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WHY I BELIEVE A UNIVERSITY COLLEGE EDUCATION & CORPORATE MEDIA ARE RESPONSIBLE FOR BRAINWASHING

THE MASSES

BY ARJUN WALIA

A declassified document from the CIA archives in the form of a letter from a CIA task force

addressed to the Director of the Central Intelligence Agency details the close relationship that

exists between the CIA and mainstream media and academia.

The document states that the CIA task force �now has relationships with reporters from

every major wire service, newspaper, news weekly, and television network in the nation,�

and that �this has helped us turn some �intelligence failure� stories into �intelligence success�

stories,� and has contributed to the accuracy of countless others.� Furthermore, it explains

how the agency has �persuaded reporters to postpone, change, hold, or even scrap stories

that could have adversely affected national security interests or jeopardized sources

and methods.�

Although it is a document outlining their desire to become more open and transparent,

the deception outlined by various whistleblowers (example) requires us to read between the

lines and recognize that the relationships shared between intelligence agencies and our

sources of information are not always warranted and pose inherent conflicts of interest.

Herein lies the problem: What is �national security,� and who determines that definition?

JFK bravely told the world that the �dangers of excessive and unwarranted concealment of

pertinent facts far outweigh[] the dangers which are cited to justify it.� He also

said that �there is very grave danger that an announced need for increased security will

be seized upon by those anxious to expand its meaning to the very limits of official

censorship and concealment.�

�National security� is now an umbrella term used to justify concealing information,

but who makes these decisions? You can read more about our world of secrecy and the Black

Budget here.

Not only are countless documents classified every single year in North America, but false

information and �fake news� are routinely dispersed, mainly by mainstream media outlets

� a reality that is clearly conveyed in this document and has been expressed by multiple

mainstream media journalists themselves. And as with the NSA surveillance program that

was exposed by Edward Snowden, it�s a global problem.

Dr. Udo Ulfkotte, a prominent German journalist and editor for more than two decades, is one

example. He blew the whistle on public television, stating that he was forced to publish the

works of intelligence agencies under his own name and that noncompliance with these orders

would result in him losing his job.

Sharyl Attkisson and Amber Lyon, both well-known mainstream media reporters and journalists,

have also exposed funded movements by political, corporate, and other special interests, and

have revealed that they are routinely paid by the U.S. government as well as foreign

governments to selectively report and distort information on certain events.

Let�s not forget about Operation Mockingbird, a CIA-based initiative to control mainstream

media.

The document not only outlines the CIA�s role in media, but also the entire entertainment

industry in general, lending further weight to revelations offered by celebrities like

Jim Carrey. He appeared as a guest on Jimmy Kimmel Live, saying that, �For years now,

talk show hosts, people on television, people in sitcoms have been, hired by the government

to throw you off the tracks, to distract you, to make you laugh and stuff like that, make

you happy and docile so you don�t know what�s really going on.�

While some question whether he was merely joking, the facts still remain. Another celebrity,

who was clearly serious, is Roseanne Barr, who referenced the CIA�s MK Ultra mind control

program � a previously classified research program through the CIA�s scientific intelligence

division that tested behavioural modification and perception manipulation on human beings.

What we seem to have here is an attempt to manipulate public perception of global events

through mainstream media and news publications. But what�s perhaps most interesting is the

fact that a lot of people are now waking up and seeing through many of these lies and

manipulation tactics. Instead of just blindly believing what we hear on television, more

people are starting to think critically, do independent research, and examine a wide array

of sources and information.

So many opportunities have emerged within the past few years allowing others to see

this more clearly. One was the recent �fake news� epidemic, where evidence surfaced

exposing information that threatened the global elite. Wikileaks is perhaps one of the greatest

examples. For mainstream media to basically label everything else as �fake news� was

quite ironic, given that it seems the majority of people consider mainstream media themselves

to be the real �fake news,� and this is now even more evident given the information

presented above in this article.

The documents also touch upon the fact that they are constantly in touch with the entertainment

industry, giving advice on scenes and direction, as well as how things happened in certain

situations. Personally, I feel the industry is largely used to push propaganda, like patriotism.

Patriotism is pumped into the population to support a large military in the name of �national

security.� We are being fooled, wars are not waged for defence, but for offence and

to push forth political agendas.

So you see, there are multiple reasons for these CIA connections to various industries.

Academia

From a young age we�re taught that getting an education is the key to living a good life.

Getting a decent job, making good money, even finding the right partner � all depend on

following a certain path. Yet many concepts and topics are, as previously illustrated,

kept from public viewing, and this includes plenty of important science.

The U.S. intelligence community investigated parapsychology (ESP, remote viewing, telepathy,

etc.) for more than two decades, for instance. Russell Targ, a physicist who has spent several

decades working in a U.S. government program exploring these concepts, recently shared

his experience doing so in a TED talk that is now approaching 1 million views.

Another great example of Black Budget science comes from Ben Rich, the second director of

Lockheed Skunkworks, who worked there from 1975-1991. He�s been called the Father of

Stealth, having overseen the development of the first stealth fighter, the F-117 Nighthawk.

Before his death, Rich made several shocking open statements about the reality of UFOs

and extraterrestrials.

�We already have the means to travel among the stars, but these technologies are locked

up in black projects, and it would take an act of God to ever get them out to benefit

humanity. Anything you can imagine, we already know how to do it.�

�We now have technology to take ET home. No it won�t take someone�s lifetime to

do it. There is an error in the equations. We know what it is. We now have the capability

to travel to the stars.�

�There are two types of UFOs � the ones we build and the ones �they� build.�

To read more about those comments and examine the sources, you can refer to this article

that goes into more detail about it.

Information like this, including testimony from hundreds of others, suggests that the

�classified world� is much more advanced than our mainstream one.

This particular document states that the agency exposes administrators of academic institutions

to the agency on a regular basis.

Obviously, as with any other job, the CIA would be looking for what they consider to

be qualified individuals. But the document does outline its close relationship with academia

in general.

This is because certain developments and information that stem from academia could threaten national

security and therefore must be kept out of the curriculum, and the public domain.

Take, for example, documents obtained via the Freedom of Information Act (FOIA) that

reveal how the U.S. government has been using a secret system to withhold the approval of

some applications.

This 50-page document was obtained by Kilpatrick Towsend & Stockton, LLP, who commonly represent

major tech companies that include Apple, Google, and Twitter (to name a few). You can view

that entire document here. (source)

The program delaying patent applications is called the Sensitive Application Warning System

(SWAS). Usually when an application is submitted for a patent approval, it requires a couple

of examiners who work with the Patent Office to go through their process of approval. This

process usually takes one to two years, but applications that are filed in SAWS must be

approved from several people, and can be delayed for a number of years.

One great example (out of many) of delayed patent applications comes from Dr. Gerald

F. Ross, who filed a patent application for a new invention he had devised to defeat the

jamming of electromagnetic transmissions at specified frequencies. It was not until June

17, 2014 (almost 37 years later) that this patent was granted.

It�s important to note (as reported by the Federation of American Scientists � see

annotated bibliography) that there were over 5,000 inventions that were under secrecy orders

at the end of fiscal year 2014, which marked the highest number of secrecy orders in effect

since 1994.

Steven Aftergood from the Federation of American Scientists reports:

The 1971 list indicates that patents for solar photovoltaic generators were subject to review

and possible restriction if the photovoltaics were more than 20% efficient. Energy conversion

systems were likewise subject to review and possible restriction if they offered conversion

efficiencies �in excess of 70-80%.�

This is all thanks to an act many people are unaware of. It�s called the �Invention

Secrecy Act,� and it was written in 1951. Under this act, patent applications on new

inventions can be subject to secrecy orders, which can restrict their publication if government

agencies believe that their disclosure would be harmful to national security.

Final Thoughts

So, as you see, science and academia in the mainstream world can only go so far. We continue

to rely on government institutions to define truth and reality for us, to outline the limits

of what is possible. In many instances, these places to which we go to �learn� are actually

diminishing, not supporting, our creativity and critical thinking skills. That�s not

to say that there aren�t good aspects of the experience, but overall, we are not accessing

our full potential.

When information is hidden from us as well as manipulated at the same time, it�s only

going to spark more curiosity among the people. And that�s one aspect of the current shift

in consciousness that�s happening on our planet. We�re beginning to see the human

experience in a different light, and starting to recognize that the time for change

is really here. What are we going to do about it?

For more infomation >> WHY I BELIEVE A UNIVERSITY COLLEGE EDUCATION & CORPORATE MEDIA ARE RESPONSIBLE FOR BRAINWASHING THE - Duration: 12:14.

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Historical Lies That Will Make You Rethink Your Entire Education - Duration: 5:21.

It's not easy being a teacher these days.

Low salaries, long hours, and overcrowded classrooms are just the start of the challenges

faced by educators, who often have to deal with outdated and incorrect textbooks as well.

So it's no wonder that sometimes things slip through the cracks.

Here's a look at some especially persistent false historical facts that are kids are still

being taught in schools.

Einstein failed math

For decades, teachers and parents have tried to inspire kids who don't quite excel in school

with a historical fun fact: "Even Einstein failed math as a kid."

As a message of encouragement to late bloomers, it's great.

