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 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 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

    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 and For What?

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

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    Education for Whom? Trailer

    3:20

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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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    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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    Waiting for Whom.avi

    2:02

    a video poem about access to early chidhood education for Vancouver's inner-city children

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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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    John Sexton: Education and Globalization

    6:32



    Sexton navigates a global stereophonic conversation about education.

    John Sexton:  Personally today, I'm in a very interesting stereophonic conversation.  In one ear, I hear beautiful symphonic music.  It comes from a person like Gordon Brown in the UK.  It comes from a person like the Crown Prince of Abu Dhabi, who says, I want to built Abu Dhabi, where today there's the beginnings of a full idea capital.  I talk to leaders like Gordon Brown and Sheikh Mohammad Bin Zaid.  I hear from them, first of all, that they embrace the notion that the world of the 21st Century is going to be a world of ideas and that education at the highest level is going to be the key to unlocking that.  They see as the future of their societies investing heavily on the public sphere in higher education and access to higher education for every talented student for a system that builds to press the students as far up the talent pyramid as they can be pressed.  On the other hand, here in the United States, I hear very, very few of our political leaders grasping that concept and dedicating themselves to it.  You hear a person like Mike Bloomberg in New York, who sees the fact that maintaining New York as one of the few idea capitals of the world is key to the city's future and building the infrastructure educationally from kindergarten right through the leading research universities we have in the city is pivotal to New York maintaining its position.  But what you begin to see dangerously is most of our political leaders actually on the other side of the equation.  In the other ear in this stereophonic world in which I live, I hear kind of grating atonal music coming from the political leadership in the United States, where they've begun to demagogue around issues of higher education.  So you hear a constant connection of healthcare costs and the costs of higher education.  It is very simplistic and appealing in the talking point message, especially to the middle class, for whom the higher education costs seem to be skyrocketing.  It's very easy to run past the fact that at most of the great universities of this country where tuition is going up.  It's going up because of the pressure of providing the kind of quality education you have to provide.  It's going up because the cost of books and technology are going up.  It's going up because knowledge is expanding and there's more to cover.  Therefore, you have to hire more faculty to do it.  It's going up because every single reform you want to make to provide a better education for the students who come to you involves lowering the student-faculty ratio, which means increasing your personnel costs.  Universities are essentially, when you boil everything down, irreducibly they are Socrates and the tree and the student.  It's the problem of the live string quartet, that personnel intensive system.  That's what a university is.  It's personnel intensive.  If you have a live string quartet, you can't use technology.  You can't tape the music, because then it's not live.  You can't cut your personnel, because then it's not a quartet.  You can't play the music faster, because then it's not really the music.  That's what we're engaged in a high-class education.  The politicians in the United States, as they appeal glibly to the cost of higher education have begun to pound that which makes this country very special.  Higher education is the pride of this country.  They act as if there's some kind of monopoly out there among the 6,500 actors in higher education, diverse as we are, that is involved in a conspiracy to bilk the middle class of their money.  This could not be more wrong and it could not be more short-sighted.  So here I am in this stereophonic conversation where outside the United States, people are getting the idea that what you need to have the future, to own the future, to be one of the idea capitals in this matrixed world of idea capitals, you need great higher education.  Here in the United States, we're in the process of devaluing that.  In a world where we dominate today, and I guess this isn't a good metaphor to use, +++ Tape #0:16:00.3  +++given the present state of the Yankees, but I'll use it anyway, speaking more to the glory of the franchise over time.  We're in the process of turning the Yankees into the Mudhens, while the rest of the world is saying, We're going to create what you have.  If you look 25 or 50 years out, it's a very dangerous world for the United States.  How do you change that?  You change it by issuing the clarion call to the political leadership to begin to take the long view, even though it may not be the politically effective view.
    Recorded on 5/19/08

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    High Yield Interprofessional Learning in the Workplace: For Whom, How, and Why It Matters

    44:54

    Recorded on March 21st, 2017, from a UCSF Medical Education Grand Rounds Lecture. Sponsored by the Center for Faculty Educators. Affiliated with SFVA Center of Excellence in Primary Care Education.

    More on the leaders who spoke at this event:

    Bridget O'Brien, PhD


    Rebecca Shunk, MD


    Anna Strewler, NP


    UC San Francisco advances health through education, research, patient care and public service. With seven major sites in the San Francisco Bay Area and Fresno, the UCSF School of Medicine is dedicated to improving human health by accelerating scientific discovery and transforming medical education. The school’s new Bridges curriculum is pioneering a new approach to medical education to prepare physicians for practice in the 21st century. Through mentorship and collaborative learning, students are trained to care for patients, conduct research and contribute vital knowledge to improve our health system.

