellectualism. That's an even deeper problem than mere European knowledge. Anti-intellectualism means no knowledge at all, practical or otherwise. Kangmwa Gofwen

#LandIsNotProperty Mwalimu Wandia

27,957 Aufrufe • vor 5 Monaten

⚠️NEW Karmagawa SCHOOL #128 IS OFFICIALLY NOW OPEN! ⚠️ Here’s a beautiful new video of the new school, our 128th Karmagawa School, and brand new playground that we just opened in #soacha and this project is extra-special because I was joined by some great students-turned-traders-turned-philanthropists like Edu Trades David Hanlin Kyle Williams Alex Chavez SangLucci™ and others like MARI H𝙪𝙙𝙙𝙞𝙚 SageTrader Zimtra and several other traders too and now thanks to the great work of Ma. Carolina Hoyos T and her team we have officially opened 2 schools in Colombia for kids in need of a proper education…so far…THANKS TO SOME AWESOME TEAMWORK!!! I LOVE that more and more traders are using their trading profits for good and I’m SO excited to build even more schools/playgrounds — we’re doing a charity cocktail party in Miami Beach on November 9th where 100% of the proceeds go to building more schools in #colombia and where we’ll be premiering a brand new documentary from master filmmaker Ricardo about these projects so if you want to join us, check out and DM me to join in as we want to build many more schools too! #givingback #charity #newschool #karmagawa #teamwork
0:59

⚠️NEW Karmagawa SCHOOL #128 IS OFFICIALLY NOW OPEN! ⚠️ Here’s a beautiful new video of the new school, our 128th Karmagawa School, and brand new playground that we just opened in #soacha and this project is extra-special because I was joined by some great students-turned-traders-turned-philanthropists like Edu Trades David Hanlin Kyle Williams Alex Chavez SangLucci™ and others like MARI H𝙪𝙙𝙙𝙞𝙚 SageTrader Zimtra and several other traders too and now thanks to the great work of Ma. Carolina Hoyos T and her team we have officially opened 2 schools in Colombia for kids in need of a proper education…so far…THANKS TO SOME AWESOME TEAMWORK!!! I LOVE that more and more traders are using their trading profits for good and I’m SO excited to build even more schools/playgrounds — we’re doing a charity cocktail party in Miami Beach on November 9th where 100% of the proceeds go to building more schools in #colombia and where we’ll be premiering a brand new documentary from master filmmaker Ricardo about these projects so if you want to join us, check out and DM me to join in as we want to build many more schools too! #givingback #charity #newschool #karmagawa #teamwork

Timothy Sykes

21,419 Aufrufe • vor 11 Monaten

‼️Please lend an ear to this, it might save you from buying a mileage manipulated vehicle 🍋 🚮 ( Context here is on Auction Cars however this practice is also done on other cars ) What He is saying is, majority of the vehicles that are won/bought at the auction with high mileage, go through a common evil practice where the dealer reverses the mileage and then sells it with no service history or they reverse it to as close as possible to the last recorded mileage and they it has full service history. Which is an absolute lie. He encourages people to make sure to practice their due diligence no matter where they are buying from!! He further says if the ownership history shows the dealer got it from an auction then you need to dig deeper 😲 Try this exercise out, ask 10 people who own cars if they have service history of their cars. You will be shocked to see that at least 7 or 8 of them will say they do have. Scary part is second hand cars at some dealers barely have any service histories, HOW-COME??? View4You is allowed and welcomed at every Auction House in South Africa. If you need us to View4You at an Auction 😀 🔗 Kindly book here: 📞 Contact us: 087 822 1140 📍 Nationwide | Mon–Fri 08:00–17:00 #View4You ☑️ We Inspect. You Decide.
1:13