As history, though, it gets an "F." In 1984, a Princeton University team led by Dr. John

Stachel discovered that Einstein was actually a kid genius who had conquered college-level

physics by age 11 and was fluent in Latin and Greek.

The reason people thought he had failed math was simply due to people misunderstanding

the grading scale on his report card.

"Way to go, Einstein!"

So was Einstein actually bad at any subjects?

Just French.

French is hard.

Pilgrims dressed in black and white

Learning about the Pilgrims and their role in the European colonization of America is

a major part of any American's elementary school education.

Also a part of school: plays in which kids dress up like Pilgrims and re-enact the first

Thanksgiving.

Invariably, the costumes are ill-fitting black and white garments topped with big, black

hats, which fits with the idea of the Pilgrims as strict, simple people.

But according to Pilgrim expert Caleb Johnson, the Pilgrims actually wore clothes that were

all kinds of styles and colors.

The idea that they dressed in severe black and white outfits comes from paintings done

in the 1800s, when all people actually tended to dress in darker, more drab styles.

The more you know.

The U.S. declared independence on July 4

Fireworks, flag cakes, and barbecues — your Fourth of July activities to celebrate American

independence from Mother England are a lie.

The Second Continental Congress convened in Philadelphia on July 1, 1776, and the next

day — July 2nd, not July 4th — representatives from the 13 colonies overwhelmingly approved

a motion to declare independence.

It took them two days to agree on the wording of the Declaration of Independence, however,

so it wasn't until the fourth that they ratified it.

Since that date was on the top of the document, it's the one that stuck in everyone's minds.

But the whole process took a long time.

Members of Congress didn't actually begin signing the Declaration until August 2, and

King George the Third didn't get wind of it until October.

These days, of course, you could do the whole thing instantly with a simple Facebook post.

Abner Doubleday invented baseball

In 1903, Baseball Guide editor Henry Chadwick wrote about how baseball had evolved from

the British games of cricket and rounders.

The magazine's publisher, sporting goods kingpin Albert Spalding, responded by forming a commission

to prove baseball actually had American origins.

The commission's report, issued in 1907, was based mainly on a letter from a man named

Abner Graves.

He claimed to have been in Cooperstown, New York, in 1839 when future Civil War general

Abner Doubleday outlined a diamond in the dirt and wrote up rules for a game called

"Base Ball."

Spalding took that assertion for fact.

To do so, he ignored two actual facts: first, commission member A.G. Mills, who was close

friends with Doubleday, couldn't remember Doubleday ever mentioning baseball.

And second, in 1839 Doubleday was a cadet at West Point, not in Cooperstown.

These days, historians think baseball is one of several sports derived from stoolball,

which was played in England as far back as the 15th century.

Sorry, America!

Columbus had to prove the world was round

While few still think Christopher Columbus actually discovered America, many believe

the explorer's voyage was important because it proved the world was round.

But this was not the case.

In fact, people knew the Earth was round as far back as ancient Greece.

In the 19th century, however, writers like Washington Irving used the Columbus story

to take potshots at the Catholic Church, claiming the explorer had to convince superstitious

clergymen that the Earth wasn't flat like they thought.

The idea caught on with the general public, just another testament to the power of fake

news.

'War of the Worlds' caused mass hysteria

The textbook definition of "mass hysteria" is probably the October 1938 chaos that resulted

from Orson Welles' radio adaptation of H.G. Wells' The War of the Worlds.

Welles and the Mercury Theatre on the Air radio program presented the terrifying story

of a New Jersey alien invasion as breaking news, with on-the-scene reports so convincing

that hordes fled their homes in terror.

We know that really happened, because the newspapers of the day said so!

Unfortunately, the creative license hadn't ended with the radio program.

According to History.com, newspaper publishers took what few reports there were of people

panicking and built it up to create a story of far-reaching mania over War of the Worlds

and to make radio look bad.

Gotta watch out for those emerging technologies.

In fact, relatively few people were "fooled" by The War of the Worlds.

Just in case anybody tuned in late, CBS Radio aired multiple disclaimers reassuring listeners

that the broadcast was fictional.

Also, there couldn't have been widespread panic...because not very many people were

even listening in the first place.

Ratings reports from the time found that only 2 percent of respondents tuned in to The War

of the Worlds because it aired opposite NBC's popular Chase and Sanborn Hour, which featured

ventriloquist Edgar Bergen.

So 1930s Americans didn't believe aliens were landing.

But they thought a ventriloquist they couldn't actually see was somehow really entertaining.

You can decide for yourself which is crazier.

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For more infomation >> Historical Lies That Will Make You Rethink Your Entire Education - Duration: 5:21.

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For more infomation >> Learn colors with balls outdoor & Nursery Rhymes for kids & Education for kids - Duration: 4:03.

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Aim Higher, Achieve More Education Forum - Duration: 4:51.

Good evening and welcome to Central Piedmont Community College. It's

certainly our pleasure to host this evening and it certainly is my great

pleasure to serve as president of Central Piedmont Community College. It's

our great pleasure not only to serve as the host because this is an important

discussion tonight about the vital role of higher education in North Carolina. We

are proud at Bank of America to support your efforts to create affordable,

quality education for students throughout our state. This is an

incredible panel of education thought leaders that are assembled tonight to

discuss and ultimately drive action on this important issue.

As Kandi said, higher education is an absolute imperative for the future of

our state and for our workforce. Two out of every three new jobs now require some

form of post-secondary education. And part of that vision is for us together

all of us the panelists, the people out there in this room, to make North

Carolina a top 10 educated state by 2025.

Not only can we do that, but we must. Now I believe our higher education is there

now already, but we have to look at the whole spectrum. We have to increase the

number of people who have four-year degrees, associate degrees and

certifications. I told them I told that high school graduating class that over

half the jobs that they would have an opportunity to get in their lifetimes

have not even been invented yet. That shows you the importance of

education. So given all that you know about where North Carolina is today with

respect to post-secondary education, where do we need to be and what should

we prioritize to get there? Well we need to make sure that the opportunities are

there for every student and it all starts I believe with a good solid

pre-k program with getting the kids when they're very young to get those

foundational skills to be able to learn. We need to make sure that college is

affordable and accessible. What are examples of some on-ramps we need but

perhaps don't have? You know I love that analogy of an on-ramp because if you're

you know going onto the highway you can kind of see your way clear you speed up

and you stay sped up, so it's something that I kind of like to think about as

you know what we ought to be doing for our students. Jennifer just mentioned a

couple of examples and these are things where our partnerships between our

community colleges and the university and even within the university where we

can help facilitate those pathways, better financial aid, more transfer of

credit acceptance. You know we have some articulation agreements but we can do

more. Competency-based education a la carte kind of six- and eight-week

programs so that people are taking it in a convenient way for them so that

they're getting through efficiently and quickly. One value I think we don't talk

enough about in higher education it's time we talked a lot about affordability

and money but you know I'd rather get out in four years you know than

six because obviously the opportunity cost and the affordability so we need to

help students really get in and get out. To meet the job

demands in the future the Lumina Foundation projects that 60% of US

citizens must meet post-secondary education attainment certifications by

2025. North Carolina is currently at 45.9 percent. What needs

to happen for North Carolina to meet the goal of 60 percent? A lot! Clearly for

us to meet that goal not only do we need to increase attainment rates, we need to

increase the number of students getting into the pipeline to begin with. That

starts with we have to emphasize career exploration and career developing career

goals early in a student's education. Right now

we do not have North Carolina does not have a definitive high-quality, easy to

access career information portal that all students have access to so that we

understand what jobs are available and what education we have available to

train them in to qualify for those jobs. I've been many ideas shared here tonight

that can help make college and post education skill development more

affordable and more accessible. Post-secondary education has been what

this state has set the state apart for decades. I've said this over and over

it's made people think of us as the most progressive state in the southeast.

For more infomation >> Aim Higher, Achieve More Education Forum - Duration: 4:51.

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Colorado AG: Opioid Education Begins At Home - Duration: 2:02.

For more infomation >> Colorado AG: Opioid Education Begins At Home - Duration: 2:02.

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Pt. 1 Beginnings: Art Education at Ohio State - Duration: 9:51.

how easily and you know time passes how people come into our lives and out of

our lives how they influence us and how they they make us who we are and then in

the long run we're all forgotten and in the long run I kind of wonder what's

left you know you know stones in the cemetery or or books on the shelf in the

library or something like that

but I started all of this and talking about my life at Ohio State by

acknowledging that there are so many people and so many events some of which

I have now forgotten that had that bring us to the present and here we are now

but having said now it's already past my name is Arthur Efland I'm a professor

emeritus which is a title they give old professors that won't go away

I'm Ken Marantz, Kenneth Marantz chairman of the art education program

at Ohio State for a decade or more

I was the chair of the division of art education at Northern Illinois

University for the past several years and I had been at NIU for 16 to 20 years

and I had come here to work with Terry Barrett in the summers. I love Terry

Barrett's work so much and his his art criticism and mine are very closely

aligned. Terry and I taught together in the summers here several times, and in the

process of teaching the students at Ohio State I learned that it wasn't as scary

a place as I had always envisioned it being and that the people here were

absolutely incredibly supportive, kind, and generous of spirit. I don't know that

I had given very serious thought about all of the ramifications of art

education. Like so many young people I enjoyed the fact that I could make

things I could draw with some accuracy. I had work commercially as a cartoonist, I

was an anchor for the Captain Marvel Comics. For me it was the the justice the

joy in making art and the thought of being a teacher that would help others

to experience that same kind of pleasure and excitement in making things. The

thought of art education as we discuss it now was just so far removed from me.

