Практика Shadowing: Studio Sacramento: Common Core - Изучайте разговорный английский по видео

Выберите режим практики

Каждый режим открывает полноэкранную комнату практики.

314 предложений

Если предложения слишком короткие или длинные, нажмите Edit, чтобы их изменить.

At Five Star Bank, community is at the heart of what we do.

Every day we strive to have thoughtful solutions for our customers and help our communities prosper.

Honest dialogue about the issues affecting the region is vitally important to that prosperity.

We are proud to be part of the conversation and hope you'll join in.

Common Core.

It's a new set of educational standards developed to address the gap between what employers need and what schools have been delivering.

As we see

Common Core being implemented, some are having second thoughts and even rejecting the new standards as harmful to students and a national takeover of public education.

Joining us in partnership with the American Leadership Forum are managing partner of Capital Impact

and Sacramento City Vice Mayor Jay Chenier and El Dorado County School Superintendent Jeremy Myers.

Jay, what is Common Core?

So, Common Core is a new set of standards that have been developed nationally.

It started with the National Governors Association saying what we have really isn't good enough.

What we have is just too much content

and not really teaching our young people how to think and be prepared for 21st century jobs.

So they went out and said we'll work with educators, we'll work with teachers, we'll work with researchers,

and we'll develop a set of standards that can be implemented.

At this point we have 44 states across the country that are in the process of implementing those standards.

And Superintendent, as a parent, what is it that I need to know about Common Core?

You know, and to follow up on Jay's comment in terms of being career ready,

the intent of Common Core is for students to be career and college ready.

And the conjunction is intentional in terms of the and.

And so it is very intentional in terms of it being career and college ready.

Parents need to understand that this is a different approach in terms of classroom instruction

and that there will be accountability measures around that instruction that are going to look very different than what they've seen previously.

Like what?

Well, everybody, I think, for the most part is familiar with STAR testing,

standardized testing and reporting, in which students are given a score anywhere from far below basic to advanced.

And then schools were given an academic performance index, which was a value between 100 and 1 ,000,

with 800 being the statewide target.

So everybody's pretty familiar with that as the public means of accountability for gauging a school and a district's success.

That's all about to change.

And ultimately, as Vice Mayor of Sacramento, education doesn't fall directly within your purview,

but what does

Common Core and its successful implementation mean to your city from a perspective of its young graduates?

So I think this is critical because as we think about the city's sustainability

and we think about the workforce that we need in the health sector as we look at agribusiness,

as we look to implement next economy and the initiatives that we want to grow our economy.

We need an educated workforce that can think for themselves, that can analyze problems, that can come up with solutions, that can work together.

These are the things that we're really talking about in Common Core as opposed to, you know, I remember sitting with my high schooler

and saying these are the routes that all the explorers used across the Atlantic Ocean.

Well, they don't need to learn that anymore they know where to go to get that,

they need to understand how you learn and that's what we need to teach our young people now.

We'll stick on that for a second.

How you learn.

One of the criticisms of the last big initiative

which was President Bush and Teddy Kennedy's No Child Left Behind was that it was test,

it was memorization because that's what particularly in the East Asian countries was the focus which was rote memorization.

what, is this a new fad or what's different about this?

I think this is the evolution of education as we look at it.

You know, fundamentally Scott, we've changed what education is doing and the purpose from a sorting machine.

These kids will go to college, these kids will go into industry and work in our factories.

We don't do that anymore, which is a great thing and that's what Jeremy was talking about when you talk about college and career.

We need to prepare our young people for jobs that we don't, that don't even exist today.

And to do that we need to teach them how to think, how to do the analysis.

Those are the things that are going to be important for young people to be successful.

Jeremy, though, the question that comes up is

that Common Core.. is on one level those who are for it say it's about reasoning

and learning how to analyze and and really creating critical thinking skills for students.

Right.

On the other hand those who are more traditionalists say how can there be four answers to the same problem?

Is this, this is just another manifestation of the self -esteem movement where it is

that we're all winners and everybody gets a trophy

and there are no wrong answers and this is another step toward us being uncompetitive and soft as a nation.