‼️Please lend an ear to this, it might save you from buying a mileage manipulated vehicle 🍋 🚮 ( Context here is on Auction Cars however this practice is also done on other cars ) What He is saying is, majority of the vehicles that are won/bought at the auction with high mileage, go through a common evil practice where the dealer reverses the mileage and then sells it with no service history or they reverse it to as close as possible to the last recorded mileage and they it has full service history. Which is an absolute lie. He encourages people to make sure to practice their due diligence no matter where they are buying from!! He further says if the ownership history shows the dealer got it from an auction then you need to dig deeper 😲 Try this exercise out, ask 10 people who own cars if they have service history of their cars. You will be shocked to see that at least 7 or 8 of them will say they do have. Scary part is second hand cars at some dealers barely have any service histories, HOW-COME??? View4You is allowed and welcomed at every Auction House in South Africa. If you need us to View4You at an Auction 😀 🔗 Kindly book here: 📞 Contact us: 087 822 1140 📍 Nationwide | Mon–Fri 08:00–17:00 #View4You ☑️ We Inspect. You Decide.

VIEW4YOU

13,347 Aufrufe • vor 1 Jahr

This is an earlier speech I gave in the Senate where I outlined how the Hawke/Keating government left future generations in debt, with no infrastructure and a bad education. Their policies that destroyed Australia can be outlined as follows: 1) The Tasmanian Dams decision meant that States were unable to build Infrastructure, particularly in the regions, because Federal left wing bureaucrats were given the power to block projects on any environmental or cultural grounds due to the Foreign Treaties power in the Constitution. 2) Keating lifted capital controls that saw private foreign debt lift from $8 billion to $800 billion in 23 years inflating the price of houses and forcing two parents to work to meet mortgage repayments. 3) John Button abolished tariffs on manufacturing that destroyed the sector and critical trade skills vital to the sovereignty of a country. 4) John Dawkins introduced HECs that used taxpayer funds to fund Universities with no quality assurance around education levels or employment placements. Our children have subsequently become broke and brainwashed and saddled with large debs and few employment prospects. 5) Paul Keating introduced compulsory superannuation (it was 10% when I gave this speech) that robbed people on low to median incomes of all of their savings making it impossible for young people to buy a house. I have been the only politician to call out the devastating impacts of the Hawke/Keating legacy. You won’t see Labor/Liberal/Greens or One Nation ever explain how we got into this mess or how to get out of it. We will unwind this devastating polices by making superannuation voluntary and expanding the apprenticeship places funded by increasing fees on foreign students. We will also hold a Federation Convention to remove the ambiguous responsibilities between State and Federal Governments so much need Infrastructure can be built. That’s why I ask you to support today.
1:09

This is an earlier speech I gave in the Senate where I outlined how the Hawke/Keating government left future generations in debt, with no infrastructure and a bad education. Their policies that destroyed Australia can be outlined as follows: 1) The Tasmanian Dams decision meant that States were unable to build Infrastructure, particularly in the regions, because Federal left wing bureaucrats were given the power to block projects on any environmental or cultural grounds due to the Foreign Treaties power in the Constitution. 2) Keating lifted capital controls that saw private foreign debt lift from $8 billion to $800 billion in 23 years inflating the price of houses and forcing two parents to work to meet mortgage repayments. 3) John Button abolished tariffs on manufacturing that destroyed the sector and critical trade skills vital to the sovereignty of a country. 4) John Dawkins introduced HECs that used taxpayer funds to fund Universities with no quality assurance around education levels or employment placements. Our children have subsequently become broke and brainwashed and saddled with large debs and few employment prospects. 5) Paul Keating introduced compulsory superannuation (it was 10% when I gave this speech) that robbed people on low to median incomes of all of their savings making it impossible for young people to buy a house. I have been the only politician to call out the devastating impacts of the Hawke/Keating legacy. You won’t see Labor/Liberal/Greens or One Nation ever explain how we got into this mess or how to get out of it. We will unwind this devastating polices by making superannuation voluntary and expanding the apprenticeship places funded by increasing fees on foreign students. We will also hold a Federation Convention to remove the ambiguous responsibilities between State and Federal Governments so much need Infrastructure can be built. That’s why I ask you to support today.