The idea that there was a larger discipline of knowing really stemming

from writings such as John Dewey's artists experience, it was just at that

point unknown to me. I got in economics. My father was a businessman,

then I met stupidly thought there was a relationship between the study of

economics academically and business. I soon found that was there was none. I was

taking art courses. It's part of the fun and the opportunity, sculpture in

particular. It was in 1948 that I started working as an art teacher in Elizabeth,

New Jersey. The director of art education was a women named Marion Quinn Dicks, who

was memorable in the field. There's now an award at the NAEA

in in her name, but Marion was just a warm generous person who just loved art,

loved people, and that was an amazing art supervisor. She and her husband Lester

Dicks, who was a professor at Brooklyn College, had through some previous

connections I started to work with Manny Barkan and Harold Pepinsky, both of

whom were at Ohio State, in planning a conference on creativity. The conference

was sponsored by the Rockefeller Foundation, and at the time was starting

to engage in some important discourse about the nature of creativity as a is a

broad essential theme for teaching, not only art, but teaching in general. And his

research on creativity, it's come in a full loop and it's now one of the most

popular topics for research in both art education and in arts policy and

administration. As they plan that conference, Marion said to me, Manny is

coming to town why don't you come and sit in with us -- and so I as a young art

teacher was so privileged to be sitting in with all these bigwigs you know, and

planning a conference. But that was the the occasion

in which I first met Manny Barkan, and thus began my career at Ohio State. From

the very beginning when Manny Barkan was the first chair of the department,

it has included some of the most important people to make their marks on

art education. Manny Barkan's great strength was that he

had many friends and associates throughout the United States. I don't

know what it was that Manny saw in me. I think at the outset of we

hit it off. There are times when you meet somebody and you like them

immediately. I mean, what happened was I guess Jerry must have talked to Manny

Barkan, and while I was getting ready for class at Fresno State one day, the phone

rang and it was Manny, and I could feel him

pulling me away from Fresno. We had offered Ken Marantz a position on the

Ohio State faculty about to two, possibly three years prior to is

actually coming. I have known Ken since the late 1940s he was a student in

New Jersey. I think he was teaching in New Jersey and I was teaching in New

Jersey, so we know each other then. I was asked to consider coming to

Columbus. Manny Barkan had died. Manny was a big

wheel in art education at the time, he was building a strong department. We

liked each other and that's where it all started.

At that time was a division because it was still relatively small, and according

to university rules you had to have certain -- so I think there were ten

faculty members, and there were only eight I think when I came. That

was one of my achievements --

attracting enough new faculty so that we became a department, and all

that came with the department. I feel good about that. We grew since then, up to

close to 20 at one time. And as a result, we worked together on a number of

different projects in the aegis of the National Art Education

Association or the Ohio Art Education Association, and

developed the friendships with people. I can't tell you what a thrill it was for me

to be teaching at a university, a place where you could spend time dealing with

ideas and interesting people: Gill Hall, Chuck Surrey, Joe Fitzpatrick, Sid Chaffetz,

Irwin Hebna, David Black. David Black -- there was a large sculpture that was

at the 15 Street entrance to the campus. It's been moved from that point, I

don't know where it is, large white structural piece. That's his.

For more infomation >> Pt. 1 Beginnings: Art Education at Ohio State - Duration: 9:51.

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Tujuanna Austin shares how the Telfer MSc in Health Systems complements her undergraduate education - Duration: 1:34.

Female: My name is Tujuanna Austin.

I'm a first year student in the Masters of Science in Health Systems program at the University

of Ottawa's Telfer School of Management.

I chose this program because I wanted to study health management from a systems level perspective.

I wanted to study the attractions between healthcare managers, healthcare practitioners

and patients, and I wanted to study the interactions or the outcomes of those interactions on the

provision of patient care.

Something that really attracted me to the program was the inclusion of the internship,

which will allow me to apply things that I learned in class to a real world's perspective.

The courses in the program are taught by professors with a wide range of research experience.

For example, we have professors like Jonathan Patrick who study Operations Research, professors

like Pavel Andreev, who study Health Information Systems and professors like Samia Chreim,

who study Change Management.

The student culture in the program is very diverse as well.

The program attracts students from a wide range of backgrounds.

For example, there are students from engineering, students from social sciences.

I personally come from a health sciences background, and I find that the program complements my

undergraduate education well, while also exposing me to a different side of healthcare.

These are the reasons why I chose the MSc in Health Systems.

- End of Recording -

For more infomation >> Tujuanna Austin shares how the Telfer MSc in Health Systems complements her undergraduate education - Duration: 1:34.

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Writing Skill~Learn English Writing from Khmer Sentences on "Education" | Lesson 71 | Onn Rathy - Duration: 15:19.

Writing Skill~ Education

By Onn Rathy

For more infomation >> Writing Skill~Learn English Writing from Khmer Sentences on "Education" | Lesson 71 | Onn Rathy - Duration: 15:19.

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USF Health | Education, Research and Health Care - Duration: 6:23.

USF Health is an academic partnership of the University of South Florida's four

health colleges and it's faculty practice plan. Through talent and

innovation USF Health integrates education, research and health care. The

new world we live in of health care delivery is a team sport and it involves

nurses and physical therapists and pharmacists and doctors all working

together to take the best possible care of patients. The care giver of the future,

the practitioner of the future, is one that really has to understand that we're

a team and each of us as a team member bring a unique expertise to that team.

We've formed a nucleus of what becomes outstanding research, educational

programs and clinical programs so overall our mission is to make life

better. This kind of environment not only allows us to take what is innovative

about what academic health centers do, we invent things for the future to try to

improve patient care and the bedside care that we provide and so what this

allows us to do is to kind of take that practice move it to reality so when the

patients are receiving care from our faculty and from our students and

residents they're receiving the best. We understand that we have to be concerned

about prevention. We have to be available on the ground with the highest capacity

to treat conditions when they occur and then we understand we have to be on the

back end to make sure that whatever intervention whatever treatment whatever

we deployed has the maximum outcome. Teaching and learning together is the

basis for future care and we know that team care is the best bet. USF Health is

the partnership of the Morsani College of Medicine, the College of

Nursing, the College of Public Health the College of Pharmacy, the school of

Physical Therapy and Rehabilitation Sciences and the USF Physicians group.

One day our students will be the transformational leaders in health care

and we want to make sure that we've done everything to train them at the highest

level possible that they have to maintain their curiosity

and always look for opportunities to implement innovative means of delivering

health care. My role as the founding dean of the College of Pharmacy has been

extremely fun. It's been extremely rewarding,

we've had an opportunity to really take the decades-long profession of pharmacy

and help it evolve into what it will be decades from now, focusing on

individualized medicine. Ffocusing in and implementing technology and innovation

and informatics in the way that people hadn't commonly thought about before and

we bring all of their real-time into our curriculum and our students are now

benefiting from that and they're learning how to go out and apply it in a

much different manner and any one of their predecessors had done before them.

The nursing profession must be that leader in understanding what is the

science of Nursing and so what we are very proud of here at the USF College of

Nursing that we are number one in NIH PhD studies across the State University

System. We're leading the way with advanced practice nurses and so we are

number one in graduate programs for the state of Florida. We currently, each year,

graduate over 200 prepared nurses in addition to that graduate over 350

nurses who are achieving their BSN. We also have a very robust nurse

anesthetist program and finally we have developed a program for our vets. e

The mission of the school of physical therapy and rehabilitation sciences is

really to educate movement scientist experts who are proficient and

interprofessional practice evidence-based care clinical care and

research. An important part of what we're doing is to educate doctor of physical

therapy students at the same time we have a very robust research mission and

we also have an active clinical mission where we treat patients. We were the very

first public DPT program in Florida. We're also one of only three programs

that are ranked high by the US News and World Report so we've had a very high

national pass-rate and we're typically above the state and national.

We have a saying here, we say our practices our passion. The public health part of

USF health is how we think about the population as a whole. You often don't

see it it's the behind the scenes kind of stuff trying to prevent the illnesses

and the diseases and the conditions in the first place.

This College has been distinctive from the moment it was created, we were the

first College of Public Health in the United States to offer a completely

outside off-campus Master Public Health Program. Now what we're really excited

about is we're anticipating the future of our field and we've been leading in

efforts to transform our curricula our students actually become the voices and

the eyes and the ears that actually spread this great knowledge and this

great passion across the world. It's really very exciting.

We have created a culture that makes learning fun, that instills in our students a

passion for their profession the Morsani College of Medicine has an

outstanding national reputation for training students who are resident-ready.

