Education For Whom and For What?

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    Education For Whom and For What?

    1:59:28

    Noam Chomsky, a world-renowned linguist, intellectual and political activist, spoke at the University of Arizona on Feb. 8, 2012. His lecture, Education: For Whom and For What? featured a talk on the state of higher education, followed by a question-and-answer session.

    Chomsky, an Institute Professor and a Professor Emeritus of Linguistics at the Massachusetts Institute of Technology where he worked for more than 50 years, has been concerned with a range of education-related issues in recent years. Among them: How do we characterize the contemporary state of the American education system? What happens to the quality of education when public universities become more privatized? Are public universities in danger of being converted into facilities that produce graduates-as-commodities for the job market? What is the role of activism in education? With unprecedented tuition increases and budget struggles occurring across American campuses, these are questions that are more relevant than ever.

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    Noam Chomsky - Education For Whom and For What Part 1

    39:50

    Noam Chomsky, a world-renowned linguist, intellectual and political activist, spoke at the University of Arizona on Feb. 8, 2012. His lecture, Education: For Whom and For What? featured a talk on the state of higher education, followed by a question-and-answer session.

    Chomsky, an Institute Professor and a Professor Emeritus of Linguistics at the Massachusetts Institute of Technology where he worked for more than 50 years, has been concerned with a range of education-related issues in recent years. Among them: How do we characterize the contemporary state of the American education system? What happens to the quality of education when public universities become more privatized? Are public universities in danger of being converted into facilities that produce graduates-as-commodities for the job market? What is the role of activism in education? With unprecedented tuition increases and budget struggles occurring across American campuses, these are questions that are more relevant than ever.

    Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for fair use for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use.

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    Noam Chomsky - The Purpose of Education

    21:58

    Noam Chomsky discusses the purpose of education, impact of technology, whether education should be perceived as a cost or an investment and the value of standardised assessment.

    Presented at the Learning Without Frontiers Conference - Jan 25th 2012- London (LWF 12)



    credits:
    Interviewed & directed by Graham Brown-Martin
    Filmed & edited by Kevin Grant at wildtraxtv (

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    Noam Chomsky - Education For Whom and For What Part 2

    39:50

    Noam Chomsky, a world-renowned linguist, intellectual and political activist, spoke at the University of Arizona on Feb. 8, 2012. His lecture, Education: For Whom and For What? featured a talk on the state of higher education, followed by a question-and-answer session.

    Chomsky, an Institute Professor and a Professor Emeritus of Linguistics at the Massachusetts Institute of Technology where he worked for more than 50 years, has been concerned with a range of education-related issues in recent years. Among them: How do we characterize the contemporary state of the American education system? What happens to the quality of education when public universities become more privatized? Are public universities in danger of being converted into facilities that produce graduates-as-commodities for the job market? What is the role of activism in education? With unprecedented tuition increases and budget struggles occurring across American campuses, these are questions that are more relevant than ever.

    Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for fair use for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use.

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    Noam Chomsky - Education For Whom and For What Part 3

    39:49

    Noam Chomsky, a world-renowned linguist, intellectual and political activist, spoke at the University of Arizona on Feb. 8, 2012. His lecture, Education: For Whom and For What? featured a talk on the state of higher education, followed by a question-and-answer session.

    Chomsky, an Institute Professor and a Professor Emeritus of Linguistics at the Massachusetts Institute of Technology where he worked for more than 50 years, has been concerned with a range of education-related issues in recent years. Among them: How do we characterize the contemporary state of the American education system? What happens to the quality of education when public universities become more privatized? Are public universities in danger of being converted into facilities that produce graduates-as-commodities for the job market? What is the role of activism in education? With unprecedented tuition increases and budget struggles occurring across American campuses, these are questions that are more relevant than ever.

    Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for fair use for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use.

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    Noam Chomsky: Education For Whom and For What

    1:51

    Noam Chomsky, a world-renowned linguist, intellectual and political activist, spoke at the University of Arizona on Feb. 8, 2012. His lecture, Education: For Whom and For What? featured a talk on the state of higher education, followed by a question-and-answer session.

    Chomsky, an Institute Professor and a Professor Emeritus of Linguistics at the Massachusetts Institute of Technology where he worked for more than 50 years, has been concerned with a range of education-related issues in recent years. Among them: How do we characterize the contemporary state of the American education system? What happens to the quality of education when public universities become more privatized? Are public universities in danger of being converted into facilities that produce graduates-as-commodities for the job market? What is the role of activism in education? With unprecedented tuition increases and budget struggles occurring across American campuses, these are questions that are more relevant than ever.

    Video by Arizona Public Media.

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    Education For Whom

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    Noam Chomsky, a world-renowned linguist, intellectual and political activist, spoke at the University of Arizona on Feb. 8, 2012. His lecture, Education: For Whom and For What?

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    Education for Whom? Trailer

    3:20

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    Education For Whom and For What?

    19

    In this video i mention the education in pakistan... also subscribe my channel too

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    Noam Chomsky: Security for Whom?

    4:46




    Anthony Arnove: You make a point in the book that governments are primarily concerned with security begs the question of security for whom, and how security is defined. I wonder if you could elaborate on that point?

    About 'Who Rules the World?'

