[MUSIC PLAYING]
You prepare the skin and use a quality razor.
You believe you have covered every millimeter.
But then you rinse and look back into the mirror
and see random hairs remaining.
It's not like you don't know what you're doing.
This is a daily ritual.
But why are they there?
And how can you get them all first time?
The key is in the contours of the face.
Were your features flat, the blades would easily glide over them.
But every face is full of angles-- including the chin, the jawline,
and the jawbone corner-- which are unique and different for every man.
You attempt to glide the razor over and around these obstacles,
but the blade is straight and your face is not.
It's like trying to mow a bumpy lawn.
Gillette brought in its first center-pivoting razor in 1977.
21 years later with the launch of Mach3, we moved the pivot from the center
to the front, shifting the load from the hand
away from the blades for a more comfortable, close shave.
But the cartridge movement was still restricted to up and down.
The answer is a new dimension in cartridge information
through a revolutionary pivot between the handle and the cartridge.
Mobile like the wrist, the pivot responds to the contours of the face,
allowing the cartridge to stay in great contact
with the skin throughout the shave.
It's called FlexBall, its mission never to miss a hair.
[MUSIC PLAYING]
For more infomation >> How to help prevent missed hairs while shaving | Gillette Flexball Technology - Duration: 1:44.-------------------------------------------
Fallout 4 Settlement Building - Let's Re-Build! :D - Part 4 (No Mods necessary) - Duration: 47:53.
Fallout 4 Settlement Building
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BLESSINGS Trump Just Stared into The Camera and Told America What He REALLY Thinks About God - Duration: 1:42.
BLESSINGS Trump Just Stared into The Camera and Told America What He REALLY Thinks About
God.
By Danny Gol.
Donald Trump won over America�s hearts with his promises to overthrow the establishment,
bring back jobs, and make our country safe.
However, the one question we all have wondered since the beginning�How close is he REALLY
to God?
Well, Trump went on CBN yesterday to talk with David Brody about his policies in the
Middle East and for America.
He shocked EVERYONE when he came out with his real thoughts on God in the White House�
TRUMP RELIES ON GOD NOW MORE THAN EVER BEFORE!!
Trump said,
�The Office is so powerful that you need God even more�The questions are massive
of Life and Death.�
This is great to hear.
Donald Trump must be aware now more than ever before that President is a job that no man
can do on his own.
You see, he wants to see the best for America.
He wants to see us with the best health care and the best military and the best schools.
However, he NEEDS God�s help to find the solutions to these issues.
So, while Trump is praying for guidance on his leadership, we should all pray to the
Lord along side him and ask for God to bless President Trump with the wisdom and courage
to save this great nation.
AMEN!
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GoPro hat dicke Backen! - Chris Impro [1] - [HD+][CC] - Duration: 1:23.
For more infomation >> GoPro hat dicke Backen! - Chris Impro [1] - [HD+][CC] - Duration: 1:23. -------------------------------------------
Sichuan Sauce Recipe - Szechwan Sauce by Cooking with Asifa - Recipe-102 - Duration: 7:43.
Today I am going to teach you a New recipe - "Sichuan Sauce"
-------------------------------------------
KIDS vs. FOOD - DRIED SEAFOOD (Shrimp, Squid, Sardines!!) - Duration: 5:39.
♪ (French accordion music) ♪
- (FBE) Today, you'll be eating this.
- It's fishes! It's baby fishes.
- No thank you.
- It's brown. It looks like a big turd.
A big fish turd.
- Ew! I smell it and it doesn't smell good at all.
- It smells like something my aunt's cat eats.
- It's dried fish, but there seems to be two different versions.
Why is one of them is squid?
- I think they're shrimp and anchovies.
- (FBE) We're going to have you try a few types of dried seafood snacks.
- (gagging)
- I'm going to be sick for the next week.
- I like seafood a lot, but I've never tried dried seafood.
- (FBE) Okay, so here is your first snack.
- No-- actually, it doesn't look that bad.
- It looks like what I feed my chameleon.
- Look at this thing.
It has eyeballs.
- (whimpering)
(crunching)
Yuck. It's gross.
It's like a large shrimp that got dried up.
(crunching)
- It tastes like nothing.
(crunching)
- It tastes really good.
It feels kind of dry and popped, like it pops in your mouth.
- It tastes like seafood and chicken.
- It tastes a lot stronger than I expected.
- (FBE) That was dried shrimp.
- That's shrimp?! I love shrimp!
This was horrible.
- It tastes like shrimp, just crunchier.
A little bit salty, but other than that, it's good.
- I like seafood in general, and I like dried food,
so together it equals miniature dried food. Perfect.
- (FBE) Here's your next snack.
- Is that cheese or something, like sea cheese?
- I've never seen anything like this,
but it has these little flakes on it.
- (groaning)
I thought it would taste like pineapple, but it tastes like butt.
- It's hard.
I like it.
- Hmm. It's like squid.
- Okay, I could eat this-- it's not the best thing--
but I'm just afraid of what it is.
- This one tastes more like steak.
- Ugh, the aftertaste! Yuck.
It tastes sour and not a good type of sour.
- (FBE) So that one was dried squid. - Really?
I don't like squid.
- I've dissected a squid. That's disgusting.
- (FBE) Here is your next one. - Is that dried crabs?
- Ow! It poked me.
- These ones are going to be like chips.
- I can't even break it.
Ugh! (spitting)
(crunching)
- Ugh.