We have one of the highest MCAT scores in the country so our students are

wicked smart. Wwe are also blessed to have some unique training aspects of our

program CAMLS, the primary site for their simulation training, but our SELECT

program, which is allowing physicians to gain access to health care policy and the

business of medicine and community health. I am laser focused on three things and

that is teaching, great training for all of our health science students, and doing

outstanding research, whether that involves comparative effectiveness

research to developing new drugs and new devices and conducting basic research

into understanding the basic mechanisms of a variety of disease, and our third

mission is to take great care of patients, whatever care

so we have all the ingredients that we need to keep the people healthy.

For more infomation >> USF Health | Education, Research and Health Care - Duration: 6:23.

-------------------------------------------

2017 State of Education Address - San Bernardino - Duration: 54:13.

>> Aguilar: the colors will be presented by Chaffey High School Navy

JROTC under the direction of Lieutenant Commander Martin Jones leading the

Pledge of Allegiance is CJ Rogers student at David Stein Chaffey West

Community School following the salute to our flag the Chino Hills High School

drumline and saxophone quartet will perform a patriotic cadence and the

national anthem.

Would you all please follow me as I lead you in the flag salute.

Put your hand over your heart, ready, begin. I pledge allegiance to the

flag of the United States of America and to the Republic for which it stands one

nation under God indivisible with liberty and justice for all

>>MUSIC - CHINO HILLS HIGH SCHOOL SAXOPHONE QUARTET

>> AUDIENCE APPLAUSE

>> MUSIC - CHINO HILLS HIGH SCHOOL DRUMLINE

>> AUDIENCE APPLAUSE

>> ALEJANDRE: The wide geographical expanses diverse terrain and rich cultural

history of San Bernardino County are well-documented since its founding

people have flocked here charmed by the boundless potential of the area's

abundant resources and opportunities the same holds true for San Bernardino County Public

Schools. Each school in every district is unique in its characteristics and

significant for its accomplishments and all are united in their commitment to

see that each and every student has unlimited access to opportunities and

resources to reach their boundless potential. Our district's schools and

staff are focused on transforming the student experience, expanding the impact

we can make in the lives of our students by ensuring equity creating

opportunities to meet the needs of all students. Engaging our communities and

our partners to work collectively with us to build strong schools and resilient

communities and empowering innovation with inspiring educational practices to

prepare our students for the workforce of tomorrow. We've been very

fortunate in this county to have tremendous support for our public

schools. We know in order to build a better future for our children in these

uncertain times our partnerships and our resolve must be boundless and reach and

stronger than ever. Across our County our compassion and

commitment for every child is unshakable. We share a collective sense of

responsibility for our youth and through our countywide vision and collective

impact efforts we have committed to work with all sectors of our community so

that students are prepared for success cradle to career. We must begin in the

early years to create a strong foundation with the goal of creating

systemic change so no child or parent ever feels marginalized. With the firm

belief that early literacy lay the foundation for child's success from

cradle to career County Schools, County preschool services,

Children's Fund and First 5 San Bernardino began Footsteps2Brilliance.

Last April as part of our countywide vision to read campaign to increase

literacy rates among children and families. This early learning mobile

technology platform provides free access to early literacy activities so all

families with children ages birth through pre-k who reside in San Bernardino

County. You know research shows the greatest disparity of knowledge among

children is the vocabulary gap. Children from low-income families hear 30 million

fewer words before the age of four than their more affluent peers and this is

compounded by the fact that 61% of low-income children have no books in

their homes. The partnering agencies came together this past January to pilot

Footsteps2Brilliance with a cohort of 1500 preschool students. We expanded the

program in the spring and challenged all families in the county with birth

through pre-k children to read three million words by September. And as of

September 1st preschoolers had read 13.5 million words

with more than 49,000

Let's take a look at Footsteps2Brilliance in action

> ALEXANDER: Footsteps2Brilliance is the answer I know I've been looking for for the last several

years our families in our community are going to be able to download the

Footsteps2Brilliance app and they're gonna have access to thousands of

learning games all this wonderful software on almost any device that they can think of

>> GATELY: In addition to preparing our students to be capable readers to

give them experiences and language and literacy that they need to be successful

as they come into our schools. Footsteps2Brilliance also has amazing opportunities

to develop their STEM learning skills as well. There's opportunities to read and

engage with text that's grounded in science a feature where the child can

write their own book is gonna be really helpful in both learning and

comprehension I love the fact that footsteps to

brilliance is in English and in Spanish the ability for the parents to work

right alongside the children is very important to their learning parent

engagement is vitally important to a child's learning this is exciting news

for me that you guys are taking the time to spend time with the parents having

these workshops so that we can help teach our kids so they can have a better

chance than we did

19 you know letters so I think it is a game-changer for our community and I

believe that once people get in us a love for learning and a love for reading

and literacy that's the first language once they gather that language and

master it they can learn the language of math and the language of science

it just makes all the difference in the world

through collaboration community school partnerships enhanced delivery of

educational services another model program is the Ontario Montclair School

District promise scholars initiative which earned a Golden Bell award from

the California School Boards Association promise scholars believes that

fulfilling the prosperity of the community requires a shift toward a

college-going culture with all stakeholders aligning messages

activities and resources to unlock the potential of all students there are

10,000 promise scholars across Ontario one Clare School District and a Chafee

Montclair and Ontario high schools that is projected to grow to 30,000 this past

year 64% of all seniors at Chafee Montclair and Ontario High School's

completed College financial aid applications placing those schools far

above the national average that's a 40 percent increase over the baseline year

of 2012 before all of our students experience the success we are engaging

youth and families in the education process more than ever our san

bernardino county wide student advisory panel has gained a reputation as a model

framework for early leadership and student voice the program rose from our

strategic plan and over the past three academic years students have met through

a series of student advisory panel meetings that give them an opportunity

to engage in the process of their own education and share their voice on

school and community issues as participants students collaborate

discuss and address concerns in key areas of the county wide visions

community vital signs transformation plan which includes the economy

education safety and health and wellness in doing so students hone in on

problem-solving teamwork communication and leadership skills

students then present on their work to community leaders and elected officials

who can influence change and bring awareness to issues and boardrooms and

legislative chambers across the state we want our students to know that what they

care about matters and more than that supporting what they care about can

impact change we invited three of our steam advisory panel members here to

share with you their reflection on the program and its benefits allow me to

introduce you to the next generation of brilliance.

Hello I'm Raziel Jordan from Pacific High School

My name is Abril Landa from Silver Mountain High School and my name is Caitlin Todd

in Pacific high school. Last spring I was fortunate enough to participate in the

student advisory panel. Joined by more than a hundred other high school

students from our County we collaborated and worked together on our fun

activities and talked about important issues and topics facing our County

including education health and wellness safety and the economy. We were split

into small groups to focus on our chosen topics and work to create in-depth

presentations. We were forced to listen to each other since we weren't familiar

with each other's backgrounds and worked together to use critical thinking skills

to finish the task. Before the student advisory panel I lived in my own little

bubble today I feel much more comfortable speaking with new people and

sharing ideas that are important to me. She's right

having the chance to collaborate with so many unique students with different

personalities and backgrounds was a great experience. The skills developed as

a member of the student advisory panel allowed us to speak in a roomful of

elected officials, community members, educators and other students and not

being afraid in expressing ideas. During the panel my team presented in front of

several business officials community, leaders and even school board members. By

putting individuals of high status in front of students it gave us the

real-life opportunity to showcase and utilize the skills we learned while

discussing issues that were important to us. My group presented and focused on

what we can do to improve education and how we can make our suggestions reality.

The student advisory panel did so much for students like me with programs like

this and education to match I feel that I have the skills needed to be college

and career-ready and I will be prepared to give back to the community and the

next generation. I found the student advisory panel to be a

very meaningful experience because it really made us feel like our voices

mattered. It connected us with professionals and community leaders and

gave us the chance to share our student perspective with individuals who can

really make a difference in our daily lives. In a county of over 400,000

students I was honored to have the incredible opportunity to become a

student advocate and represent our collective voices and outlooks on issues

related with our County vital signs. Most importantly I feel this past year's

student advisory panel empowered me by providing several opportunities to

practice important soft skills such as collaboration, communication and active

and effective listening. This has greatly boosted my confidence and also improved

my professional problem-solving skills that I can apply to many aspects of my

life and I know these skills will help when I apply to college, meet new people

and eventually pursue a career in a STEM-related field. All in all by

participating in the student advisory panel I can see I'm not only prepared

for the future but prepared but for the present as well thank you.

>> AUDIENCE APPLAUSE

>> ALEJANDRE: Let's give our students an round of applause, they're amazing you know

signature element of California's move towards greater engagement, transparency

and accountability is the new California School dashboard. Which includes multiple

measurements in key areas to provide a better understanding of how local

schools and districts are progressing. The dashboard is aligned with state

academic standards but goes way beyond test scores or a single number for

ranking school performance. It includes state and local performance indicators

aligned with local control and accountability plan priority areas and

emphasizes performance growth and continuous improvement. San Bernardino County

school districts and government agencies will be well equipped to use data for

decision making, reporting and storytelling with our San Bernardino County

Education Data Platform. We are working with bright bytes a

leading learning analytics organization that uses complex analysis and

educational research to drive evidence-based decisions and improved

student outcomes. The open data portal looks to be a robust network of

resources that optimizes ESRI ArcGIS geo data, state and local indicators and an

interactive cradle to career roadmap focused on college and career readiness.