    Visit our channel home page:

    Subscribe to this channel:

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    Rebuilding Myanmar, One Child Labourer at a Time | Tim Aye-Hardy | TEDxInyaLake

    15:22

    A heart-breaking as well as a heart-warming talk chronicling efforts to educate child labourers in Myanmar, for whom going to school is an impossible dream. Education holds a special place in the heart of Tim Aye-Hardy, himself a university student in 1988 when he fled the country following a crackdown on students calling for democracy. So when he came back to Myanmar for the first time after 25 years and noticed child laborers everywhere, he set out to establish a charity that would provide these children with basic education as well as essential life skills. He left his cushy job and life in the U.S. behind and embarked on a challenging few years. The project now provides education to 22,000 children.


    Tim Aye-Hardy is a Co-Founder and Executive Director of myME: Myanmar Mobile Education Project (myMEproject.org), which provides education via mobile classrooms to children in Myanmar (Burma) who've been compelled into indentured servitude at teashop restaurants where they're forced to work long hours every day in order to sustain their families.

    He was born and raised in Yangon, Myanmar (Burma). Tim grew up under multiplerepressive regimes and actively participated and spoke out during 1988 student-led protests in Myanmar by giving speeches to thousands of students on human rights and oppressions while he was attending Rangoon Art and Science University (R.A.S.U). Tim left Myanmar to the U.S. in 1989 after another brutal military coup took control of the country. He attended California Polytechnic University, Pomona and San Diego State University, and earned B.S. and M.S in Computer Science in 1998 and 2007 respectively.

    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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    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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    and on IWANT.TV for Philippine viewers,


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    Waiting for Whom

    2:02

    A video poem about access to early chidhood education for Vancouver's inner-city children. Made by Raycam

    Why do you think that you are above them?



    original: (onesided sound)

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    Real Grammar: Who or Whom?

    2:01

    Welcome to the Real Grammar video series. In this video, Michael Rundell explains the difference between ‘who’ and ‘whom’ and how people use these words in everyday life.

    For more information, visit: macmillandictionary.com

    Images in the video are © Thinkstock.

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    EDD15 - Replay - Right to quality education

    1:28:35

    While significant progress has been made on access to primary education globally since 2000, it is not enough. Too many children drop out of school, especially girls, for whom the transition from primary to secondary education comes at a delicate age. By leaving prematurely, children risk wasting the investment made in their education. Many factors can encourage kids to complete school, for example, increasing the quality of teaching, reducing the hidden costs, and focusing on skills relevant to employment and adult life.

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    Accountability Policies in California: Whos Accountable for What, and to Whom?

    7:37

    David Plank, Executive Director, Policy Analysis for California Education, opening remarks on Accountability Policies in California: Who's Accountable for What, and to Whom?

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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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    Unity - Creative Academy for Alternative Education & Flexible Learning.

    3:38

    Unity - Education & Training Services is an alternative to mainstream education for young people aged 14-16 which uses the arts, sports and culture as a tool for positive personal development and achievement of qualifications.

    Unity Training and Education Services was created to support young people for whom school did not or was not working. This could be for a variety of reasons and not just because they were perceived as naughty, there could be confidence issues, bullying or other barriers that would prevent a young person from realising their full potential.

    The provision is based at the Burslem School of Art, a building once known for developing world renowned artist talent within the ceramics industry. The building's culture and heritage lends itself to the creative curriculum that the young people participate in and offers a fantastic location within its exhibition space to to celebrate their achievements.

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    Farishtay Kin Logon Keliye Nazil Hote Hain - People For Whom Angels Descend By Adv. Faiz Syed

    2:1:33

    About the Speaker:

    NAME: Adv. Faiz Syed

    DESIGNATION:
    * Founder & President, Islamic Research Centre, Aurangabad.
    * President Al-Kitab Education & Welfare Society, Aurangabad.
    * President, Ilm Foundation, Aurangabad.
    * President, Zakat Foundation, Aurangabad.
    * President, Azam Ali Syed Public Library, Aurangabad.
    * Managing Director, Al-Huda Educational Foundation Pvt. Ltd.
    * President, Janseva Credit Co-Operative Society Ltd, Br. Aurangabad (A Non Interest Based Islamic Banking System)
    * Shura Member, All India Dawah Centres Association - AIDCA
    * Director iPlus TV (24×7 Broadcast Islamic Channel)

    FATHER'S NAME: Azam Ali Syed (Saudi Aramco Retired)

    BORN: 12-Dec-1979.

    OCCUPATION: Business.

    EDUCATED AT:
    * Burhani National English High School, Aurangabad.
    * Maulana Azad College of Arts Science & Commerce, Aurangabad.
    * Tom Patrick Institute of Computer & Information Technology, Aurangabad.
    * Dr. Ambedkar College of Law. Aurangabad.