- It tastes like a chip. I think it kind of tastes good.
(crunching)
- Mm-mm. Mm-mm.
It was crunchy and mixed with soft in the inside
and I didn't like that texture.
- It just feels weird and it's too crunchy.
- (FBE) That was dried crab. - That's creepy.
- If you like crunchy and bland things, then this is the thing for you.
- It's okay. (laughing) But not so good.
- (FBE) So almost done. Here you go.
Here is your last snack. - (grumbling)
I don't want to eat fish.
(gasping)
- These things look so creepy.
- It's eyeball is still in it!
- Are these sardines?
- Got this.
(deep breath)
I was eating a fruit roll up and I forgot to take off the wrapper.
It tastes exactly like that.
- It's hard in parts.
This is the most decent one.
- It doesn't have as much taste as the others.
- It's crunchy at first and salty.
It tastes like the crab, but not as sweet.
- That tasted like nothing at first, and then I got inside it
and then it tasted like barf.
- (FBE) So that was dried sardines.
So sardines are like little fish.
- I know what sardines are, but I did not want to eat one.
- I've tried sardines before, but not dried.
- Too crunchy, too bland, and I just don't like it overall.
- (FBE) So your final question:
which one of these dried seafood snacks
would you recommend people eat?
- The crab.
- The dried squid.
- I like squid. That's the only one I like.
- Dried shrimp.
It's like boba, but it has more taste.
- I recommend the squid.
It's actually kind of good, and then aftertaste is just horrible,
so spit it out before you get to the aftertaste.
- Dried squid.
I just like the flavor of it and it wasn't as gross and fishy
as the rest of them.
- The dried shrimp is the best one.
It had flavor, it was crunchy enough for me to eat it,
and it was good.
- These dried seafoods, most of them are disgusting
so don't eat them.
Don't eat them.
- Thanks for watching us eat dried seafood on the React channel.
- Subscribe and just keep swimming, just keep swimming.
- Bye, everyone!
- Hey, guys, I'm Katie, a React channel producer.
I tried the dried seafood and I didn't think it was that bad,
so let me know your thoughts.
Thanks! Bye.
-------------------------------------------
This is a Computer? -- Game LÜT - Duration: 3:41.
Pull your limited edition Resident Evil sake and Ace Attorney wine out of a Fallout Nuka
Cola Mini Fridge because I'm Jake and this is Game LÜT!
Get comfortable in a Loki Cardigan and put your incredibly awesome Super Nintendo sneakers
made with actual SNES controllers up on this furniture.
Wait a second...that furniture is actually an entire gaming PC.
Wow!
The Volta V is a beautiful and expensive computer with a case made entirely out of wood.
You can get it in either walnut or bamboo and choose the components that suit your needs
best.
But if the cost for this work of art is a tad bit too pricey, then check out this excellent
angular art by Ale Giorgini.
Now go super saiyan with a Goku lamp or if you want to heal yourself try a LED potion
desk light.
But if potions aren't in your game, how about a Mario Mushroom which is actually a
radish made to look like one using this Radish Shaper.
Fun radish fact: radishes have an enzyme called allyl isothiocyanates which give it its tangy taste.
It's also found in mustard and wasabi.
Now you can write this fact down on a note and then organize it with Justice League Paper Clips.
They're super...man.
Instead of shaping radishes, slice them with a Mass Effect Omni-Blade made from orange
resin and complete with a flip out blade.
Speaking of Mass Effect, stand in front of some water valves wearing Mass Effect board
shorts or an N7 bikini.
It's the perfect way to show off your muscular body, or you could use Street Fighter 2 Muscle
figures like these for Vega, Ryu and M. Bison.
But it's still cold out so cover yourself with a Legend of Zelda hooded bathrobe and
link it together with a Return of the Jedi opening crawl scarf to stay on the warm side.
We should probably get fully dressed, so which shirt shall it be?
A Death Note Akira mashup?
Or how about letting everyone know you can do a barrel roll with a Fox McCloud's Tactical
Flight School shirt?
Oh wait, why not this Attack on Endor one that'll go great with your C-T3A-PO tea
bag holder.
Ok now that's a lot of LÜT so you might need a Space Invader Arcade Cabinet
Backpack to hold it all.
Walkin down the street with that baby on your back will make everyone passing
by Marvel….bed sheets.
Links to all the Lüt can be found in the description below and if you want more Game Lüt, there's a playlist right over here.
Alright, I'm going to go chase a ball or do something
And as always, thanks for watching.
And I am gonna go check you out, right now. Oh yeah. Dont...wait. Stop. Yeah that's right.
Links to all the Lüt can be found in the description BLABLABLABLA
Links to all the Lüt can found in the description bel...*weird noise*
I don't think he can fit in there.
Alright is it...is it good?
Paperclips!
Because I'm Jake and this...
You didn't like this?
Because I'm Jake...
Because I'm Jake...you're a little slow over there.
Are we ready?
Yeah sure go for it.
Okay everyone be quiet!
Is this where the camera is?
-------------------------------------------
Images from Space: Our Changing Earth - Duration: 3:18.
These before and after images demonstrate how quickly our dynamic, but fragile planet
can change.
The Aral Sea in central Asia was once the fourth largest lake in the world.
In the 1960's, the Soviet Union began using it to help grow crops.
These images were taken just 14 years apart.
Losing the moderating influence of this large body of water has made the region's winters
colder and summers hotter.