Gerard Rennick

33,765 Aufrufe • vor 2 Monaten

Patrick Bet-David Noticing Some Amazing Coincidences With These College Protests, Things Like Both Election Year Protests started around the same time: The George Floyd BLM riots happened in May 2020 Now in May 2024, College Protests are happening The media is repeating the exact same lines, “If one student dies” David “If one student dies, it's as if they want this” “The date is May 26th, you can Google this, 2020, when George Floyd died and all they needed was a story like that. They need chaos. Today is May 2nd. We are roughly a little over three weeks away from that date with George Floyd.” Now Breaking Down The Money Trail: Do you know what percentage of the revenue that Harvard got in their endowment in 2021 came from actual tuition of students trying to get a degree from Harvard? Tuition, degree, Harvard. What do you think it is? A lot of people say, well, $60,000, $70,000 a year. $80,000, that's how they make their money. Really? Only 10% of their endowment came from actually doing their job, educating students. Do you know 39% came from donations? Do you know 10% came from gifts? Do you know nearly 49% of the money Harvard got in 2021 is from donations and gifts? Only 10% is from students. So let me ask you a question. Let's paint a picture here. Let's just say, let's just say the professor of Harvard, the dean, the president of Harvard, of Columbia, their assistant says, Mr. President, we have two people waiting for you on hold. Line one is, your number one student's parents. How much money did they give us last year? I think outside of the tuition, around $300,000. Who's on line two? George Soros. Oh, oh, tell Mr. Jackson, the number one student's parents, I'll call him back. Please put Mr. Soros through. Hello, Mr. Soros. How can we help you? Oh, because you gave so much money and da-da-da-da-da and all these other endowment money being given to them. FYI, let me go a little bit deeper for you. Do you know China, since 2019, 2018, they've given roughly $400 million to universities in America. Do you know what university they gave the most money to? 70 million went to Harvard. Who's Harvard's number one customer? Students? Or these people that are giving massive donations to them, who's their number one customer? It's very strange when you sit there and you ask yourself, why are they doing nothing about it? Why are they okay with Palestine flags going up and not America's flag going up? It's because we're not asking the right question. The moment we find out who the number one customer is, that gives the most money, it gives you a lot of perspective to realize, if you ran A, you do construction, you're a general contractor. You have two clients. One of them gave you $50 million of business to big buildings last year. The other one gave you $10 million. Which client is more important to you? So why are people confused? These professors, these professors that we're all trusting our kids with who hate America, we're supposed to spend that kind of money and send our kids there that are being controlled by the people that are giving the donations who hate America, and we're supposed to be okay with that. Yeah, I think we're naive. I think we need to start exposing and talking about some of this stuff. I'm going to put the link below for you to watch. But I wonder. Who do you think, from all the stuff that I just said to you, who do you think is their number one customer? You? The students? The parents? Or those people that are giving the most donation to these guys? I don't think it's a tough question to ask, but I want to ask you, what do you think? Comment below.” This is a summary of what’s being said, there’s much more good details in the video.
4:10