    The world’s leading intellectual offers a probing examination of the waning American Century, the nature of U.S. policies post-9/11, and the perils of valuing power above democracy and human rights
    In an incisive, thorough analysis of the current international situation, Noam Chomsky argues that the United States, through its military-first policies and its unstinting devotion to maintaining a world-spanning empire, is both risking catastrophe and wrecking the global commons. Drawing on a wide range of examples, from the expanding drone assassination program to the threat of nuclear warfare, as well as the flashpoints of Iraq, Iran, Afghanistan, and Israel/Palestine, he offers unexpected and nuanced insights into the workings of imperial power on our increasingly chaotic planet.
    In the process, Chomsky provides a brilliant anatomy of just how U.S. elites have grown ever more insulated from any democratic constraints on their power. While the broader population is lulled into apathy—diverted to consumerism or hatred of the vulnerable—the corporations and the rich have increasingly been allowed to do as they please.

    Fierce, unsparing, and meticulously documented, Who Rules the World? delivers the indispensable understanding of the central conflicts and dangers of our time that we have come to expect from Chomsky.

    About Noam Chomsky

    Noam Chomsky is Institute Professor (Emeritus) in the M.I.T. Department of Linguistics and Philosophy. His work is widely credited with having revolutionized the field of modern linguistics. Chomsky is the author of numerous best-selling political works, including the New York Times bestseller Hegemony or Survival, Failed States, Imperial Ambitions, What We Say Goes, and Hopes and Prospects.

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    Education For Whom and For What xvid mpeg2video

    1:59:28

    Description

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    Noam Chomsky Lectures on Education

    3:31

    Education for Whom and For What? in Centennial Hall, Wednesday, February 8, 2012. University of Arizona, Tucson.

    By Lydia Stern

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    Most Schooling Is Training for Stupidity and Conformity - Noam Chomsky on Education

    1:23

    Avram Noam Chomsky (born December 7, 1928) is an American linguist, philosopher, cognitive scientist, historian, and activist. More Chomsky:

    He is an Institute Professor and Professor (Emeritus) in the Department of Linguistics & Philosophy at MIT, where he has worked for over 50 years. Chomsky has been described as the father of modern linguistics and a major figure of analytic philosophy. His work has influenced fields such as computer science, mathematics, and psychology.

    Ideologically identifying with anarcho-syndicalism and libertarian socialism, Chomsky is known for his critiques of U.S. foreign policy and contemporary capitalism, and he has been described as a prominent cultural figure. His media criticism has included Manufacturing Consent: The Political Economy of the Mass Media (1988), co-written with Edward S. Herman, an analysis articulating the propaganda model theory for examining the media.

    According to the Arts and Humanities Citation Index in 1992, Chomsky was cited as a source more often than any other living scholar from 1980 to 1992, and was the eighth most cited source overall. Chomsky is the author of over 100 books. He is credited as the creator or co-creator of the Chomsky hierarchy, the universal grammar theory, and the Chomsky--Schützenberger theorem.

    Chomsky sees science as a straightforward search for explanation, and rejects the views of it as a catalog of facts or mechanical explanations. In this light, the majority of his contributions to science have been frameworks and hypotheses, rather than discoveries.

    As such, he considers certain so-called post-structuralist or postmodern critiques of logic and reason to be nonsensical:

    I have spent a lot of my life working on questions such as these, using the only methods I know of; those condemned here as science, rationality, logic, and so on. I therefore read the papers with some hope that they would help me transcend these limitations, or perhaps suggest an entirely different course. I'm afraid I was disappointed. Admittedly, that may be my own limitation. Quite regularly, my eyes glaze over when I read polysyllabic discourse on the themes of poststructuralism and postmodernism; what I understand is largely truism or error, but that is only a fraction of the total word count. True, there are lots of other things I don't understand: the articles in the current issues of math and physics journals, for example. But there is a difference. In the latter case, I know how to get to understand them, and have done so, in cases of particular interest to me; and I also know that people in these fields can explain the contents to me at my level, so that I can gain what (partial) understanding I may want. In contrast, no one seems to be able to explain to me why the latest post-this-and-that is (for the most part) other than truism, error, or gibberish, and I do not know how to proceed.

    Although Chomsky believes that a scientific background is important to teach proper reasoning, he holds that science in general is inadequate to understand complicated problems like human affairs:

    Science talks about very simple things, and asks hard questions about them. As soon as things become too complex, science can't deal with them... But it's a complicated matter: Science studies what's at the edge of understanding, and what's at the edge of understanding is usually fairly simple. And it rarely reaches human affairs. Human affairs are way too complicated.

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    Whom to blame in the financial problem of education

    4:05

    Is the Government to blame for the financial problem of our society? Watch Ted Failon as he reveals who can help us in this kind of situation.

    Subscribe to the ABS-CBN News channel! -
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    NDIE- Notre dame institue of Education- promo

    1:24

    A promo for The Notre Dame Institute of Education, for whom i've made an entire 15'30 presentation covering various aspects of the institution and its place in past and the future of teacher education, and literacy in Pakistan.

    This is the opening sequence that works as a stand-alone promo as well.

    Shot and put together by myself.