In 2011, NASA captured a new volcanic island emerging in the Red Sea off the coast of Yemen.
It's part of the Red Sea Rift where the African and Arabian tectonic plates meet,
the island chain gained an additional rock in 2013 that doesn't even appear in this
photograph.
By tapping water sources beneath the sands of Saudi Arabia, engineers turned the desert
into an oasis.
But with only 50 more years of groundwater supply left, the clock is ticking.
Farmers could survive though by switching to greenhouse farming with drip irrigation.
The Muir Glacier in Alaska has been documented for 120 years.
Named for Scottish naturalist and writer John Muir, the glacier used to fill this entire
inlet.
This photo taken in 2004 shows how warmer temperatures have caused its shocking, 31-mile
retreat.
It may seem like a winter wonderland, but many of Yellowstone National Park's 2 million-plus
acres are now prone to wildfire.
Longer, drier summers are a big problem.
But this 2016 image actually shows how Yellowstone has recovered from the 1988 fire that consumed
more than half of the park.
And in 1984, Brazil plugged the Jamari river with the Samuel hydroelectric dam.
The reservoir it created flooded the upstream forest.
The image on the right also captures the effects of deforestation that could cut the Amazon
to just 47% of its original size by 2030.
The Binhai New Area in China, now a manufacturing powerhouse, was once salt farms and marshland.
As you can see, the growth, which began in 1990, has extended into the Bohai Sea and
is only expected to continue as the area becomes integrated into the Jing-Jin-Ji megalopolis.
The delta where the Omo river meets Africa's Lake Turkana used to be contained entirely
within Ethiopia, but it's grown so big it's now located mainly in Kenya.
It's expanded as the lake's water level has been reduced by less rain, higher temperatures,
and agricultural activity.
And here we have an extremely remote area in the harsh conditions of Kazakhstan near
the Caspian Sea which shows the development of production facilities to take advantage
of oil and gas deposits.
Those settlements you see are to house workers, which demonstrates the lengths humans will
go for a good paying job.
And then we have Iran's lake Urmia which changed color from green to red in a matter
of weeks last summer.
The culprit?
A combination of algae and bacteria that causes the change when the weather gets hot and the
lake begins to evaporate, increasing its salinity, or saltiness.
Well I hope this gave you a little more appreciation for the natural world surrounding you wherever
you find yourself watching this video.
Until next time, for TDC, I'm Bryce Plank.
-------------------------------------------
Breaking Up With Random Girls We're Not Dating Prank - Duration: 4:35.
okay i'm not even going to bother okay? Everybody i have an announcement to make. Hello. I'm
here because i don't think this relationship is working out between me and you. so um i
came here to breakup with you. because I've been trying to save up for a ring for you
for the past 4 years and i can't get enough money. and you need a man that will love you
more than i would.okay? is that okay? yeah. do you still love me though? yeah. really?
as a friend. as a. as a friend. are you serious. a friend? so what was that 4 years for? i
can't tell you. i was just a friend for 4 years? i guess so. oh my gosh. whatever okay
break my heart i don't care. it's over. hey i just wanted to let you know. this relationship
isn't going to work out. its over. because i found like a new love and that's the gym.
alright then well there you go. yeah sorry i had to do this to you but like. you know.
i had to make these gains you know? well there you go. yeah. excuse me. i'm breaking up with
you. bro. is that okay? yeah it's fine. Like i know we dated for only like 3 weeks but
i mean i can't do this anymore. you're always going to the mall with her and are not giving
me any attention. like that's not normal okay? yeah. but okay yeah have a nice life. you
too. okay bye. do you mind if i borrow this chair? i guess go ahead. okay thank you. so
ummm. i came here to break the bad news to you. okay? umm i'm breaking up with you. because
i can't handle this relationship anymore. because you keep cheating on me with my best
friend Gunther and it's really pissing me off. so i really can't do that anymore you
know? okay. because you're always cheating on me and i'm not cheating on you. that's
a one way relationship it doesn't work like that. do you agree with me? i'm glad we're
able to end this. so you're happy it's ending? i don't know where to go from here. oh my
gosh. you know what we're done. don't text me anymore don't call me. i'm deleting your
number. umm is there a reason you're talking to other guys besides me? because you didn't
come and speak with me that's why. like 3 years we've been together and i still can't
trust you around other men. i still didn't get my ring after these 3 years so. it's because
i can't afford it right now, you have to hold me done until it happens. but like on the
real though i can't do this anymore. you broke my heart to many times and I've been crying
every night to sleep. my mom has been asking me whats wrong. she wants to sign me up for
therapy i don't want to pay for that you know? so i got to breakup with you okay? please
remember me i will always be here with you. can i get a hug before i leave? why did you
breakup with me? hey you broke up with me. umm who are you? okay i'm not even going to
bother okay. everybody i have an announcement to make. she broke my heart into 2 pieces.
get your things out of my house and leave. i don't even know you. this relationship is
over. X X okay? adios.
-------------------------------------------
Russian funny videos & fail compilation 2017 January || We Love Russia 2017 - Duration: 10:37.
It is called - cut a fir-tree
to cut at the roots or in the middle
to cut on the middle? -Yes
OMG!!!
beer, beeeeeeeeeeeeeer
stop, stop the car
stop the car, this is beer
the man collects the whole bottles
dogs on the rooftop
three dogs as they have got there, unclear
take off clothes
take off a jacket
it is not a jacket
from where then I know how this women's clothing is called
that under trousers at you
take off trousers
I sleep with the guy
he has such press
my sweetheart
yes Robert, yes
Lexus LX570 was disassembled at night
-------------------------------------------
Poor Love 2017 2017 melodrama that makes CRY - Duration: 1:24:05.