Patrick Bet-David Noticing Some Amazing Coincidences With These College Protests, Things Like Both Election Year Protests started around the same time: The George Floyd BLM riots happened in May 2020 Now in May 2024, College Protests are happening The media is repeating the exact same lines, “If one student dies” David “If one student dies, it's as if they want this” “The date is May 26th, you can Google this, 2020, when George Floyd died and all they needed was a story like that. They need chaos. Today is May 2nd. We are roughly a little over three weeks away from that date with George Floyd.” Now Breaking Down The Money Trail: Do you know what percentage of the revenue that Harvard got in their endowment in 2021 came from actual tuition of students trying to get a degree from Harvard? Tuition, degree, Harvard. What do you think it is? A lot of people say, well, $60,000, $70,000 a year. $80,000, that's how they make their money. Really? Only 10% of their endowment came from actually doing their job, educating students. Do you know 39% came from donations? Do you know 10% came from gifts? Do you know nearly 49% of the money Harvard got in 2021 is from donations and gifts? Only 10% is from students. So let me ask you a question. Let's paint a picture here. Let's just say, let's just say the professor of Harvard, the dean, the president of Harvard, of Columbia, their assistant says, Mr. President, we have two people waiting for you on hold. Line one is, your number one student's parents. How much money did they give us last year? I think outside of the tuition, around $300,000. Who's on line two? George Soros. Oh, oh, tell Mr. Jackson, the number one student's parents, I'll call him back. Please put Mr. Soros through. Hello, Mr. Soros. How can we help you? Oh, because you gave so much money and da-da-da-da-da and all these other endowment money being given to them. FYI, let me go a little bit deeper for you. Do you know China, since 2019, 2018, they've given roughly $400 million to universities in America. Do you know what university they gave the most money to? 70 million went to Harvard. Who's Harvard's number one customer? Students? Or these people that are giving massive donations to them, who's their number one customer? It's very strange when you sit there and you ask yourself, why are they doing nothing about it? Why are they okay with Palestine flags going up and not America's flag going up? It's because we're not asking the right question. The moment we find out who the number one customer is, that gives the most money, it gives you a lot of perspective to realize, if you ran A, you do construction, you're a general contractor. You have two clients. One of them gave you $50 million of business to big buildings last year. The other one gave you $10 million. Which client is more important to you? So why are people confused? These professors, these professors that we're all trusting our kids with who hate America, we're supposed to spend that kind of money and send our kids there that are being controlled by the people that are giving the donations who hate America, and we're supposed to be okay with that. Yeah, I think we're naive. I think we need to start exposing and talking about some of this stuff. I'm going to put the link below for you to watch. But I wonder. Who do you think, from all the stuff that I just said to you, who do you think is their number one customer? You? The students? The parents? Or those people that are giving the most donation to these guys? I don't think it's a tough question to ask, but I want to ask you, what do you think? Comment below.” This is a summary of what’s being said, there’s much more good details in the video.

Wall Street Apes

1,115,878 Aufrufe • vor 2 Jahren

🚨NEWS ALERT: A dangerous new bill, AB 84 (Al Muratsuchi), has been introduced in California and it's being called a charter-school-killer for good reason. This bill threatens the very existence of the independent study and flexible learning charter schools that so many of us rely on in California. I break it all down - plus what you can do NOW. LISTEN, SHARE, ENGAGE. Call to action: Follow these 5 steps to officially register your opposition to AB 84 and spread the word 1. Go to the Assembly Education Committee homepage: ⁠ Then: Click “Submit Position Letter” in the left-hand menu. Log in or create a free account. If you haven’t already, you’ll need to register as an individual. It only takes a minute. Once logged in: Select the bill: AB 84 (Muratsuchi) Choose Session Type: Regular Click Search Select the bill and confirm it says “Education Committee” Select your position: “Oppose” Type your comment in the box. Keep it short and personal. 2. Submit a Comment Opposing AB 84 Through the State Portal: You can officially register your opposition to AB 84 directly on the California Legislature’s website. It only takes a few minutes! Go to the bill page: ⁠ Then follow these steps: Click the “Comments To Author” tab (top right next to “Status”). Select “Oppose” under the comment type. Log in or create a free account with the California Legislative Portal (you’ll be prompted). Enter your comment, you can keep it short and personal. Example: “Hi, my name is [Your Name] from [Your City], CA. I strongly oppose AB 84. This bill threatens schools that partner with families for flexible learning. It punishes good programs and harms students who need them most. Thank you!” Submit your comment. Done! 3.Find your California State Assemblymember & Senator: ⁠ Email them via their website contact form and say you OPPOSE AB 84. Note: You’ll be asked for your home address to confirm you’re a constituent. Be respectful, be brief, and speak from the heart. Let them know this bill threatens your child’s education . Sample Message: "Hi, my name is [Your Name] and I’m a constituent. I’m asking you to vote NO on AB 84. This bill threatens schools that partner with families to create flexible learning options. It punishes good programs and cuts funding to the students who need it most. Please oppose AB 84. Thank you!" 4 . Use these two forms to send your opposition in just 2 minutes: ⁠ ⁠ Each adult in the household should take these steps separately to show strong opposition! 5. Lastly, don’t keep this info to yourself, share this post with your friends, family, and homeschool groups so we can rally together and make some noise! Thank-you to this org for putting together those steps! ⁠ The other bad bill discussed at the end, AB 727, will be heard in the Assembly Education Committee on Wednesday, April 9. Get busy here: ⁠ Please support the independent journalism of Rooted Wings so we can keep building and bringing you what you need to know in culture, politics, health & faith. Uncensored. The Britt Mayer Show is now officially on Spotify, Apple Podcasts, YouTube and X. Subscribe to The Britt Mayer Show here and share this episode (bonus points if you leave a good review!) and join the Rooted Wings Community across all platforms: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠
37:15