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    Changing Philadelphias education system all starts with us | Stacy Holland | TEDxPhiladelphia

    18:12

    The day she felt like a fraud as an educator is the day Stacy Holland learned that a former student whom she proudly believed she had helped prime for success had actually achieved none of his dreams. That set her on a quest to understand why our public-education system had failed this young man and many like him but also why undeniable successes in the system are rarely recognized or celebrated. In this beautiful, dynamic call for a seismic shift in our attitudes about public education, Holland makes the case that by replacing resignation and pessimism with hope, curiosity, perseverance and love, we unleash a world of possibility for all children – and for ourselves – no matter the circumstances. And the responsibility to do so rests not just with professional educators who toil in the classrooms but with everyone who cares about the future and well-being of the world we live in.

    Stacy Holland has spent her career ensuring that young people in the Philadelphia region have access to the academic, career, and support services necessary to build bright futures and to become leaders in the workforce. Holland has held several positions in the educational and non-profit sector. She has served as the chief of strategic partnerships for the School District of Philadelphia; as co-founder, president and CEO of Philadelphia Youth Network; and as a tireless board member and volunteer in numerous educational organizations. She is currently executive director of The Lenfest Foundation, which serves disadvantaged youth in Philadelphia, and has been honored with numerous accolades for her work, including a White House Champion of Change award in 2013.

    This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at

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    To Whom Are Hoovers Board of Education Members Accountable?

    2:48

    The Hoover City Council appoints the members of the Hoover City Board of Education. Listen as a long-time councilman explains that their appointed board members are not accountable to the City Council. Period. So if the Board of Education is not accountable to the city officials that appointed them, and they're not accountable to the citizens (because they're appointed, not elected), to whom are the five members of the Board of Education accountable? Originally published October 19, 2013; transferred to this channel January 11, 2014; 56 views recorded.

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    education The philosophy of physics

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    What is education for?

    4:18

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    The Curious Entrepreneur Online Course - For Whom

    1:10

    The Curious Entrepreneur online course uses the teachings, tools and frameworks as developed by MIT, one of the world’s most impactful Entrepreneurship Education Institutions. Sally and Rachel trained at MIT (in fact that’s where they met!) in ‘New Ventures Leadership’, a course that has given them the invaluable tools to inspire future entrepreneurs in the creation of new ventures, to provide them with the roadmap for building a successful business. It will take them through the fundamental steps of 'Disciplined Entrepreneurship', centred around MIT Senior Lecturer Bill Aulet’s teachings.

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    Whats Education For?

    52

    NEED OF EDUCATION.what are the benefits of education?

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    To Whom Do Children Belong?: Parental Rights, Civic Education, and Childrens Autonomy | Ebook

    1:27

    Get your free audio book:

    Most people believe that parents have rights to direct their children's education and upbringing. But why? What grounds those rights? How broad is their scope? Can we defend parental rights against those who believe we need more extensive state educational control to protect children's autonomy or prepare them for citizenship in a diverse society? Amid heated debates over issues like sexual education, diversity education and vouchers, Moschella cuts to the heart of the matter, explaining why education is primarily the responsibility of parents, not the state. Rigorously argued yet broadly accessible, the book offers a principled case for expanding school choice and granting exemptions when educational programs or regulations threaten parents' ability to raise their children in line with their values. Philosophical argument is complemented with psychological and social scientific research showing that robust parental rights' protections are crucial for the well-being of parents, children and society as a whole.

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    Michael Gove MP - What is Education For?

    34:15

    Michael Gove MP, Shadow Secretary of State for Children, Schools and Families outlines the principles that should inform education reform in the 21st Century.

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    What is education for? | Deborah Duncan | TEDxNicosiaSalon

    18:08

    It's time to consider new pedagogies and the learning environment must consider that its students are to become useful adults in the world.


    Deborah Duncan is the Principal of The Junior and Senior School, Nicosia since August 2014. Prior to that she was the Head teacher of Teesside High School in England. She has held two other headship roles, one at The English School, Nicosia and one in a state secondary school in the UK. She has been in the teaching profession for 25 years. She was educated at the University of Durham where she read French with Spanish, has a Masters in Educational Management from the Open University and a PGCE in French and Spanish from York University. She also has the National Professional Qualification for Headship and is a trained school inspector with the Independent Schools Inspectorate in the UK.
    She is a member of the Society of Heads, an organisation representing the interests of private schools and previously served on their Executive Committee and also on the executive committee of the Association of School and College Leaders. She is passionate about formative assessment practices and the

    This talk was given at a TEDx event using the TED conference format but independently organized by a local community. Learn more at

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    NDP Education Critic Lisa Gretzky Calls on Education Minister to Resign

    3:38

    Teachers’ collective bargaining

    Mrs. Lisa Gretzky: My question is to the Premier. Since the beginning of the process, the Minister of Education has failed to do her job when it comes to bargaining. The minister has been playing games, first with major delays, then with her own so-called confusion about what was being negotiated at each of the tables: class sizes, professional development, delays, net zero agreements, not to mention the various different versions of the story we have heard over the past year.

    The minister has no credibility anymore. The minister will say or do anything to save face. The result? Chaos in our schools.

    Will the Premier admit that her Minister of Education has failed our kids and their families and that she has lost all credibility?

    Hon. Kathleen O. Wynne: Minister of Education.

    Hon. Liz Sandals: I would note that the Ontario Labour Relations Board actually agreed with my version of what was going on last spring, so she might reconsider that question.