Poor Love 2017 2017 melodrama that makes CRY
-------------------------------------------
Topic 2: History of Indigenous Education - Duration: 20:59.
Tansi. Welcome to our second topic of the course,
the history of Indigenous education.
In topic two, I will address the history of Indigenous education,
speaking specifically to the Canadian context.
So while I'll speak of Canada's history of Aboriginal education,
this history is very similar to those of Native American peoples
in the United States, Aboriginal and Torres Island Strait
history of education in Australia.
And some of the features I will discuss within certain phases of education
are certainly familiar within traditional approaches
to Maori education.
This topic is intended to provide a historical backdrop
important to understanding what Indigenous peoples want and value
in education, as well as an introduction to the colonial history of schooling
relevant to the processes of reconciliation
that we want to achieve in this course.
The content of this topic focuses on the significant colonial experiences
of residential schools in Canada.
These institutions were a dominating force of assimilation.
And, as some argue, the goal of these schools
were to really eliminate Indigenous peoples from emerging settler societies
in North America and certainly Australia.
A further goal of the topic is to introduce you
to a set of strategies and resources for teaching
this history in the curriculum of schools
and to contextualize for educators Indigenous peoples'
participation in education today.
Now, history is usually presented to us in a linear form, where there's
a starting point and an endpoint for situating events.
That is, we begin somewhere, and then perhaps moving to where we are now,
and significant events and themes in our history are sequenced chronologically.
For example, many of us have learned through history and social studies
that the history of Indigenous peoples really
only began at the point of contact with newcomers to their lands.
Historical timeline would take us from a point of where,
"In 1492, Columbus sailed the ocean blue,"
a poem some of you might be familiar with,
to where we are now today dealing with treaties, self-determination,
and reconciliation.
I want to take an Indigenous approach to viewing history,
which draws on a circular framework for viewing events and themes
and where the past not only informs the present,
but where we can return to histories over and over again.
This circular approach of history is reiterative,
and it allows for us to see patterns in history
as it moves in cycles, spiralling.
For Indigenous peoples, this is how we make sense of our past.
Unlike linear notions of time, an Indigenous circular framework
does not have to assume a starting point, other than perhapsour creation stories.
But, even then, these stories are not fully concerned about origins.
These stories reflect our understanding of the world
and connect us to place and land.
So in this circular framework of history,
I want to suggest that events and themes are fluid and interconnected.
I'm going to use the concept of the circle
to talk about the history of Indigenous education with specific reference
to the Canadian experience.
It is my hope that you can then make connections
to features that characterize Indigenous education that have spiralled
and continue to spiral, in your own locations.
There's a circular framework in Cree/Plains
tradition known as the Medicine Wheel.
While it may only be specific to certain Aboriginal groups and their traditions,
given the diversity of Aboriginal people in Canada,
I'd like to use it as an organizing framework.
This is a framework that has certainly been used in curriculum development and research contexts,
and it gives us a holistic view of Indigenous education,
allowing us to see connections between historical moments.
I'll map out four phases of Indigenous education.
I choose four because of its significance for Indigenous people,
certainly here in North America.
The world can be observed in patterns of four, the four directions
the four elements, the four seasons.
And I also want to point out themes of resistance and agency
within the phases I'm going to describe-- agency referring
to strategic and deliberate choices Indigenous peoples make
about education and resistance, whereby even within colonial paradigms
Indigenous peoples resisted events or experiences that
were imposed upon them.
I will ask you to envision a circle in four quadrants.
And as we enter the circle, I describe features of traditional approaches
to learning.
These were ways of living that ensured the survival of our families
and communities.
So language, story, and experiences, these were primary modes for learning.
Ancestral languages transmitted a particular worldview.
Stories were-- they were not just about entertainment,
but stories tell us who we are and how to be in the world
by communicating values or our values to us.
They explain things for us and help us make sense of the world.
Learning was experiential, promoting looking,
listening, and learning by doing.
Learning connected us to our ancestral, natural, and material worlds.
Land, family, and stories are sources of knowledge.
Our Elders, our families, extended families, knowledge keepers,
and community members all share in the responsibility
for helping young children to live in a good way.
Leading Mi'kmaq scholar Dr. Marie Battiste describes the nature of this
knowledge and these ways of knowing as a complete knowledge system.
She tells us that Indigenous knowledge reveals the wealth and richness
in our languages, worldviews, teachings, pedagogies, and experiences,
which have been systematically excluded from educational institutions
and from Eurocentric knowledge systems.
With newcomers to our lands, traditional forms of learning began to change.
And this is where we begin to shift about the circle.
It was missionaries who introduced formalized schooling approaches that
included day schools or mission schools.
Their emphasis was on conversion of Indigenous peoples to newcomer ways,
but that also included spiritual and religious conversion.
Now, in these phases, missionaries valued alliances
with Indigenous peoples, and this is because their conversion practices
required them to learn First Peoples languages.
There were competing religious factions, and missionaries really
needed to recruit to their specific group or religion.
And here, Indigenous peoples exercised some choice in these instances,
choosing to align themselves with specific missionary groups knowing
that missionaries could be conduits to government officials.