🚨NEWS ALERT: A dangerous new bill, AB 84 (Al Muratsuchi), has been introduced in California and it's being called a charter-school-killer for good reason. This bill threatens the very existence of the independent study and flexible learning charter schools that so many of us rely on in California. I break it all down - plus what you can do NOW. LISTEN, SHARE, ENGAGE. Call to action: Follow these 5 steps to officially register your opposition to AB 84 and spread the word 1. Go to the Assembly Education Committee homepage: ⁠ Then: Click “Submit Position Letter” in the left-hand menu. Log in or create a free account. If you haven’t already, you’ll need to register as an individual. It only takes a minute. Once logged in: Select the bill: AB 84 (Muratsuchi) Choose Session Type: Regular Click Search Select the bill and confirm it says “Education Committee” Select your position: “Oppose” Type your comment in the box. Keep it short and personal. 2. Submit a Comment Opposing AB 84 Through the State Portal: You can officially register your opposition to AB 84 directly on the California Legislature’s website. It only takes a few minutes! Go to the bill page: ⁠ Then follow these steps: Click the “Comments To Author” tab (top right next to “Status”). Select “Oppose” under the comment type. Log in or create a free account with the California Legislative Portal (you’ll be prompted). Enter your comment, you can keep it short and personal. Example: “Hi, my name is [Your Name] from [Your City], CA. I strongly oppose AB 84. This bill threatens schools that partner with families for flexible learning. It punishes good programs and harms students who need them most. Thank you!” Submit your comment. Done! 3.Find your California State Assemblymember & Senator: ⁠ Email them via their website contact form and say you OPPOSE AB 84. Note: You’ll be asked for your home address to confirm you’re a constituent. Be respectful, be brief, and speak from the heart. Let them know this bill threatens your child’s education . Sample Message: "Hi, my name is [Your Name] and I’m a constituent. I’m asking you to vote NO on AB 84. This bill threatens schools that partner with families to create flexible learning options. It punishes good programs and cuts funding to the students who need it most. Please oppose AB 84. Thank you!" 4 . Use these two forms to send your opposition in just 2 minutes: ⁠ ⁠ Each adult in the household should take these steps separately to show strong opposition! 5. Lastly, don’t keep this info to yourself, share this post with your friends, family, and homeschool groups so we can rally together and make some noise! Thank-you to this org for putting together those steps! ⁠ The other bad bill discussed at the end, AB 727, will be heard in the Assembly Education Committee on Wednesday, April 9. Get busy here: ⁠ Please support the independent journalism of Rooted Wings so we can keep building and bringing you what you need to know in culture, politics, health & faith. Uncensored. The Britt Mayer Show is now officially on Spotify, Apple Podcasts, YouTube and X. Subscribe to The Britt Mayer Show here and share this episode (bonus points if you leave a good review!) and join the Rooted Wings Community across all platforms: ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ ⁠

rooted.wings

53,428 Aufrufe • vor 1 Jahr