    Hon. Liz Sandals: I will talk to you, Speaker. What I would like to say is, we obviously have three outstanding contracts that we need to get agreement with: the Elementary Teachers’ Federation of Ontario, the CUPE education workers and the OSSTF education workers. What I can say to the House is that, in each of those cases, we have either established dates or the mediator is actively working to sort out dates. People have agreed we need dates. So that in fact in all of those instances, negotiations will convene. That’s how we get agreements.

    The Speaker (Hon. Dave Levac): Thank you. Supplementary.

    Mrs. Lisa Gretzky: In fact, yesterday in scrum the minister said there were six outstanding agreements so thank you for making my point.

    Speaker, back to the Premier: It’s clear these negotiations have been botched from the very beginning. Since day one, all of us in this House and across Ontario have been hearing excuse after excuse from the minister. The minister hasn’t been taking negotiations seriously. She’s been blaming everyone except herself—being perplexed about the facts when it comes to tough issues, forcing kids to pay the price while chaos flourished in our schools due to her inability to bargain effectively.

    Speaker, the minister simply doesn’t have credibility anymore. It’s time for her to go. My question is simple: Will the Premier tell her Minister of Education to resign immediately?

    The Speaker (Hon. Dave Levac): Thank you. Minister

    Hon. Liz Sandals: So let’s get an update on all nine of the tables here. Okay? We have three tables where we have ratified collective agreements. Those are the teachers in the English Catholic, the English public secondary and both French systems—all of those teachers. We have three groups that are engaged in job action, which are the people who I am concerned we get back to the table with. That’s the elementary teachers, CUPE and the OSSTF education workers. We either have dates or we are working with the mediator on establishing dates with all three of those.

    We have three other groups with whom we are continuing to negotiate. In fact, one of them is at the hotel today. The other three groups are all education workers whom we also need to get agreements with, and we are negotiating with them and we’re not having job action with them. That’s the update.

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    Why Financial Literacy Is Not Taught In Schools

    21:19




    The Origins of The Board Of Education!! You'll Be Surprised!!!

    Seeing as it is the Board of Education structures and determines what is taught to our children in public school, have you ever pondered who is behind the board of education? I mean where did it start and who is it that calls the shots? That is what this post is about and I'm sure that some of you will be shocked, not by the reality of what I am saying, but rather, the strategic planning of such reality.

    So to give you a clear understanding of what the board of education is and its intentions allow me to share some points from a speech given by John Taylor Gatto, author of best-selling book DUMBING US DOWN. I also invite you to read his entire speech as it is truly awe-inspiring and eye-opening! Certainly every concerned parent in this nation will find priceless value in this one piece of content! In it he says:

    Between 1906 and 1920, a handful of world famous industrialists and financiers, together with their private foundations, hand picked University administrators and house politicians, and spent more attention and more money toward forced schooling than the national government did. Andrew Carnegie and John D. Rockefeller alone spent more money than the government did between 1900 and 1920. In this fashion, the system of modern schooling was constructed outside the public eye and outside the public's representatives. Now I want you to listen to a direct quote, I have not altered a word of this, it's certainly traceable through your local librarians. From the very first report issued by John D. Rockefeller's General Education Board -- this is their first mission statement: In our dreams, people yield themselves with perfect docility to our molding hands. The present education conventions of intellectual and character education fade from their minds and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into men of learning or philosophers, or men of science. We have not to raise up from them authors, educators, poets or men of letters, great artists, painters, musicians, nor lawyers, doctors, (he's really covering the whole gamut of employment isn't he?) statesmen, politicians, creatures of whom we have ample supply (whoever the pronoun we is meant to stand for there). The task is simple. We will organize children and teach them in an perfect way the things their fathers and mothers are doing in an imperfect way.

    Now you might say that is quoting out of context and I would speculate what the context of such a statement could possibly be, but in any case, if you want to get the whole thing, that's OCCASIONAL LETTER NO.1. OF THE GENERAL EDUCATION BOARD, which I told you was spending more money than the Federal Government on education of the first two decades of this century.

    The real purpose of modern schooling was announced by the legendary sociologist Edward Roth in his manifesto of 1906 called SOCIAL CONTROL. Your librarian will easily be able to get a copy of this book. In it Roth wrote, (I am quoting) plans are underway to replace family, community and church with propaganda, mass-media and education (of course he meant schooling)...people are only little plastic lumps of dough. Another insider, H. H. Cadard, chairman for the Psychology Department at Princeton, called government schooling approvingly -- the perfect organization of the hive with the anthill. Cadard wrote further, standardized testing would cause the lower classes to confront their biological inferiority, sort of like wearing a dunce cap. In time that would discourage reproduction of the ants on the anthill.

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    Noam Chomsky - Manufacturing Consent Parte #2 ESPAÑOL COMPLETO

    51:59

    Noam Chomsky - Manufacturing Consent (Los Guardianes de la Libertad) ESPAÑOL COMPLETO


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  • desc

    What is the meaning of education for you?

    2:50

    This is the video for OECD 2012 global youth video competition.
    This video gives you a leeway to think about education, for you and your society.
    Also, this song is made by Amold W. Shim, and all of the photoes are from I and my friend. So, you don't have to worry about copyright.