As well, the practices of the Bible gave access to print forms of literacy
so that learning the Bible meant learning to read and write.
Indigenous peoples knew the ways of the world were changing with the newcomers,
and they could accommodate this change.
Not that they wanted to adapt or convert,
but that they could be effective agents in the creation
of their own world at this particular time.
But these relationships would change dramatically when Indigenous peoples
were no longer needed as allies and really became simply
threats to settler expansion that required land and resources.
Indigenous peoples became a problem, or the Indian problem,
as it has been referred to in Canadian history.
This necessitated a set of policies and practices
that could control Indigenous peoples.
One such example is the Indian Act established in 1876
and continues to exert probably the greatest control on Canada's First Nations people.
Not only does it legally set out categories of Indigenous identity
in Canada, it regulates every aspect of their lives.
While it's undergone changes over time, it
is still applied to First Nations people.
And this is a legislation based on the values of a dominant society
and reflects their worldview.
It is described as both paternalistic and racist here in Canada today.
As part of this larger colonial agenda of eliminating the Indian problem,
a system of schooling known as residential schools
were established by the federal government
and run by various religious denominations.
This system of education operated across Canada spanning over 100 years,
approximately 1850s to the 1950s, with the last one closing in 1996.
These schools were pervasive, systematic,
and totalizing in their control over Indigenous peoples.
This form of schooling was characterized by very destructive features that
included the denigrating of belief systems, traditions, languages
for students who attended these schools and, as a result,
generations of Aboriginal people.
These schools forced separation of children
from their lands, families, and traditions, the very links
to their cultural identity.
It was an education that emphasized vocational skills
and religious training.
And this was seen in the half-day curriculum of the schools, whereby
children were forced to work part of the school day within the schools
to sustain their operations, as they were-these schools were seriously underfunded.
But what cannot go untold about these schools is the spiritual, emotional,
physical, and sexual abuse that children suffered at the hands
of their caregivers: religious staff, and the many unprepared teachers who
couldn't get jobs in public schools.
I know some people have described some of the positive contributions
that these schools possibly made to the lives of Aboriginal people,
and there's certainly some of those stories.
But as I said, this is a system that was totalizing, pervasive, and systematic,
and the impacts are so large-scale on Aboriginal people.
These effects have been described as intergenerational.
There were generations of children who attended these schools
over a 100-year period, and the effects of this schooling
are seen in the erosion of our family systems.
We learn to parent by being parented, by being nurtured,
and these are children who, for generations, simply
did not have these kinds of models.
And secondly, the loss of culture, languages, our ways of knowing
had very serious consequences for identity and self-worth.
So many of the conditions endemic in our families and communities
today have their roots in this history.
And yet there were students who resisted and survived
this brutalizing form of schooling.
Students ran away from schools.
They continued to speak in their language groups
and continued to practice cultural ceremonies.
There were even families that were able to hide their children when
the Indian agent came to take-to take children away.
Now, it would be impossible to give-do justice
to this history in the limited time that we have in this topic
and certainly within the course.
So I encourage you to follow up with some
of the very important writing on the significant shared colonial history of schooling.
Two comprehensive works in Canada include
J.R. Miller's "Shingwauk's Vision" and John Milloy's "A National Crime".
They give a comprehensive history of this schooling.
There's also a growing body of literature
that documents the experience of residential school survivors.
I think about Isabelle Knockwood's "Out of the Depths", Basil Johnston's "Indian School Days",
and the book "Kamloops Indian Residential School",
which is a set of narratives compiled by the Secwepemc Cultural Society,
as well as recent publications by the Truth and Reconciliation Commission
such as "Speaking My Truth".
These are only a few.
But for educators, we are seeing residential school accounts
narrated in young adolescent and children's literature.
And I think this is very important for thinking
about this history in schooling.
So, "My Name Is Seepeetza" by Nlaka'pamux author Dr. Shirley Sterling,
and there are certainly accompanying curriculum documents with this
particular text that are available online.
"Fatty Legs", which is co-constructed by Margaret Pokiak-Fenton
and her daughter-in-law, Christy Jordan Fenton,
and then a version for younger children of this story called "When I Was Eight".
And of course, the beautiful books written by
Stó:lo author Nicola Campbell.
She's produced two excellent children's books,
"Shi-shi-etko" as well as "Shin-chi's Canoe".
And these are very important contributions
that can introduce young children to the significant experience
of residential schools.
Now, for some of you, you may be learning
about this very dark part of Canadian history for the first time,
and for others it contributes to your ongoing journey
in Indigenous education.
But this is a history that we cannot deny, erase, or even forget about.
This is a history that is not over.
Our families and communities still carry the effects of this schooling,
even if they themselves did not attend these schools.
Our circular framework allows us to return to this history,
not that we would ever return to this form of schooling,
but return to this history to remember, to heal, and to help us, all of us,
understand the intergenerational legacy.
As Indigenous and non-Indigenous educators,
we are responsible for this history, whether we were present at the time or not.
It's a history that belongs to all of us,
and we are all inheritors of this history and, as such,
need to redress this past.
I now turn to the fourth phase of education and the final turn
to complete our circle.
The fourth phase represents contemporary forms
of schooling for Aboriginal learners.
Before I describe some of the features of Indigenous education in this phase,
I want to acknowledge the landmark policy
of Indian Control of Indian Education, which was really
a catalyst for educational change for our people.