Yeah I would fundamentally disagree in terms of there being no wrong answers.

This is a very different approach in terms of assessment

and engaging what students are know and able to be able to do at a particular point in time and what

Common Core is is that if you look at the properties of a square,

you would have multiple properties of that square in a single question, and being able to identify the multiple properties of a square, i .e.

more than one right answer, and in fact, to get the answer correct,

you have to be able to identify all of the properties of a square.

That's what we mean when there's more than one right answer to a problem, is being able to think with much greater depth and demonstrate knowledge

that is much more complete

and exhaustive than what we could measure in a multiple choice test which was a single right answer.

A couple of years ago no one was talking about this

but now it's becoming a much larger conversation and I read

that in fact some folks who were originally for this are now turning negative.

What's the story behind that?

You know, I think change is difficult, all else being equal, change is difficult.

I will tell you that standards are nothing new to the state of California.

We've had standards -based education since 1997 in an assessment system that has been part and parcel to standards -based education.

Change is difficult, and I think that there is also the misperception

that this is somehow the federal government overreaching into the state's right to provide education to our students.

I've heard it's

Obamacare for education.

I've heard the same thing.

And the irony about that argument, Scott, is that there is more local control right now over the other half of the equation.

So if we think of this as common core as being the standards, and the standards are what we want students to know

and be able to do at any particular point in time or grade level.

The whole other half of that equation is the content, the curriculum, and in the instruction that gets students to that place.

That is more locally controlled now than it has been in the last three decades.

How so?

You're probably familiar with the governor's funding formula, which is called Local Control Funding Formula.

Yeah.

That was implemented in 2013, which is the most fundamental overhaul in school finance that we've seen in a very, very long time.

And it restores local control to school districts.

And by that we mean LEAs or school boards, local education agency school boards, that are making the decision around the other half of that equation,

which is the content and the curriculum that gets students to where we want them to know and be able to do.

100

The, the, but this local control and this new funding allocation coming in with Common Core,

101

Jay what many people want to know is what's this going to do in the lowest income

102

and most challenged communities in our state?

103

Because we've heard, we heard that

104

No Child Left Behind was going to run to the rescue.

105

And we've heard other things prior to that.

106

So forgive me, but there are a number of cynics who believe

107

that this is going to make any more difference at all.

108

So first we can talk about the funding formula itself.

109

And what the funding formula does is it basically redistributes dollars in California.

110

So if you are a district with poor kids, if you're a district with a lot of English language learners or concentrations of those,

111

you're going to get more dollars than you would have prior to that.

112

And foster youth as well.

113

And foster youth as well.

114

So it's not, you're not adding more dollars to the system right now.

115

We wish we were because we're underfunded as a whole.

116

But we are, what we are doing over time is saying

117

we're shifting some of these dollars to those kids who need it most

118

so it's by need rather than all kids equal because we know all kids don't start equal.

119

What is to stop districts, and Jeremy this is as much your question as Jay's, what's to stop districts from just backfilling on the cuts

120

that they've made over the past few years in the recession

121

and just using that money in that way rather than actually directing it to make.. substantive change?

122

Well, in some districts will do that.

123

I think the most important type of accountability that we have is public accountability.

124

It's really about parents and community members getting involved, understanding what's happening here.

125

We just saw some polling last week that came out around Common Core.

126

47 % of parents know what

127

Common Core is, have some familiarity with it.

128

That's really shameful for us.

129

This is, as Jeremy said, one of the biggest changes we've done in education.

130

This is a landmark change in how we teach our kids and what teachers will have to do in the classroom.

131

To know that less than half the parents actually know this is happening doesn't work.

132

So I think we have a really big job on messaging here, really getting the word out so parents do understand what's happening in the classroom.

133

And that in turn I think is going to force more engagement at the local level.

134

I also think because of the funding formula, being a school board member is going to take great added importance.

135

You know, To date, you don't have much flexibility when the state's telling you what to do, what to teach, how to teach it,

136

and here's your money to do it with 153 categorical programs.

137

With all of that gone, being a local school board member is going to mean something again.

138

So I hope that all those pieces together create more engagement at the local level.