  • desc

    Noam Chomsky on Education and Creativity

    29:47

  • desc

    Noam Chomsky - The U.S. Education System

    10:15

    Source:

  • desc

    Stolen Education Trailer

    1:57

    In 1956, Lupe was the first child to step onto the witness stand, raise her right hand, and swear to tell the truth in front of a federal judge. Seated in the courtroom were a handful of her classmates, two of her siblings, and residents of her small, South Texas agricultural community. Behind the defense attorneys' table were her first and second grade teachers, her school principal, and the district's superintendent -- all of whom were White. As a 9 year-old second grader, Lupe had already been in first grade for three years, not because of her academic performance but because she was Mexican American. Administrators and teachers argued that their practice was necessary because -- as they defined it in court documents and in testimony -- the Spanish retardation of Latin children would adversely impact the education of White children. Mexican American students were relegated to a beginner, low, and then high first grade -- a practice that was not uncommon across Texas and the Southwest. After almost sixty years, the case was never spoken about in the farming community where they lived. Stolen Education documents the filmmaker - and Lupe's son - on his journey to recapture the remarkable story of the schoolchildren who changed education in Texas and to re-claim this forgotten part of Texas history almost six decades after the case.

  • desc

    Corporate Attack on Education, Chomsky

    1:4:04

    Noam Chomsky talks of the longstanding hostility of the rich to truly educating the public so they don't realize they are victims of an economic system they need to replace with one that truly serves the public. March 16, 2012 Special thanks to Rev. Rhonda Rubinson of St. Philip's Church of Harlem for facilitating this production. Camera, Joe Friendly.

  • desc

    Where to Invade Next Official Trailer 1 - Michael Moore Documentary HD

    2:31

    Subscribe to INDIE & FILM FESTIVALS:
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    Where to Invade Next Official Trailer 1 (2016) - Michael Moore Documentary HD

    To learn what the USA can gain from other nations, Michael Moore playfully invades them to see what they have to offer.

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  • desc

    Noam Chomsky - Manufacturing Consent Parte #1 - ESPAÑOL

    51:32

    Noam Chomsky - Manufacturing Consent (Los Guardianes de la Libertad) - ESPAÑOL


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  • desc

    Education for a Sustainable Future

    53:12

    Education For a Sustainable Future presents information on how today's practices in schools are socially unsustainable. The documentary film critically analyses what is considered socially relevant in a new education system which brings out the most potential in all of humanity whilst also detailing specific educational methods from a wide range of sources on how to nurture social skills, critical thinking techniques and a larger variety of important practices to positively reinforce from our earliest years onwards. It must be recognised that a sustainable education is one of the most critical components of any advanced society.

    Education For a Sustainable Future is an independent film production and has been uploaded online for free download and distribution. The views expressed in this documentary are not necessarily shared by the originators of source material presented.

  • desc

    Noam Chomsky: Education Rediscovered

    25:06

    An interview with Professor Noam Chomsky as part of the Education Rediscovered series on the future of education. Check out our website

    Interviewed by University of Toronto Student, Kourosh Houshmand-- Founder of Education Rediscovered and Recipient of Canada's Top 20 Under 20 Award.

    Filmed and Edited by Aidan Cheeatow and Daniel Orellana
    Music by Aidan Cheeatow

  • desc

    Noam Chomsky on the Purpose of Education

    4:45

    original:

    music by Jacekdupa

  • desc

    Noam Chomsky - The Purpose of Education

    22:10

    Subtitles were added, because the sound is rather soft and at times the words spoken are difficult to make out.
    I attempted to add the subtitles as accurately as I could.
    ---
    Noam Chomsky discusses the purpose of education, impact of technology, whether education should be perceived as a cost or an investment and the value of standardised assessment.

    Presented at the Learning Without Frontiers Conference - Jan 25th 2012- London (LWF 12)

    credits:
    Interviewed & directed by Graham Brown-Martin
    Filmed & edited by Kevin Grant at wildtraxtv

    Subtitles were added by Mo (International Student Movement)
    - ism-global.net -

    #1world1struggle

  • desc

    CHOMSKY ON EDUCATION

    8:58

  • desc

    Kevin J Johnston Gets Hate Mail From Left Wing Anti Freedom Youth Group Called NO HATE

    15:42

    Our sister company The Mississauga Gazette is under attack by Left-Wing high school students who are trying to convince our clients to stop advertising with us by calling us White Supremacist Terrorists.

    Yup, below is the letter and this video is me reading it out for you. They call them selves STOP HATE, but all they are is a bunch of racist bigots doing what they should not be doing, and that's interfering with the lives of people whom they don't know.

    It's time for the education system to go back to teaching Reading, Writing and Arithmetic and to stop filling the heads of our children with the propaganda of blind hatred.

    Here is the letter we received from these idiots:

    Dear Kelly,

    I am writing to you on behalf of Stop Hate Speech. We are a non-partisan network with a mandate to address speech that threatens or incites hatred against groups based on their race, colour, religion, national origin, sexual orientation, disability, or other traits.  

    Stop Hate Speech has learnt that your business is advertising on a news site that has a record of publishing inflammatory articles targeting Canadians of diverse backgrounds. The Mississauga Gazette, owned and operated by Kevin J. Johnston, published an article in October 2016, credited to Acton Michael,  with the headline, “Bonnie’s Muslims are Molesting Teenage Girls in Mississauga High Schools.” The content of the article included the threatening message: “Mississauga, if you want the truth you are going to have to take the law into your own hands.” This was investigated as a hate crime by the Police.  