The secure side of the platform includes an early warning system that provides

educators with insights to identify early on students who are at risk of

dropping out and students on course to be college ready. And while an

interactive cradle to career roadmap will include metrics and best practices for

milestones along the road map. The work is moving forward with seven pilot

districts indicating interest in the first phase, let's take a look at a

preview of the San Bernardino County wide open data portal and hear from two of

our participating district superintendents.

>> BASSET: The more that we can use data to be transparent to show where we're coming

from and share with not just within our organizations but with the public those

needs that our students have. Those challenges that we have across our

districts, the more we'll be able to build partners and coming together and

finding student success.

>> WILLIAMS: The transparency that's involved in this process that we

can not only compare ourselves from a district perspective but we can look at

ourselves district-wide. I think the open portal is an excellent

vehicle to promote this venue.

>> BASSETT: I think that the early warning system is going

to be very beneficial for our students. It takes a look at the whole child. So

many times we just look at test scores and we know that that does not make up

the story of the child. So looking at behavior patterns whether it's social

patterns whether it is or demographics whether it is those test scores or the

performance in class. To make a decision and predict how they're going to perform

in the future.

>> WILLIAMS: Well you know something we're excited for the county for being

taking the lead in this process and we believe that collectively the San

Bernardino County Superintendent of Schools would be an excellent model for

the state in regards to replicating.

>> BASSETT: The change that we will see across the

county we'll be making decisions based on data. We always talked about with our

teachers about making those decisions based on where students are. It''ll truly

enable us to make those decisions on a wider context looking at not just what

happens on the individual class but across the school, across our districts

and across our county for comparisons allow also allow us to work together

with our other districts and find ways that we could duplicate success for our

students

>> ALEJANDRE: We ultimately see the Data Platform as a key resource to inform decisions

identify priorities and align resources across all segments of our community and

creating a just and equitable society where all children regardless of

ethnicity income or zip code can pursue and reach their boundless potential is

not only our priority it is our obligation. Anything less

fuels inequality and undermines equal opportunity for the majority of students

in San Bernardno County Public Schools. Research from the Century Foundation indicates

that low-income children rarely escape poverty without a college degree. The

school communities across San Bernardino County are showing that the

intergenerational passing of social disadvantage is not inevitable nor does

it have to determine an individual's destiny. I'm pleased to share model

programs that are breaking this cycle. Our countywide homeless education and

foster youth programs are changing the course of student lives. Through the

generous support of the countywide gangs and drugs task force as well as Southern

California gas company twenty three homeless education students received

more than 23,000 dollars in scholarships to pursue their higher education goals.

And another great partnership is what the gives something back foundation

which is helping to fund scholarships for foster youth. Only half of the foster

youth who are high school seniors graduate each year and only about three

percent earned college degrees. But thanks to a 1 million dollar gift from

the give something back foundation and founder Robert Carr we are working to

improve those numbers. The foundation

>> AUDIENCE APPLAUSE

The Foundation has partnered with Cal State San Bernardino and County Schools

to identify a cohort of thirty foster youth ninth graders to employ strategies

to help them achieve in school and also provide the life skills needed to become

self-sufficient. When these cohorts of foster youth students graduate from high

school they will be ready and able to attend Cal State San Bernardino on a

full-ride scholarship with the guarantee they will leave college after four years

debt free.

>> AUDIENCE APPLAUSE

And in line with our african-american task force initiative to see that all

students achieve and reach their boundless potential the triumph of San

Bernardino County and Riverside County african-american graduates were honored

and celebrated at the Inland Empire black graduation scholarship recognition

ceremony. The recognition ceremony first started in 2011 with fifty students and

four scholarships awarded. This past years ceremony had 480 students with 43

students scholarships awarded.

>> AUDIENCE APPLAUSE

The celebration at Cal State San Bernardino

is another example of broad sectors of the Inland Empire community working

together to ensure that more and more students complete high school and are

guided towards boundless higher education opportunities. And AVID in San

Bernardino County and Riverside County is a formula for success short for

advancement via individual determination we've more than doubled the numbers of

graduates and avid classes in the past eight years from 1200 and 2009 to a

record 2600 senior graduates from 46 County high schools this past spring .

>> AUDIENCE APPLAUSE

Those are amazing figures but a fact you may not be aware of is that San Bernardino

County is part of the greatest AVID region in the world. No other state, no

other country in the world has as large a concentration of AVID students and

AVID students graduate from high school. Every. Single. One. Ninety...

>> AUDIENCE APPLAUSE

...and ninety six

percent of AVID graduates meet the A through G requirements and eighty-seven

percent are accepted into one or more four-year colleges. Each AVID student has

a unique story. One commonality is that eighty-five percent are the first in

their families to attend college. Abigail Morales a 2017 AVID graduate who began

classes at UC Davis this fall said joining avid was the best choice she

made in high school. Despite different backgrounds we all have similar goals

and share the same ambition about getting a higher education said Morales.

Without AVID my dreams would not be possible and to express the boundless

dreams of our students please welcome the Arroyo Valley High School dance

company performing Touch the Sky

>> MUSIC

>> AUDIENCE APPLAUSE

>> ALEJANDRE: That was so inspiring. Let's give our students another round of applause.

By unleashing innovation and inspiring educational practices we are

creating opportunities and possibilities in and beyond the classroom. This past

spring I was fortunate to attend a meeting at Fox Studios with the US

Chamber of Commerce in the National AVID Center. At the table were CEOs and

leaders from some of America's largest companies such as Nike, JPMorgan Chase

and others. And what do top business leaders from some of the largest

corporations in America tell us about the skills they look for in potential

employees? Soft skills. Skills such as verbal communication, organization, time

management, flexibility and adaptability creative thinking, teamwork and strong

interpersonal skills. We took their input to task and

immediately began to plan for the first-ever countywide soft skills boot

camp for San Bernardino County students. Nearly 200 high school students gained advice

about effective communication. Worked as team player, learned about ethical

decision-making and took part in mock trial interviews. All essential skills

that will help them transition from the classroom to college and to their

careers. Take a look at the tremendous energy and enthusiasm of the students

who participated and the business partners who provided us with valuable

input on the skills sought by employers.

>> ALI: This is extremely important because you learn how to build upon your

communicative skill and that's extremely important when you when you start

working in the work field and when you start broadening your horizons. It's

important to start getting out of your comfort zone and to do that you have to

know the basic skills on how to communicate and collaborate with people.

>> ORTA: A boot camp like this help students reach their potential because it kind of gives

them that the extra edge that they might have the extra training.

>> SANCHEZ: Not a lot of people when they enter the workforce they don't know how to do it

because some of them don't get opportunities to get to work. So I just think this

opportunity in this boot camp is just a really good program.

>> HOOVER: It gives students the ability to at least experience it because a lot of students may not get it

in the regular classroom they may not even get it at home but if they're

exposed to it sometimes you can create that spark.

>> TROTTER: We're going to go out there in the

world and do business or education further education we can use these

skills for any of those jobs whether you know respecting our you know how our

authorities or the co-workers people around us what our job actually is and

getting a job done as a team and independently.

>> KAMERYN: I think it is important

because we are going to be a young adult soon and we're going to go out into the

workforce and we need those skills to help us in the future of you know

discovering of who we are and you know meeting new people who will help us in

the future with our careers.

>> SAVEDRA: If I would have been exposed early to something

that I'm gonna be involved with let me know why I'm getting the education and

the application of learning becomes more applicable to the end result. So I think

it's very very important that these boot camps are established.

>> AUDIENCE APPLAUSE

>> ALEJANDRE: In education and industry we also recognize the need to build critical

pathways for students with job progression at both professional and

technical levels creating sustainable wages for a healthy workforce and

economy. Best practices in our County include our regional occupational

programs career technical education linked learning regional hub of

excellence Alliance for education and growing inland achievement initiative.

All are providing students with opportunities to integrate rigorous

academics with technical training in the STEM disciplines of science technology

engineering and math. Now cybersecurity careers represent some of the fastest

job growth areas in our economy which is why we are excited about the

up-and-coming cyber SB program that looks to create a pipeline of students

who will have industry-recognized credentials and degrees for the high

demand, high-growth cybersecurity industry. With more than 200,000

cybersecurity jobs in the US unfilled we are looking to put San Bernardino County on the

map as a center for innovative learning training and leadership in the

cybersecurity field. Cal State San Bernardino boasts one of

the top cybersecurity programs in the country

with get this - 100% of its graduates gaining employment many in jobs pay

90,000 a year or more. Cyber SB is more than a school or ROP program it's a hub

for learning and innovation and the recently named San Bernardino County

Board of Education Dorothy Ingram Learning Center in San Bernardino.