It was a policy that emerged in 1972 as part of a larger shift in policy
directed at Indigenous peoples.
And it's important because it entrenched Indigenous peoples'
right to make decisions about their children's education.
It acknowledged Indigenous culture, language, and traditions
as foundations for learning.
And finally, it intended to ensure parental involvement.
While significant as this policy has been
to ensure Indigenous peoples' control over educational processes
that impact on their children, Indigenous children
have still not achieved academic parity as compared to their non-Indigenous peers.
More recently, a second legislation was proposed,
Bill C-33, the First Nations Control of First Nations Education Act.
Now, this legislation was intended to provide First Nations students
with education standards, supports, and opportunities
that would lead to equitable education for Indigenous students.
It emphasized a core curriculum that would be taught in First Nations schools
so that students could transfer between schools on- and off-reserve,
as well as improving school attendance and the quality of teaching.
Now, the legislation has been rejected by First Nations governments and their leaders
as the legislation really does not give control to First Nations.
Rather the federal government would maintain governing structures
and continue to regulate standards.
In addition, it does not address the challenges facing First Nations
education that relate to the lack of adequate funding.
These are only a few of the limitations of this bill that
may offer potential change in the curriculum of schooling
serving First Nations students, certainly in on-reserve communities,
and address issues of accountability.
But the bill itself continues to undermine First Nations
control of First Nations education.
Again, the development of Indian Control of Indian Education
as a response to larger policy directed at Aboriginal people in Canada
and the rejection of this newly-proposed legislation
are demonstrations of Indigenous peoples' agency and resistance.
I'd like to turn now to the features that
characterize this phase of contemporary education.
In this phase, we see the emergence of First Nations community
control of schools and supporting structures for these schools.
I use the example of the First Nations Education Steering Committee
here in British Columbia, which is doing excellent work to advance
educational priorities not only for First Nations schools,
but to provincial education programming.
And I'm referring here to current curriculum resources that
include English First Peoples 11, English First Peoples 12,
and First Peoples Math.
And these are resources that are available online,
and they validate the ways that Indigenous content
can be linked to provincial curriculum.
There is also a greater range of schooling options
for Indigenous learners in the Canadian education landscape.
So, for example, Aboriginal Focus Schools have
been developed within provincial school boards.
And I'm thinking here about the Joe Duquette secondary school,
Now known as Oskayak.
The Vancouver School Board has an Aboriginal Focus School, as well as
one in Prince George, both in British Columbia, Canada.
While not specific to K to 12 schooling,
I want to introduce you to an early childhood intervention program,
the Aboriginal Head Start program.
This is a national program in Canada
operating in urban, rural, and First Nations communities.
And it's very different from the Head Start model in the US,
as this program was developed based on national consultation
with Canada's Aboriginal people.
And it operates on foundational principles
that include culture and language, family involvement,
social support for Aboriginal children, but also school readiness.
This program contributes to a holistic view of Indigenous education
as it links early childhood to elementary schools.
Now, what these contemporary examples demonstrate for us
are the very values and practices within traditional approaches to learning
that I described earlier or at the beginning phase of the circle.
These examples, among numerous others,
centre Indigenous ways of knowing in the learning processes.
Learning is holistic.
It engages families and communities in education,
draws on Indigenous pedagogies.
So that the sources of knowledge, the processes of learning,
and even the functions that learning serves -We return to these-
or we return to traditional forms with these examples.
So as we come full circle, this view of history
ensures that we do not move forward without looking back and engaging
and engaging with a shared past.
-------------------------------------------
Звонок НАСА - Троллим Часть 3)))) - Duration: 2:17.
For more infomation >> Звонок НАСА - Троллим Часть 3)))) - Duration: 2:17. -------------------------------------------
Complete List of BANKS Owned or Controlled by the Rothschild Family - Duration: 16:41.
Complete List of BANKS Owned or Controlled by the Rothschild Family.
�Give me control over a nations currency, and I care not who makes its laws� � Baron
M.A. Rothschild
Before proceeding, I suggest you reading the following list of articles:
1.
The Complete History of the 'House Of Rothschild' 2.
The Complete History of the Freemasonry and the Creation of the New World Order
3.
The Entire ILLUMINATI History 4.
Everything about the Rothschild Zionism 5.