    This individual has also posted a number of slanderous videos on Youtube, targeting well-known and respected community members, accusing them of being violent and dangerous, simply because of their cultural and religious affiliations. Further, this individual has been documented on Twitter using offensive slurs against other groups, including Black Canadians and members of the LGBTQIA community. Please see attachments for more information.

    I am sure you would agree that divisive rhetoric that targets a large segment of the population and aims to create wedges amongst groups by amplifying negative stereotypes has no place in Canadian society. When hate comes to surface, it is incumbent upon our institutions and businesses to stand firmly against it. These kinds of actions, regardless of whom they target, are particularly important to reject at a time when we see a sharp rise in violent hate incidents and white supremacist terrorism.

    I trust that the racist sentiments expressed by the Mississauga Gazette and its owner are not shared by your business. As such, I urge you to withdraw your advertisement from the Mississauga Gazette and take all necessary steps to divest from a platform and individual that promote bigotry and hatred. By doing so, you are sending a strong message that intolerance and divisive speech is not acceptable in a society that is guided by constitutional protections of individual and collective rights and freedoms for all, regardless of background.

    I look forward to hearing from you.

    Sincerely,

    Curtis Jeremy Jackson
    curtis.jeremy.jackson@gmail.com

    Kids these days....NO RESPECT!

    Kevin J. Johnston
    Journalist & Social Commentator
    FreedomReport.ca

    Twitter.com/KevinTheJackal

  • desc

    21st Century Learning Jon Sills

    45:37

    21st Century Learning is an interview format tv show produced out of the Bedford TV studio. Hosted by Don Thomas, the program explores themes of innovation and reform in education. It showcases prominent guests who have made significant contributions in the field of education and most of whom are published. This episode features Jon Sills Superintendent of Bedford MA Public School which is considered one of the top ten public schools in Massachusetts. Of special emphasis teachers evaluations and the use of iPads in the classroom are discussed. Series created by Madeleine Altmann.
    Learn more at:

  • desc

    To whom is given: Business for the common good

    29:32

    To be a Christian, do you have to give up on a life in business? Do you need to give up your possessions and work as a missionary, or in ministry? In this short film, academic experts and everyday Christians share their stories about how they glorify God through their work.

    Subscribe to V&C's YouTube Channel


    Like us on Facebook


    Follow us on Twitter


    For more information


    Third-party photos, graphics, and video clips in this video may have been cropped or reframed. Music in this video may have been recut from its original arrangement and timing.

    In the event this video uses Creative Commons assets: If not noted in the description, titles for Creative Commons assets used in this video can be found at the link provided after each asset.

    The use of third-party photos, graphics, video clips, and/or music in this video does not constitute an endorsement from the artists and producers licensing those materials.

    Values & Capitalism is an initiative at the American Enterprise Institute. AEI operates independently of any political party and does not take institutional positions on any issues. AEI scholars, fellows, and their guests frequently take positions on policy and other issues. When they do, they speak for themselves and not for AEI or its trustees or other scholars or employees.

    More information on AEI research integrity can be found here:

    #news #politics #government #education #religion #christianity #ministry #faith #business #economics #economy

  • desc

    audio 6/2/16 LARRY MANTLE re TRUMP UNIVERSITY y dont they investigate hillary & bill also ?

    3:51

    bill clinton made $16 million by lending his name to this for-profit university which targeted certain types of students while not necessarily providing them with quality education.

    Most prominent are Clinton’s ties to the global for-profit education behemoth Laureate Education, for whom her husband, Bill Clinton, worked directly, earning $16.5 million between 2010 and 2014. The former president stepped down from his post as honorary chancellor for Laureate ...

    In some cases, according to several news reports, Laureate’s global outposts spend heavily on marketing and pay student recruiters based on the number of students they enroll, a tactic that is restricted by federal law in the United States. ...
    see

  • desc

    Play Doh Numbers Surprise | ABC Songs for Children, Kindergarten Kids Learn the Alphabet, Toys

    1:12:01

    Billy & Betty Beaver Open Surprise Eggs with Play Doh Inside & Numbers Inside the Play Dough! Children will Learn to Count with this Cute Collection of Catchy Songs & Colorful Lessons to Teach Counting by Busy Beavers.