The program will combine career technical education with rigorous

academics in four pathways: threat intelligence, programming and coding

network systems and drone technology. What an ideal opportunity for our

students and to propel forward our region's economy. You know technology and

non-traditional subjects and learning environments are

part of new educational approaches. For example the makermovement is creating

opportunities for students to learn how the concepts and theories of STEM

subjects can be applied in the real world. Makerspace areas in the classrooms

combine the spirit of arts and crafts with science technology engineering and

math in a collaborative environment where students explore learn share and

address challenges together with industry partners. At Bing Wong

Elementary in the San Bernardino City Unified School District the iSTEAM Lab

Makerspace is focused on innovation imagination and inspiration as the first

stage in a k-12 linked learning manufacturing career pathway San Bernardino

is one of eight districts along with Colton Chaffey Chino Valley Fontana

Rialto Upland and Yucaipa Calimesa in our San Bernardino County linked learning

regional hub of excellence. Offering Career Pathways with real-world

experience and training in high-tech fields using 21st century skills and

tools to students. Expanding learning programs provide similar boundary

breaking learning environments for students. California ranks first in the

U.S. with its network of after-school programs and I am pleased to say that

263 schools in San Bernardino County have expanded learning.

>> AUDIENCE APPLAUSE

It used to be thought that these programs were just to keep students

occupied after school and during the summer but we know how valuable they

become for a student's academic and social success. They are all part of a

high quality learning program that engages students beyond the traditional

school schedule with a variety of activities including science geography

art music exercise and nutrition. Following our successful first ever

countywide symposium on expanded learning last year the state is using

our example as the model for its inaugural symposium this coming October.

>> AUDIENCE APPLAUSE

Redlands Unified has the expanded learning program at ten sites. We visited

Franklin Elementary to take a look.

>> VARQUEZA: I think what people don't realize is there is a high need for extended learning I

can think of a particular third grade boy that was not in the program was not

able to get help with his homework from his parents so we got the student into

the program and now the teacher said he's flourishing he's doing great with

his homework he's got the sense of responsibility to make sure that he gets

everything completed.

>> BOY STUDENT: They helped me on my multiplication I got better every day.

I was one of the highest kids in my class to get it and reading they helped

me a lot on reading because I couldn't pronounce the right words so they would

help me and help pronounce IT.

>> HUMBERTO: We have a good connection with a school so it's a

good transition from the school day to the after school

>> GIRL STUDENT:  So we gotta line up and then we all say hi and then we go to classroom and then

we eat and then we get to sit at tables with people in our class that we know

and we're get to do our homework together

>> HUMBERTO: I will say emotional girls will be part

of what we see with the students is something that we've been trying to

focus on here.

>> PENINGTON: My youngest is tends to be a little more reserved she has opened up

a lot more so I have seen growth

>> VARQUEZA: I think one of the most important aspects is

they learn responsibility. They get homework help they get enrichment and

they get a dinner so we know that they're being taken care of. And most of

all they enjoy the program.

>> GIRL STUDENT:  The staff and the program leaders they help us with

homework and math problems things that are really hard.

>>ALEJANDRE: Whether the focus is on

core curriculum stem and steam principals increasing physical activity

of providing healthy food choices for the students all are yielding boundless

learning opportunities for our students their families in our communities and

help to create a positive culture in the school and we're seeing incredible

positive social emotional and academic outcomes among the students that are

nearly 380 schools in 28 districts participating in PBIS through the

positive behavior interventions and supports framework school staff can

adopt evidence-based behavioral interventions and support systems one

student and one family at a time more than 80 schools in the West End and East

Valley region recently received statewide awards for their PBIS programs

while more than 70 schools and preschools in the high desert region

earned statewide honors including our County's first two Platinum Award

winners at Helendale and Phelan Elementary in Snowline Joint Unified

the impact PBIS has made on creating positive cultures and helping reduce

suspension and expulsion rates at our schools is significant since 2011-12 we

have seen a 71% decrease in the number of total suspensions in our County and a

63% decrease in total expulsions.

these strategies that keep students engaged in school are contributing to

increases in graduation rates our countywide graduation rate continues its

upward climb with 82.6 percent of the students from the class

of 2015 16 and according to data from the California Department of Education

nearly 38 percent of seniors in the class of 2016 in San Bernardino County

met A through G requirements for entrance into either the UC or CSU

system. Chaffey Joint Union High School District is one of the largest

comprehensive high school districts in the state and a model for A through G

completion where 55.5 percent of students completing A through G in

comparison to 45 percent in the state and 37 percent in the county.

For 2017 the district is continuing the momentum with 60 percent of graduates

having completed the coursework to attend a CSU or UC campus. Upon

graduation Chaffey students have the option to attend six local colleges and

universities that have forged guaranteed admission partnerships with the district.

In 2016 the district was awarded six of the county's ten gold ribbon school

awards. Moving forward Chaffey is one of two County districts along with

Mountain View School District and the Khan Academy partnership to pilot

programs that will further support students with rigorous curriculum. The

Khan Academy Partnership is a new regional partnership for San Bernardino County

Schools along with County Education offices in Imperial Los Angeles Orange

and Riverside counties along with Long Beach Unified School District. The Khan

Academy features online instructional resources aligned with k-12 content

standards and will provide students across Southern California access to

free online tutoring resources to help them better prepare for college. This

will be a great tool that teachers and their students can use to strengthen

learning in the classrooms. Moreover we expect it to have a profound

impact on tutoring access for English learners and social economically

disadvantaged students. Here's a short video that provides an introduction to

the Khan Academy partnership

>> ALEJANDRE: We can work specifically with teachers and principals at the site level and

teachers can incorporate the incredible resource that the Khan Academy provides

and match it to the individual levels of students that's where learning becomes powerful.

>> KAHN: We think collectively we can now really help teachers and

administrators supercharge classrooms. And you know to be very clear what that is

because there's a lot of misconceptions. It is in no way about you know Khan

Academy versus teacher. It's the exact opposite it's how we can supercharge a

teacher so that a teacher can spend more of his or her time either doing

one-on-one interventions planning more in-depth experiences. What we're excited

about this partnership and the series of product launches that we're doing

together over the next few months is we think that there's a way to directly

meet teachers needs today. So that it's easier for them to assign things it's

easier for them to assess where their students are but then provide a pathway

towards more and more data and personalization.

>> WHITE: There will be so many

students who will be able to access the program and individualize their learning

and then when they find out where they are know how to remediate and as well

is accelerate. So students will be given hope they'll be given opportunities for

scholarship and so we are looking forward to that partnership.

>> KAHN This is the

first time we're ever doing anything like this, first time any districts have

done anything like this. But I think it's gonna be a lot of fun for the teachers

who are involved with it the administrators were involved with it and

hopefully we see a lot of students just learning a lot and loving to learn

>> ALEJANDRE: I'm excited to partner with Dr. Judy White on the rollout and implementation

of this program in our schools and districts along with our colleagues

across the Southland. We are transforming the student experience in our County

Schools alternative education programs so that the students served have the

same opportunities for success. We started with the vision of recognizing

10 grads at our first year student services

graduation but that number more than tripled to 36. We hoped to double that

number of grads in our second year it's not expecting we would remarkably grow

to an inspiring total of a 138 students receiving their high school diploma.

Many were the first generation in their families to graduate

from high school. Including Victor Ramirez Diaz who completed his education

at Dave David Stein Chaffee West County Community School and received ACSA's every

student succeeding scholarship award for 2017. Victor has goals of becoming a lawyer.

He says he wants his teachers to see him

be successful which is why he gets up every day to go to school and do his best.

>> ALEJANDRE: : This is a meaningful day this is a culmination of the effort and work.

Many of our students come into our programs they have challenges. They may

have had some bad experiences and when they came to our program they needed to

make up the credits they needed to put forth extra effort to get back on track

and through the support of so many people including our staff their

Families and other key stakeholders they were successful and today celebrates that achievement.

>> GIRL GRADUATE: I'm so nervous but I'm happy.

>> BOY GRADUATE: I feel great actually I never thought I would make it to this day

you know and now that I'm here it feels wonderful.

>> GIBBS: So I think our staff has been you know tremendous as far as given all

their efforts it's just show these kids what it takes to get to graduate. I mean I

might be an example as well. You know a lot of us have you know came from the

same type of community and we've made it so you know we go back and share with

our kids and you know hopefully they can continue to grow.

>> ENGLISH: What happens is over time the students come alive and they change and they

understand that they can be successful.

>> BOY GRADUATE: I'm going to school for welding and then after I finished that I want to

go to San Diego State University for underwater welding

>> GIRL GRADUATE: I'm going to college to be a probation officer

>> BOY GRADUATE: I'm studying a carpentry plumbing and cooking.

>> BOY GRADUATE: I studied culinary arts and playing basketball that's my dream.

>> CRISWELL: I'm just looking at the faces of the kids that I had a chance to mentor and I know

that they're going to be successful I have a total of 15 graduates and 14 have

already applied for college

>>ALEJANDRE: We want every student San Bernardino County to realize and actualize their unique

boundless potential. To be transformed by lifelong learning. To unite their promise

with endless possibilities. To experience innovation and turn discoveries into

solution for the common good. To be engaged and productive citizens with the

voice for positive change. We want all students to be inspired by great

teachers and supported and valued unconditionally by their families and

communities. California's future success depends on tapping into the

potential of all students no matter their background ethnicity or a gender.

So they graduate ready for post-secondary options professional

opportunities and life. Please welcome the Ike-ette's and Ike singers from

Eisenhower High School in Rialto Unified.

>> MUSIC

>> ALEJANDRE: Let's give them another round of applause, outstanding.