    UNIVERSITY DEGREES:
    * B.Sc. (Bachelor of Science in Computers)
    * M.C.A (Master of Computer Application)
    * B.G.L (Bachelor of General Laws)
    * LL.B (Bachelor of Laws)

    MADARSA (RELIGIOUS SCHOOL) DEGREE:
    Fazil-e-Deoband from Jamia Diniyat Deoband, UP, India

    PUBLIC LECTURES:
    Alhamdulillah Hundreds of Public Lectures usually followed by Question and Answer Sessions given nationally of which 70 are available on DVDs more than 225 topics & 10000 Q & A on YouTube.

    LECTURE TOURS:
    Has given more than 1500 lectures & talks on various subjects followed by open Q & A Session on Islam and Comparative Religion in Urdu & Hindi at more than 100 cities in India like Mumbai, Pune, Delhi, Hyderabad, Lucknow, Phulat, Bengaluru, Chennai, Kolkata, Aligarh, Kharagpur, Asansol, Kulti, Ahmedabad, Nadiad, Vadodara, Bhuj, Anjar, Jodhpur, Jaipur, Sikar, Ladnun, Didwana, Fatehpur, Patna, Secunderabad, Sirsi, Bijapur, Dhanbad, Giridhi, Jamshedpur, Ganjdundwara, Kanpur, Kannauj, Mirzapur, Ghusia, Shahjahanpur, Miranpur Katra, Malerkotla, Ahmedgarh, Roddhiwad, Bhubaneswar, Cuttack, Jatni, Rourkela, Champua, Mangalore, Udupi, Moodbedre, Malpe, Hoode, Jalna, Beed, Buldhana, Parbhani, Selu, Nanded, Dharmabad, Osmanabad, Yavatmal, Adilabad, Amravati, Solapur, Ahmednagar, Kalyan, Bhiwandi, Thane, Taloli, Tandur, Vijaywada, Chandol, Tenali, Kankinara, Akot, Khuldabad, Gangapur, Chalisgaon, Sillod, Anwa, Pachora, Bhusawal, Ajanta, Mehkar, Pandharkawada, Pusad, Ambad, Dawarwadi, Agarbadgaon, Paithan, Dhawda, Dewalghat and other cities.

    He has also delivered a lecture at:
    King Fahad University of Petroleum & Minerals (KFUPM) Dhahran, Saudi Arabia.
    World Assembly of Muslim Youth (WAMY) Centre at East Dammam, Saudi Arabia.
    Al Manar Centre, Dubai, UAE.
    United Goan Muslim Community, Dubai, UAE.
    Madarsa Ayesha, Ramaul, Sirha, Nepal.
    He is called for guest lectures at various Institutions, Organizations, Colleges and Schools.

    ABOUT ISLAMIC RESEARCH CENTRE:

    Islamic Research Centre (IRC) is a Registered, Non-profit organization, established in 2001 & Adv. Faiz Syed is its founder president. IRC aims to convey the true message of Islam (Peace) to Muslims as well as Non-Muslims with wisdom & beautiful preaching and to remove misconception about Islam among the masses and to provide social and welfare assistance to poor and needy in the field of Education, Health & Charity.
    IRC uses modern technology for its activities wherever feasible. Its presentation of Islam reaches millions of people worldwide through the internet, cable TV and the print media. IRC's activities and facilities provide the much needed understanding about the truth and excellence of Islamic teachings - based on the glorious Qur'an, authentic Hadith as understood by Salaf of this Ummah and also reason, logic & scientific facts.

    ACTIVITIES OF ISLAMIC RESEARCH CENTRE

    STUDENTS WING
    LADIES' WING
    CHILDREN'S WING
    WEEKLY LECTURES
    GUEST LECTURES
    APPROVED IOU CENTRE
    DAWAH TRAINING PROGRAM (DTP)
    DAWAH TOURS
    REFERENCE BOOKS LIBRARY
    AUDIO VIDEO LIBRARY
    MEDIA CELL
    CAREER GUIDANCE
    LITERATURE DISTRIBUTION
    CALL AALIM (SCHOLAR) FACILITY
    PROGRAMS FOR NON MUSLIMS
    ISLAMIC CONFERENCE (Every Year In Ramadhan))
    ISLAMIC BOOK FAIR (Every Year In January)
    ISLAMIC SUMMER CAMP (Every Year)
    ISLAMIC BOOK CENTRE (IBC)
    ISLAMIC MEDIA CENTRE (IMC)
    EXHIBITION (On Various Themes)
    BAITULMAAL (CHARITY FUND)

    YOU ARE INVITED TO:
    Visit IRC & Utilize IRC's Program, Library, Courses, Facilities and Other Services.
    Assist IRC in organizing all the above activities by offering your time, skill & services.
    Contribute to the Noble cause in Cash, Kind, Zakat & Non-Zakat Fund.
    Yours suggestion are most welcome.