    Play Doh Numbers Surprise (Red Egg, Number 1) 04:03
    Super Circus 3D Monster Trucks (Billy & Betty Jump) 01:12
    Princess 123s Baby I Love You (3D) 01:38
    Super Circus 3D Red Car Jump 04:14
    Play Doh NUmbers Playset (Number 1, Red) 04:56
    Finger Family Pandas Pop (3D) 05:34
    Paint Mixing (Green) 06:34
    Super Circus 3D Green Car Jump 06:46
    Play Doh Numbers Playset (Number 3, Green) 07:25
    Shapes Sorting Bucket Learning Game (Yellow Star) 08:00
    Super Circus 3D Yellow Car Jump 08:38
    Yellow Car Play 09:14
    Super Circus 3D Alphabet Buses (ABCD) 09:52
    Princess 123s Game 10:39
    Super Circus 3D Monster Trucks (Billy & Mr. Alligator Jump) 11:00
    Super Circus 3D Kid's Olympics (Blue Whale Jump) 11:36
    Princess 123s Show #1 12:08
    Paint Mixing (Pink) 16:00
    Fruit & Vegetable Learning Game (Yellow Banana) 16:18
    Surprise Eggs Count to 30 16:55
    Play Doh Numbers Playset (Number 2, Blue) 18:27
    Counting with Cheese 19:04
    Numbers Chant (3D) 20:42
    Play Doh Numbers Surprise (Green Egg, Number 4) 22:48
    Super Circus 3D Christmas Party 24:00
    Red Heart Song (3D) 24:35
    Super Circus 3D Alphabet Buses (NOPQ) 26:20
    Stevie Steamer 3D Counting Fruits 26:47
    Super Circus 3D Alphabet Buses (NOPQ) 30:03
    Windmill Stackeroo Colors Lesson 30:20
    Super Circus 3D Orange Car Jump 32:00
    Paint Mixing (Orange) 32:34
    Fruit & Vegetable Learning Game (Orange Orange) 32:45
    Play Doh Numbers Surprise (Orange Egg, Number 3) 33:37
    Wheels on the Bus (Orange Bus Version) 34:44
    Fruit & Vegetable Learning Game (Orange Carrot) 36:32
    The Orange is Orange (3D) 37:29
    Super Circus 3D Monster Trucks (Busy Beavers Jump) 40:00
    Apples Are Yummy (3D) 40:35
    Color Game 42:59
    Color Train Color Learning Lesson 46:10
    Super Circus 3D Alphabet Buses (WXYZ) 48:00
    Ever Blink ABCs (3D) 48:43
    Play Doh Numbers Palyset (Number 2, Blue) 51:08
    Super Circus 3D Pumpkin Smash 51:46
    Counting Oranges 51:57
    Super Circus 3D Monster Trucks (Mr. Alligator & Billy Jump) 55:18
    Fruit Salad 56:00
    Super Circus 3D Yellow Car Jump 57:48
    Island Fruits Groove (3D) 58:23
    Super Circus 3D Kid's Olympics (Silly Monkey Jump) 01:01:25
    Finger Family Sharks (3D) 01:01:53
    Super Circus 3D Monster Trucks (Billy & Betty Jump) 01:04:00
    Five Little Monster (3D) 01:04:24
    Five Little Ducks (3D) 01:06:25

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  • desc

    Prince Karim Aga Khan Outstanding Work for Education Health Peace

    29:21

    Shah Karim al-hussani publicly known as Hishighness Prince Karim Aga Khan is the current and the forty ninth hereditary Imam of the Shia Imami Ismaili Muslims as well as the direct descendant of Prophet Muhammad. He is also the Chairman of the Aga Khan Development Network (AKDN). The Aga Khan was born in December 1936 in Geneva Switzerlandand grew up in Nairobi, Kenya. He became the Imam when he was twenty years of age. He succeeded his grandfather Sir Sultan Muhammed Shah Aga Khan. Like his grandfather, the Aga Khan has been concerned about the well-being of all Muslims and non-Muslims alike.

    AKDN is a vast network of agencies that employs eighty thousand people in thirty countries. It is best known for development work in some of the poorest countries in the globe, particularly in Africa and Asia. “The approach of the Imamat has always been to respond to the developmental challenges. Creating opportunity in environments that are fragile and complex,”told His Highness The Aga Khan – Spiritual Leader, Ismaili Muslims. He graduated from Harvard University in 1959 with a BA Honors Degree in Islamic history. Hiskey project development is education.

    “Intellect is a very powerful force. Therefore the human intellect as a force is something I’m admirative and respectful of. Therefore educating people to address issues is a fundamental principle of development for me,” told His Highness. The Aga Khan has dedicated his life into bringing positive changethrough great projects that have impacted the lives of millions of Muslims and non-Muslims.
    “Many parts of Africa there are no Ismailis. So the presence of Ismailis is not a criterion. His Highness looks at the help that he can provide in working with the government,” told Firoz Rasul – President, Aga Khan University.The Aga Khan believes his acts of kindness and generosity is not philanthropy, but that his acts are in accordance to the Holy Koran, which states, “those who spend (freely) whether in prosperity or in adversity; who restrain anger and pardon (all) men;-for Allah loves those who do good.” “It’s part of the ethic of Islam, it’s not philanthropy, and it’s that you have a duty to share what you do not need yourself. If Allah has given you wealth to share, you share,” told The Aga Khan. “The mandate of the Imam is to engage both with the material and the spiritual conditions of not only the community but also those amongst whom the community live. What is important is that this development has to be seen over time as something that brings sustainability in the community,” expounded Prof.

    Credit:-
    Prince Karim Aga Khan Outstanding Work

  • desc

    Section 375 - Rape - Consent Of Drunk Woman For Sex Invalid - Analysis of Bombay HC court judgement