How the Rothschilds Became the Secret Rulers of the World
ROTHSCHILD OWNED & CONTROLLED BANKS:
Afghanistan: Bank of Afghanistan Albania: Bank of Albania
Algeria: Bank of Algeria Argentina: Central Bank of Argentina
Armenia: Central Bank of Armenia Aruba: Central Bank of Aruba
Australia: Reserve Bank of Australia Austria: Austrian National Bank
Azerbaijan: Central Bank of Azerbaijan Republic Bahamas: Central Bank of The Bahamas
Bahrain: Central Bank of Bahrain Bangladesh: Bangladesh Bank
Barbados: Central Bank of Barbados Belarus: National Bank of the Republic of
Belarus Belgium: National Bank of Belgium
Belize: Central Bank of Belize Benin: Central Bank of West African States
(BCEAO) Bermuda: Bermuda Monetary Authority
Bhutan: Royal Monetary Authority of Bhutan Bolivia: Central Bank of Bolivia
Bosnia: Central Bank of Bosnia and Herzegovina Botswana: Bank of Botswana
Brazil: Central Bank of Brazil Bulgaria: Bulgarian National Bank
Burkina Faso: Central Bank of West African States (BCEAO)
Burundi: Bank of the Republic of Burundi Cambodia: National Bank of Cambodia
Came Roon: Bank of Central African States Canada: Bank of Canada � Banque du Canada
Cayman Islands: Cayman Islands Monetary Authority Central African Republic: Bank of Central
African States Chad: Bank of Central African States
Chile: Central Bank of Chile China: The People�s Bank of China
Colombia: Bank of the Republic Comoros: Central Bank of Comoros
Congo: Bank of Central African States Costa Rica: Central Bank of Costa Rica
C�te d�Ivoire: Central Bank of West African States (BCEAO)
Croatia: Croatian National Bank Cuba: Central Bank of Cuba
Cyprus: Central Bank of Cyprus Czech Republic: Czech National Bank
Denmark: National Bank of Denmark Dominican Republic: Central Bank of the Dominican
Republic East Caribbean area: Eastern Caribbean Central
Bank Ecuador: Central Bank of Ecuador
Egypt: Central Bank of Egypt El Salvador: Central Reserve Bank of El Salvador
Equatorial Guinea: Bank of Central African States
Estonia: Bank of Estonia Ethiopia: National Bank of Ethiopia
European Union: European Central Bank Fiji: Reserve Bank of Fiji
Finland: Bank of Finland France: Bank of France
Gabon: Bank of Central African States The Gambia: Central Bank of The Gambia
Georgia: National Bank of Georgia Germany: Deutsche Bundesbank
Ghana: Bank of Ghana Greece: Bank of Greece
Guatemala: Bank of Guatemala Guinea Bissau: Central Bank of West African
States (BCEAO) Guyana: Bank of Guyana
Haiti: Central Bank of Haiti Honduras: Central Bank of Honduras
Hong Kong: Hong Kong Monetary Authority Hungary: Magyar Nemzeti Bank
Iceland: Central Bank of Iceland India: Reserve Bank of India
Indonesia: Bank Indonesia Iran: The Central Bank of the Islamic Republic
of Iran Iraq: Central Bank of Iraq
Ireland: Central Bank and Financial Services Authority of Ireland
Israel: Bank of Israel Italy: Bank of Italy
Jamaica: Bank of Jamaica Japan: Bank of Japan
Jordan: Central Bank of Jordan Kazakhstan: National Bank of Kazakhstan
Kenya: Central Bank of Kenya Korea: Bank of Korea
Kuwait: Central Bank of Kuwait Kyrgyzstan: National Bank of the Kyrgyz Republic
Latvia: Bank of Latvia Lebanon: Central Bank of Lebanon
Lesotho: Central Bank of Lesotho Libya: Central Bank of Libya (Their most recent
conquest) Uruguay: Central Bank of Uruguay
Lithuania: Bank of Lithuania Luxembourg: Central Bank of Luxembourg
Macao: Monetary Authority of Macao Macedonia: National Bank of the Republic of
Macedonia Madagascar: Central Bank of Madagascar
Malawi: Reserve Bank of Malawi Malaysia: Central Bank of Malaysia
Mali: Central Bank of West African States (BCEAO)
Malta: Central Bank of Malta Mauritius: Bank of Mauritius
Mexico: Bank of Mexico Moldova: National Bank of Moldova
Mongolia: Bank of Mongolia Montenegro: Central Bank of Montenegro
Morocco: Bank of Morocco Mozambique: Bank of Mozambique
Namibia: Bank of Namibia Nepal: Central Bank of Nepal
Netherlands: Netherlands Bank Netherlands Antilles: Bank of the Netherlands
Antilles New Zealand: Reserve Bank of New Zealand
Nicaragua: Central Bank of Nicaragua Niger: Central Bank of West African States
(BCEAO) Nigeria: Central Bank of Nigeria
Norway: Central Bank of Norway Oman: Central Bank of Oman
Pakistan: State Bank of Pakistan Papua New Guinea: Bank of Papua New Guinea
Paraguay: Central Bank of Paraguay Peru: Central Reserve Bank of Peru
Philip Pines: Bangko Sentral ng Pilipinas Poland: National Bank of Poland
Portugal: Bank of Portugal Qatar: Qatar Central Bank
Romania: National Bank of Romania Russia: Central Bank of Russia
Rwanda: National Bank of Rwanda San Marino: Central Bank of the Republic of
San Marino Samoa: Central Bank of Samoa
Saudi Arabia: Saudi Arabian Monetary Agency Senegal: Central Bank of West African States
(BCEAO) Serbia: National Bank of Serbia
Seychelles: Central Bank of Seychelles Sierra Leone: Bank of Sierra Leone
Singapore: Monetary Authority of Singapore Slovakia: National Bank of Slovakia
Slovenia: Bank of Slovenia Solomon Islands: Central Bank of Solomon Islands
South Africa: South African Reserve Bank Spain: Bank of Spain
Sri Lanka: Central Bank of Sri Lanka Sudan: Bank of Sudan
Surinam: Central Bank of Suriname Swaziland: The Central Bank of Swaziland
Sweden: Sveriges Riksbank Switzerland: Swiss National Bank
Tajikistan: National Bank of Tajikistan Tanzania: Bank of Tanzania
Thailand: Bank of Thailand Togo: Central Bank of West African States
(BCEAO) Tonga: National Reserve Bank of Tonga
Trinidad and Tobago: Central Bank of Trinidad and Tobago
Tunisia: Central Bank of Tunisia Turkey: Central Bank of the Republic of Turkey
Uganda: Bank of Uganda Ukraine: National Bank of Ukraine
United Arab Emirates: Central Bank of United Arab Emirates
United Kingdom: Bank of England United States: Federal Reserve, Federal Reserve
Bank of New York Vanuatu: Reserve Bank of Vanuatu
Venezuela: Central Bank of Venezuela Vietnam: The State Bank of Vietnam
Yemen: Central Bank of Yemen Zambia: Bank of Zambia
Zimbabwe: Reserve Bank of Zimbabwe
The FED and the IRS
Virtually unknown to the general public is the fact that the US Federal Reserve is a
privately owned company, siting on its very own patch of land, immune to the US laws.