    ISLAMIC RESEARCH CENTRE.
    # 1-23-100, Rohila Gali, Aurangabad - 431001
    Maharashtra, India. islam@irc-india.com
    Tel: +91-240-2336984 / 2330655 / 2359040.

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    education The philosophy of physics

    2:05

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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

    1:25

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    Can MOOCs Increase Access to Education? Evidence from a Large New Computer Science Degree Program

    1:29:35

    Joshua Goodman, Associate Professor of Public Policy, Harvard University

    Though MOOCs and online technology have generated excitement about their potential to increase access to education, most existing research has focused on comparisons of student performance across online and in-person formats. We provide the first evidence on the impact of online education on the amount of education pursued. Georgia Tech's Online M.S. in Computer Science is the first model combining the inexpensive nature of MOOCs with a degree program from a highly-ranked institution, a price-quality pairing that has not been seen before. A regression discontinuity design around an admissions threshold shows that access to this low cost, high quality option substantially increases the amount of formal education pursued, with demand driven largely by mid-career Americans for whom in-person options are not appealing. Our estimates suggest that, by satisfying previously unmet demand for mid-career training, this single program will boost annual production of American computer science master’s degrees by eight percent.

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    Spanish as a resource - but for whom?

    58:13

    Speaker: Dr. Jan Hill
    Thursday, February 21st, 2013
    The University of Arizona, College of Education

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    Donate Today – Food Allergy Research & Education

    13

    Donate Today – Food Allergy Research & Education.

    Fares Teal Pumping Project promotes safety, inclusion and respect of individuals managing food allergies. This nationwide movement offers an alternative for kids with food allergies, as well as other children for whom candy is not an option, and keeps Halloween a fun, positives experience for all!

    I hope to share with you! Please like share comment and don’t forget subscribe my you tube channel with some more exclusive video waiting for you …Thanks for watching my video.

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    For Whom The School Bell Tolls

    6:53

    Here is the final video project of the 2015 Script 2 Screen Film Summer Camp that I ran through the RSU-5 Recreation & Education in Freeport, Maine. It is about a group of students who arrive for Saturday morning detention. All does not appear as it seems or does it! ;) The film was written, starred, partially filmed, partially edited by 7 students from 3rd to 8th grade. Special Thanks to Daniel Sinclair (Co-Director/Editor), Ben Sinclair (Camera/Sound) & Kate Doherty (Camera/Sound).

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    The Coming Fall Of Aleppo: Victory For Whom?

    17:43

    RonPaulLibertyReport Streamed live Nov 29, 2016

    Hey! Find out how to to get real Liberty Education (economics, history) worth learning at


    The Syrian government is said to have captured up to 40 percent of rebel-held east Aleppo over the past week, raising the likelihood that this major population center will fall from rebel hands.
    What does this mean for the US policy of regime change for Syria and what does it mean for US military involvement in the country?



    The Syrian Army, aided by the Russian military, has re-captured more than 40 percent of the territory in east Aleppo held by rebels. It appears just a matter of time before the final large population center in Syria will be back in government hands. Another US regime change operation that has failed to produce promised results. What happens to the Syria project in the next US administration?

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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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    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.

    ONLINE COURSE:
    WEBSITE:
    FACEBOOK:
    INSTAGRAM:
    TWITTER:

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    Who Cheats Whom in an Exam? | Akshat Tyagi | TEDxSGGSCC

    12:32

    Akshat Tyagi is the author of India’s first young critical commentary of the schooling model. In his talk at TEDxSGGSCC, he makes a case for rethinking dominant view about cheating in exams. He passionately argues against the present evaluation system for incentivizing cheating.

    Akshat Tyagi is a sixteen year old entrepreneur and author from Delhi. His book, Naked Emperor of Education: A product review of the education system; is the first Indian student voice against the current regime of compulsory schooling. Nevertheless, he truly is an auroral mind wrapped in a small scaled figure.

    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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    Muscle conditioning exercise Swiss Ball dead bug ab curl

    7:01

    Marietta Mehanni is an exercise expert, whom not only teaches regular group fitness classes in Melbourne, but also delivers education for fitness professionals world wide. This video demonstrates a muscle conditioning exercise that is also pelvic floor safe option. For more information, head to mariettamehanni.com
    Home workout exercises
    What exercises can I do with a swiss ball?

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    Change 100 Lives - one day they may change yours

    1:47



    How can one person change the world? There are few things as empowering and liberating as an education. Watch to experience a brief insight into the lives of young Australians for whom education has been a privilege made possible by the generosity of others.

    Watch the full version of the video here:

    The Deakin University Change 100 Lives campaign aims to address the challenges of equity, access and participation in higher education for students around Australia. Please get involved, lend a hand, and help change a life today. You never know - one day they may change yours.

    Find out more about how you can get involved at:

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