    9:20

    For Pendrive and Tablet Course, Call 95-8004-8004 or
    visit - studyiq.in

    Central Government Act
    Section 375 in The Indian Penal Code
    1[375. Rape.—A man is said to commit “rape” who, except in the case hereinafter excepted, has sexual intercourse with a woman under circumstances falling under any of the six following de­scriptions:—
    (First) — Against her will.
    (Secondly) —Without her consent.
    (Thirdly) — With her consent, when her consent has been obtained by putting her or any person in whom she is interested in fear of death or of hurt.
    (Fourthly) —With her consent, when the man knows that he is not her husband, and that her consent is given because she believes that he is another man to whom she is or believes herself to be law­fully married.
    (Fifthly) — With her consent, when, at the time of giving such consent, by reason of unsoundness of mind or intoxication or the administration by him personally or through another of any stupe­fying or unwholesome substance, she is unable to understand the nature and consequences of that to which she gives consent.
    (Sixthly) — With or without her consent, when she is under sixteen years of age. Explanation.—Penetration is sufficient to constitute the sexual intercourse necessary to the offence of rape.
    (Exception) —Sexual intercourse by a man with his own wife, the wife not being under fifteen years of age, is not rape.] STATE AMENDMENT
    (Manipur) —(a) in clause sixthly, for the word “sixteen” substitute the word “fourteen”; and
    (b) in the Exception, for the word “fifteen” substitute the word “thirteen”. [Vide Act 30 of 1950, sec. 3 (w.e.f. 16-4-1950) (made earlier than Act 43 of 1983)]. COMMENTS Absence of injury on male organ of accused Where a prosecutrix is a minor girl suffering from pain due to ruptured hymen and bleeding vagina depicts same, minor contradictions in her statements they are not of much value, also absence of any injury on male organ of accused is no valid ground for innocence of accused, conviction under section 375 I.P.C. proper; Mohd. Zuber Noor Mohammed Changwadia v. State of Gujarat, 1999 Cr LJ 3419 (Guj). Penetration Mere absence of spermatozoa cannot cast a doubt on the correct­ness of the prosecution case; Prithi Chand v. State of Himachal Pradesh, (1989) Cr LJ 841: AIR 1989 SC 702.

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    Provide Better Healthcare and Education: Why IDA matters for Kenya

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    - Kenya's Economic Secretary, Dr. Geoffrey Mwau, speaks in April 2013 on how IDA has supported the country's development. IDA is the World Bank's fund for the 82 poorest countries in the world.

    Under an IDA-financed health program, over 25.3 million individuals, half of whom were women, directly benefited during fiscal year 2010-11, and about one million children were fully immunized in their first year. See more of Kenya's results:

    Learn more about IDA:

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    Protest RFID Round 2 at NISD School Board SA, TX

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    Beginning this year, the NISD School Board has decided to take on a pilot program for two schools John Jay High School and Jones Middle School of San Antonio, Texas, that will branch out to 110 more schools after the pilot, utilizing the RFID Tag on a Lanyard. If you thought the barcode around a kids neck was a horrible idea, like I did, this takes it to a whole new level. We'll touch on the health issues in a moment, but here's some numbers to throw at you: It cost $525,000 to set up this new program for two schools, all the tags, and for the monitoring set-up. It will cost $136,000 a year, per school to run and maintain. This at a time when John Jay HS is having teachers print textbooks on copy machines, classes are lacking chairs, as well as some teachers only pulling in 11k a year! Not to mention all the other things teachers provide out of their own pocket, the teacher lay-offs, pay-cuts and the maintenance needs of the schools. Once you figure in the other 110 schools, that's $38,800,000 start up cost, a $15,232,000 to maintain yearly, and this money is allocated for education. Education for whom? Someone's learning a lot about your kids.
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    The Hernandez Family is spearheading the fight against RFID Tags, and Andrea Hernandez has taken her stand on the school grounds, refusing this indoctrination, by not wearing the mark Which also makes her marked. Andrea was gathering signatures on a petition for a moratorium on the RFID Tags after school, and was harassed by NISD lackeys to hand over the documents claiming she could not do so on school grounds, and forced her to leave the property or face arrest by the schools' Black Boots, also frothing around her. Back in this writer's day, we had student councils, we liked to fight issues at school, and it is our right to petition the school with grievances! Apparently that's not the case anymore according to Andrea, now it seem's the school keeps their cattle in line from the top down by putting pressure on people with academical threats, and persuasion through incentives. Andrea was even told by the Superintendent, that her failure to participate in the pilot program might get her transferred to another school, kicked out, fined or other forms of removal. On one account, she spoke of her being given the option to wear the old/new plastic bar code if she would come out in favor of the new RFID system and that they would give her back her rights, seeing the hypocrisy of the suggestion, and the insult to her humanity, she declined. What are they teaching your kids with that methodology? Think of the dog training method. They can't buy or check out books, can't buy tickets to events without it!? Teachers giving candy, to high school students for wearing the tracker, and scolding them by not giving candy to those that don't wear it! How likely will that generation, or the next, when adults, be willing to take RFID in the body so they won't forget it for work, or a license, bank account, and all the like that have been put out as reasons to get a CHIP implanted?

    Today was the second round of NISD Board meetings. Support of the family had grown, and with 17 people signing up to speak before the board, measures were taken to shave down the opposition. The only news coverage was channel 4 WOAI, and INFOWARS Nightly News. The Chair Person contrived to allow only 5 people to speak on the RFID issue, and a three minute allowance for each peasant to speak. Others had signed up to speak on a separate issue, the budget, and were given time to speak but they angered the chair when they used part of their time to address the RFID issue as wasteful spending. The chair barked and warned of any outburst will cause the meeting to adjourn. Five speakers addressed the Board, bringing up valid facts and points on the issue, ranging from religious, privacy and medical affects. More coverage on the events in the board meeting to come.

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    The Truth About Cancer: A Global Quest - The True History of Chemo & The Pharmaceutical Monopoly

    1:58:50

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