This privately owned company (controlled by the Rothschilds, Rockefellers and Morgans)
prints the money FOR the US Government, which pays them interest for the "favor."
This means that if we would reset the nation's debt today and would begin reprinting money,
we would be in debt to the FED from the very first dollar loaned to our Government.
Also, most people living in the USA have no clue that the Internal Revenue Service (IRS)
is a foreign agency.
To be more accurate, the IRS is a foreign private corporation of the International Monetary
Fund (IMF) and is the private �army� of the Federal Reserve (Fed).
Its main goal is to make sure the American people pay their tax and be good little slaves.
You can read more on the subject here.
In 1835, US President Andrew Jackson declared his disdain for the international bankers:
"You are a den of vipers.
I intend to rout you out, and by the Eternal God I will rout you out.
If the people only understood the rank injustice of our money and banking system, there would
be a revolution before morning."
There followed an (unsuccessful) assassination attempt on President Jackson's life.
Jackson had told his vice president, Martin Van Buren:
"The bank, Mr. Van Buren, is trying to kill me."
This was the beginning of a pattern of intrigue that would plague the White House itself over
the coming decades.
Both Lincoln and JFK have been murdered for trying to rid the country of banksters.
Read everything on the subject here.
The world's Megabanks
There are two Megabanks that offer loans to all the countries around the planet, the World
Bank and the IMF.
The first one is jointly owned by the world's top banking families, with the Rothschilds
at the very top, while the second one is privately owned by the Rothschilds alone.
These two Megabanks offer loans to "developing countries" and use their almost impossible-to-pay-back
interests to get their hands on the real wealth: land and precious metals.
But that's not all!
An important part of their plan is to also exploit a country's natural resources (like
petrol or gas) via their covertly-owned companies, refine them, and sell them back to the same
country, making a huge profit.
But in order for these companies to operate optimally, they need a solid infrastructure,
which is usually lacking in the so called "developing countries."
So before the banksters even offer the almost impossible-to-pay-back loans, they make sure
that most of the money will be invested in � you've guessed it � infrastructure.
These "negotiations" are carried out by the so called "Economic Hitmen", who succeed by
handsomely rewarding (i.e. bribing) or threatening with death those who are in the position to
sell away their country.
For more information on the subject, I suggest reading the Confessions of an Economic Hitman.
The one bank that rules them all, the "Bank for International Settlement," is � obviously
� controlled by the Rothschilds and it is nicknamed the "Tower of Basel."
The true power of the Rothschilds goes FAR beyond the Banking Empire
If you are not yet amazed by the power of the Rothschilds (I know you are), please know
that they are also behind all wars since Napoleon.
That's when they've discovered just how profitable it is to finance both sides of a war and they've
been doing it ever since.
In 1849, Guttle Schnapper, the wife of Mayer Amschel stated:
�If my sons did not want wars, there would be none.�
So, the world is still at war because it is very, very profitable to the Rothschilds and
their parasite bankster bloodlines.
And for as long as we will continue to use money, the world will never know peace.
It is shocking for many to find out that the United States of America is a corporation
ruled from abroad.
Its original name was the Virginia Company and it was owned by the British Crown (it
should not be mistaken for the Queen, which functions largely in a ceremonial capacity
only).
The British Crown donated the company to the Vatican, which gave the exploitation rights
back to the Crown.
The US Presidents are appointed CEOs and their business is to make money for the British
Crown and the Vatican, who take their share of the profits every year.
The British Crown covertly rules the world from the 677-acre, independent sovereign state,
know as The City of London.
This other Crown is comprised of a committee of 12 banks headed by the Bank of England.
Guess who is controlling the Bank of England?
Yup, the Rothschilds!
(Read everything on the subject here).
In 1815, Nathan Mayer made the following statement: "I care not what puppet is placed upon the
throne of England to rule the Empire on which the sun never sets.
The man who controls Britain's money supply controls the British Empire, and I control
the British money supply."
The House of Rothschild is really at the top of the pyramid of power.
They are behind the New World Order and the complete domination of the world agenda.
They are behind the European Union and the Euro and they are behind the idea of a North
American Union and the Amero.
They are controlling all of the world's secret services and their private army is NATO.
Very, very impressive!
Now, what would you say if I told you that we can crumble their empire to dust overnight,
without any sort of violence?
-------------------------------------------
Cara Delevingne cosies up to Stephen Dorff at Wheeler afterparty - Duration: 1:48.
For more infomation >> Cara Delevingne cosies up to Stephen Dorff at Wheeler afterparty - Duration: 1:48. -------------------------------------------
Pyara Khiladi - Naga Chaitanya Movie - Hindi Dubbed 2017 - Hindi Dubbed Movies 2017 - YouT - Duration: 1:45:45.
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