There truly are no limits to what we can accomplish together. Thanks so much for

the IKE singers and all the students who participated today. Let's give them again

another big round of applause all of them. Thank you so much for being

here and for what you do to transform lives through education have a wonderful

evening thank you again.

For more infomation >> 2017 State of Education Address - San Bernardino - Duration: 54:13.

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What is quality early childhood education? - Duration: 3:30.

For a lot of people it is very much in the air, well what is quality, is it this great

physical environment I have or lack thereof

is it the toys, is it my playground, is it the people that work here?

But it's an interplay of everything and that's a key element, it's a key way to

look at it but one of those key pieces, is exactly that,

the relationship with children and families and that the program itself is able to competently

and professionally say to families: "Here's what we're doing, here's what your

child's experiencing, and here's how we know they're growing"

and I think one of the important pieces is not the "schoolification" of children,

so if you're in child care from zero to five, and then at age five you enter school, maybe

at age four or whatever it is, you're not talking about necessarily that

a child has been purposely taught colours, shapes, letters, numbers and can now write

their name if they can that's great, but really you're

talking about those broader social skills, and those broader concepts,

that children are able to learn in their early years

building with blocks, a bunch of children building with blocks isn't just building with

blocks, that's math, that's engineering, that's social negotiating

it is so many different things that are at play, and if they learn to count the layers

in there that's fantastic, but that is not my objective as an early childhood

educator to say: "now please start at the bottom, and if you don't get it right I'm

going to get you to start again" or "I'm going to give you a work sheet with

all the shapes and please identify each shape" that's not the goal, it's a by-product of

all the other ways we know that children learn, which are through play

So how do you see Storypark fitting into those changing needs of parents?

Very much again, you know, the ability to quantify, and share

and rooted in that research, rooted in that research,

and of course then within this great application that goes to your phone, it goes to your iPad,

or whatever tablet you're using, so parents can see that, and early childhood

educators can explain that to parents because, fair enough, there's still going

to be families out there that still say, just as an example:

"my child's still colouring outside the lines" well, they should never just be given something

to colour, but if that was the case that's okay because here's why

and I think Storypark gives that ability to the early childhood educator to show their

professionalism, to show their knowledge and to explain to parents where things are

at, and why this is a good thing that your child is doing

or vice versa, through their work, and they're so focused on sharing this documentation with

families, that maybe there's some areas of concern that start to flag

and okay, you know, an early childhood educator is not qualified to make a diagnosis about

anything, but they can flag things and say: okay you know what, we need to follow this up

so I think it works on multiple levels then

For more infomation >> What is quality early childhood education? - Duration: 3:30.

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Education Is Salvation - Duration: 25:38.

What is salvation?

Is it a spectacular moment, or is it a life-long process?

What are the requirements for obtaining it?

Find out-next, on The Key of David, with Gerald Flurry.

Greetings, everyone.

Many millions of Bible believers do not REALLY know what salvation is; it's a mystery to

them.

Herbert Armstrong used to say, and said it often-he, of course being a great educator-said

that salvation IS education, or you could say, a lifelong education.

We have to be saved spiritually, and we have to understand all about physical Israel and

spiritual Israel if we're going to be able to comprehend what salvation is all about.

But the Bible tells us we have to get a real biblical education about what IS salvation,

get it right out of the Bible.

That's what God wants us to do, and if we fail to do that, we're going to miss out on

some of the most inspiring and moving and stirring scriptures in all the Bible.

The Apostle Paul knew that salvation is education.

He made that very clear, even it was explicit in so many of the verses.

In Romans 9 through chapter 11 there's a lot about that, and I'll go through those this

morning.

Salvation is not one big, spectacular event, as many believe.

It just is NOT.

Salvation is a continual process that occurs throughout your life.

You continue to educate yourself and learn more deeply what salvation is and learn to

repent if you're failing to obey those wonderful directions that God gives you.

But it all begins with the Holy Spirit of God.

Romans 9 and verse 1 says: "I say the truth in Christ, I lie not, my conscience also bearing

me witness in the Holy [Spirit]."

So we have to have the Holy Spirit.

Then verse 4, notice this: "Who are Israelites; to whom pertaineth the adoption," that SHOULD

read "sonship."

Now, look, here's a scripture saying well, look, that the SONSHIP-that is, being born

into the Family of God, or reborn into the Family of God, it's only for Israel, so we

have to understand it.

We have to be an Israelite if we're going to receive that sonship.

That IS salvation!

Then it goes on to say, "and the glory, and the covenants, and the giving of the law,

and the service of God, and the promises;" So "to whom," let's say, denotes possession.

In other words, to the Israelite belongs sonship, glory, covenants, the giving of the law, the

service of God, and the promises.

You talk about an education!

You have to have that education to understand what salvation is.

Just reading those different points that we have to learn and subjects we have to learn

to understand what salvation is all about, and it is about the Family of God.

Sonship!

All about God's family being born into the Family or Kingdom of God!

But who are the Israelites?

A lot of people don't know.

Our book on The United States and Britain in Prophecy will explain all of that to you.

We have to know a lot about Israel, and we also have to know a lot about the subject

of salvation.

What IS it, really?

The sonship pertains to Israel.

It ONLY pertains to Israel, so that is something we need to keep in mind.

And only those people are saved.

But just think about all those other subjects-the glory, the covenants, the giving of the law,

the service, and the promises.

I mean that is some education!

That is a PROFOUND education of your Bible, and you have to know that to be saved.

That's what your Bible says, and we need to look at that very closely.

God chose Israel to teach us about salvation.

The Bible is a book about Israel.

Anciently it was just one nation.

One nation.

And sometimes they would obey, but most of the time they didn't, and they didn't really

teach the lesson that God wanted them to teach.

Not only themselves, but of course the whole world.

They were there for an example to the world and didn't really ever understand that like

they should have.

But all of this is really a mystery to Bible believers.

I mean, MOST of them.

You can check me out on this and prove whether or not I'm telling you the truth, right out

of your own Bible.

We have to understand these verses.

Verse 5 in the Revised Standard Version says: "to them belong the patriarchs, and of their

race, according to the flesh, is the Christ.

God who is over all be blessed for ever.

Amen."

So Christ is from the line of Abraham, Isaac, and Jacob.

It all pertains to our salvation.

How does it relate to that?

Well, we'll see more of it, as we go along.

Verse 6: "Not as though the word of God hath taken none effect.

For they are not all Israel, which are of Israel:" Now, God means by that, well, look,

this is not just for Israel.

This is for all mankind!

But we have to understand why God chose Jerusalem and Israel, why did He do that?

Because it's ALL a part of His master plan, and He's going to build EVERYTHING through

spiritual Jerusalem or His Church.

If you look at Galatians 6 and verse 16 it says: "And as many as walk according to this

rule, peace be on them, and mercy, and upon the Israel of God."

The Israel of God.

But what is the Israel of God?

It's the Israel that is SPIRITUAL, and God takes great PLEASURE in that; that's the EPITOME

of His creation, re-creating Himself in man, building Himself a FAMILY of sons, and some

of them will even be the very bride of Jesus Christ!

But you'll see that we ALL have to become spiritual Israel.

Everybody has to become Israel, and EVEN spiritual Jews, looking at it spiritually.

You can see that in Revelation 3 and verse 9.

People are often anti-Semitic or maybe anti-Israel or that type thing.

But you'd better look into your Bible and see what it says about that because Israel

today and always has been a lot more than the Jews in the Middle East.

America and Britain are a part of Israel, and so are the Jews in the Middle East.

Verse 9, notice that: "For this is the word of promise, At this time will I come, and

Sara shall have a son."

What is He talking about Sarah for?

Well, Abraham was 99 when he had Isaac.

Sarah was age 90, and that's a MIRACLE; it's a forerunner of our SPIRITUAL begettal; that's

what it's all about.

Verse 10: "And not only this; but when Rebecca also had conceived by one, even by our father

Isaac;" So God had a hand in selecting Rebekah for Isaac.

Abraham is a type of God the Father, Isaac is a type of Jesus Christ, and Rebekah is

a type of the Church.

So you see, we must fall in love with Christ before we meet Him, just like Rebekah did

to Isaac.

She fell in love with him before she met him, and that's a lesson for us spiritually.

We have to fall in LOVE with God before we meet Him; now that's a beautiful, beautiful

lesson in the Bible, and it is about our marriage to Jesus Christ.

The firstfruits, those called out before Christ's Second Coming are the firstfruits of God,

and they are going to marry Christ and help Christ bring ALL humanity into His Family;

that's the master plan.

Revelation 19 and verse 7 says that: "...his wife hath made herself ready."

Notice Revelation 12 and verse 1; I'm sorry, Genesis 12 and verse 1: "Now the LORD had

said unto Abram, Get thee out of thy country, and from thy kindred, and from thy father's

house, unto a land that I will shew thee: And I will make of thee a great nation, and

I will bless thee, and make thy name great; and thou shalt be a blessing:" Now, that great

nation is Israel, of course.

It's Israel.

Now let me read you a little quote from what Herbert Armstrong wrote in his book Mystery

of the Ages.

"And so now, as God had started the whole world with one man, he started his own peculiar

nation in the world from one single man-Abraham."

That is, Israel.

"As the world, which has strayed far from God and the blessings of God's worship and

rule, was started with one man who rebelled against God and rejected his rule, so God's

own flesh-born nation...," Please note that, "...so God's own flesh-born nation, from which

is to be REBORN the Kingdom of God..."

That one flesh-born nation of Israel is going to be REBORN as the Kingdom of God, or the

Family of God.

That is SUPER-PROFOUND when you think about it.

You see, we have to UNDERSTAND Israel and what it's all about and how it leads us to

SPIRITUAL Israel, and one of the most wonderful, inspiring outcomes that you'll ever even get

close to reading about, this wonderful truth of your future, if you are saved.

But again, salvation is a mystery to this world for the most part.

And so all that was started with one man, and we have to make sure that we are REBORN

into that Kingdom of God from let's say, the flesh-born nation; it's about being RE-BORN.

Now, you know, you stop and think about that and all that it's talking about here, you

can see why salvation is education.

I mean it's the most in-depth education you'll ever get because it comes from God, Himself,

and it makes any OTHER education seem like it's almost worthless by comparison.

So only spiritual Israel is saved.

Only God's Church, spiritual Israel, receives salvation.

If you look at Isaiah 66 and verse 8, it says that a nation is born at once!

It's that spiritual nation that God has been working to prepare, through the firstfruits,

for His Second Coming, Jesus Christ's Second Coming, when He will MARRY that Church and

they will share the very throne of David with Him and bring the world, they'll help bring

the world into the Family of God, and EVERYBODY will become spirit beings.

If they want that wonderful reward and gift God will certainly give it to them.

But they are saved by being reborn.

Now, when Abraham was told all this, that God really asked a lot of Abraham, he was

doing quite well in Babylon, he could have said, 'Well, look, this is the center of world

commerce.

Why should I depart?'

It says Abraham departed when God told him to, to take him to Canaan.

And he could have said, 'Well, why should I depart THIS area?

Why should I go to Canaan where they are sort of like barbarians there?

Why do that?'

He could have stated all things from his human reasoning, but he didn't really quibble about

anything.

He didn't resist at all.

It just says, "So Abraham departed."

You can see why he knew so much.

He was the father of Israel, but he's becoming the father of spiritual Israel because he's

the father of the FAITHFUL, as well.

What growth there was in this man, because of the way he just did what God said.

He didn't question.

He didn't argue.

He just did it.

He knew that God was so awesome, He had to know what He was talking about, and he proved

of course that God was the God of the Bible and was real.

But what an inspiring example for all of us.

God had chosen Abraham to be the patriarch of the nation of Israel, and that was actually

the congregation of Israel then, or the Church in the Old Testament.

But there is duality!

That leads us into really a type of the spiritual Church in the New Testament.

So that is spiritual Israel.

Those are the people.

The word "Church" actually is from the Greek ecclesia, which means "called out ones."

God called them out, Himself.

The Father called out His children, whom He had been studying and getting acquainted with

perhaps for months, certainly, maybe even years, before He ever called them.

He got to know those people and then called them out and wanted to use them as a little

remnant in the midst of Israel and all the world.

This little remnant who would understand salvation and understand that salvation is education,

and that you have to learn that today to be able to teach it to the whole world in the

World Tomorrow.

It's such a beautiful plan, it's hard to fathom how anybody could turn away from it.

Well, anyhow, physical Israel was just a forerunner of the spiritual, and all of it had to do

with the education about salvation.

So I just wanted to read you one more quote here from Mr. Armstrong's book.

He says: "And in like manner there were two phases to the promises God made to Abraham,

the one purely material and national; the other spiritual and individual."

Now let me show you something here where virtually the whole biblical world-the people that believe

in the Bible-fall into error.

Notice verse 3 of Genesis 12: "And I will bless them that bless thee, and curse him

that curseth thee: and in thee shall all families of the earth be blessed."

In you shall ALL families of the Earth be blessed.

Now let me read again one more quote from Mr. Armstrong; I'll have to rush through this.

But, well, I'll just paraphrase it.

There are twofold promises.

He's going to make him a great nation-that's race, that's Israel, and people overlook that.

Now, it also is all families of the Earth are going to be blessed-that is grace.

Salvation is coming through Israel and the Jews.

And of course, our father, Abraham, will be right there under Jesus Christ, guiding and

helping all of us to understand this, all of the people in the world, certainly.

But you see, there, right there is where the people in the world make a big, big mistake.

They see the part about the Messiah coming and grace through Him, but they don't see

about the race, Israel.

They don't see that, which is a prelude to EVERYTHING.

They don't see it, they don't understand it.

But these are all dual prophecies and they just simply overlook that, and they don't

grasp spiritual salvation because of it.

There is a lot of education here to learn about what salvation is, a lot of education.

Remember, Mr. Armstrong said: "God's own flesh-born nation is to be REBORN into the Kingdom of

God, or the Family of God."

Reborn!

Now, would you say that's a key to salvation, or a part of salvation?

Well, that IS salvation!

And it's the education we need to be saved!

You can't be saved without that education!

We must receive salvation through spiritual Israel!

So there's race and there's grace.

Race-Israel, grace-salvation through Jesus Christ.

That's where it all is going to end for those who make the right choice.

All of it!

But you see, God knows and calls people, scattered people all over this Earth so they may become

Abraham's children, spiritually.

He is the father of the faithful.

He teaches us how to trust God, and what a powerful lesson there is in that.

Well, Paul goes on to talk about wanting Israel to be saved, and he says today and in the

past and in the future-it is prophecy too-that they have a zeal, but not according to knowledge,

or the knowledge of God.

All Israel, he's talking about; they didn't get this.

They didn't really get the message themselves.

And even spiritual Israel today, most of them have lost this message and lost their way

en route to salvation.

Well, he said, verse 3: "For they being ignorant of God's righteousness, and going about to

establish their own righteousness, have not submitted themselves unto the righteousness

of God."

Well, verse 9 says, it talks about that if you believe in your heart that God raised

him from the dead, that you shall be saved.

Again, this is grossly twisted today.

They say, well, all you have to do is believe.

But there are all KINDS of scriptures to say, well, look, you'd better believe and have

WORKS or your faith is dead.

You've got to have a living faith that does what God says, and Christ said live by every

word of God.

That's what salvation is all about, the Word of God.

The Bible is a book about Israel, and how we must understand all that.

You see, it goes on to say in verse 10 that you have to continue, confessing with his

lips and so be saved, and continue believing, continue repenting, and growing.

It isn't something that just happens with one spectacular event.

Now, then Paul talks about there's no difference between Jew and Greek.

No, God is no respecter of persons.

What He's going to do is bring all the world, the Gentiles, into Israel, spiritual Israel,

just like the true Church is today.

It's made up of all KINDS of nationalities.

It's spiritual Israel!

Soon the whole world is going to be spiritual Israel.

But you see again, people certainly get that all confused and they don't understand that

salvation is a process, a lifelong process, and we have a lot to learn, as I think I've

shown you today.

And Paul says you've got to have a preacher, a true minister of God that will teach you

the truth.

And then faith comes by the hearing of the Word of God.

God will give you more faith if you just ask Him.

And He'll give you faith by studying His Word.

And He'll give you faith if you step out and act on what you know.

There are three ways that you can build a strong faith in your life.

But Paul goes on to say that these Gentiles have to be grafted in.

The natural tree, as he calls it, the natural olive tree, is Israel, but they've rebelled

and God says, 'OK.

Well, anybody can be grafted into that natural olive tree, any Gentile,' and so that is God's

plan to graft them all in.

He even did a lot of that through the Apostle Paul.

Many of them were a part of the firstfruits because Paul was a man sent to the Gentiles.

So in verse 27 of chapter 9 you can read where God says there's a little remnant, a little

remnant that is left to make sure that the world understands about salvation and they're

not ignorant of this subject.

It's called a mystery in Romans 11 and verse 25; that's what Paul calls it.

But he concludes by saying: "For God hath concluded them all in unbelief, that he might

have mercy upon all."

Many of them don't believe, and God PLANNED it that way so He could have mercy on them

and resurrect them later and show them what He was teaching about His plan.

"O the depth of the riches both of the wisdom and knowledge of God!"

Paul says.

O, the depth of the wisdom of God!

Until next week, this is Gerald Flurry, goodbye, friends.

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For more infomation >> Education Is Salvation - Duration: 25:38.

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Assignment: Education - Western Technical College IT Academy - Duration: 1:44.

For more infomation >> Assignment: Education - Western Technical College IT Academy - Duration: 1:44.

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International Education Week 2017 | Maryville University - Duration: 1:05.

Hi I'm Dr. Mark Lombardi, the President of Maryville University, and I want to

invite all of you to celebrate International Education Week November

13th through the 17th this year. This is a special week and special set of

events started by the United States Department of State and Education

designed to celebrate and honor the intercultural awareness and the

diversity and the rich exchange of ideas that take place when we bring so many

wonderful international students to our campus into this community and here in

the United States. Please join the entire Maryville community in celebrating all

the various events that take place during that week saluting our

international students and of course honoring the rich cultural diversity

that makes up this great community we call Maryville. I look forward to seeing

you with those events. Take care