139

We get more parents and community members involved, and the public accountability is what's really going to keep districts honest.

140

Yeah, I would just add to that.

141

First of all, the comment in terms of what would stop districts from just restoring cuts that they've made during this,

142

you know, what we're referring to as the Great Recession.

143

In some cases, they would restore those cuts appropriately because they are,

144

they were important components to a child's education and they had to make those cuts at the expense of our students.

145

So in some cases, it is appropriate that they would add those programs back.

146

The other thing that I would suggest, or that I'd say, is that the corollary to LCFF, the local control funding formula,

147

is called the LCAP, the Local Control Accountability Plan.

148

This year was the first year that districts and county offices were required to complete an LCAP.

149

And it really talks about how, if you've got local control, you've also got local responsibility.

150

And that needs to be reflected in a local control accountability plan and tied to really directly to student outcomes.

151

And so what this does is it uniquely ties for the first time the budget to student outcomes.

152

And what's the consequence if schools and districts don't hit the benchmark?

153

Well, a lot of this is yet to be decided.

154

We're going to be moving to a brand new accountability model

155

and the local control accountability plan is actually submitted by districts to a county office for approval.

156

So it is the responsibility of the county office and in fact county superintendent to work

157

in partnership with districts to make sure that they have outcomes

158

that are reasonable and that they have provided resources that are sufficient to be able to deliver on those student outcomes.

159

So the other thing I want to add to that is there are requirements as districts develop these plans,

160

they're LCAPs, far too many, too much jargon.

161

A lot of acronyms.

162

I apologize for all education people on this one.

163

But within that there are requirements about community engagement and parental engagement in developing their plans.

164

So again, it's getting our parents smarter about what's happening at their school site, what's happening in their district.

165

And then there are requirements as far as Jeremy said of the county looking at this to make sure

166

that those are implemented.

167

Where's the teacher accountability in any of this?

168

When we have the California Teachers Association come to your show we can have that discussion as well.

169

Okay, so in other words, now I've heard that teachers are fairly supportive of Common Core in California, is that accurate?

170

I think by and large teachers are very excited about it.

171

It's a mixed bag for teachers.

172

I mean this is very difficult and we probably don't have enough time in implementation

173

and it's a different way of teaching

174

and we've actually brought up now a whole generation of teachers based on the way we've been teaching since 97.

175

So which has been timing and pacing, this is what you'll teach on Tuesday, this is what page you should be on,

176

without a lot of flexibility in that.

177

And now we're asking teachers to go back to pre -1997 days when they really had much more control in their classroom.

178

What we're telling teachers, and I think this is a good thing, is here's a set of results we want for you with your kids.

179

You figure out how to do it.

180

You as a school, you as a district adopt your own curriculum to get there.

181

So there is a lot of flexibility in how they teach and allowing them to do that.

182

But this whole focus that has been going on the debate for the past several years on teacher accountability, I'm not hearing much about that within

183

Common Core itself?

184

Not necessarily within Common Core.

185

There is a lot of discussion right now in terms of student outcomes being tied to teacher evaluation.

186

I wouldn't say that those discussions are anywhere close to being complete

187

or fruitful in terms of actually having teacher evaluation tied to student outcomes.

188

It's one of the reasons why California was not successful in getting a waiver from No Child Left Behind is

189

that we didn't have a teacher evaluation piece that was connected to student outcomes.

190

Well, let's talk about connections for a second because one of the things

191

that folks who believe

192

that government just continues to layer things one on top of the other have said is that we had

193

No Child Left Behind and now we've got Common Core does

194

Common Core supersede or get rid of No Child Left Behind?

195

Or is this just another layer of stuff that sits on top of No Child Left Behind?

196

Common Core replaces the standards that we had in place since 1997.

197

So Common Core again is what we want students to know and be able to do in a particular time, in a particular grade level.

198

The corollary to that is accountability.

199

And accountability exists really on two levels.

200

It exists at a state level and that model is yet to be determined.

201

As I mentioned, we're moving away from the star.

202

And then you've got federal accountability that schools are required to meet for Title I, which is No Child Left Behind.

203

So Common Core is really just the standards.

204

And then the corollary to that is the accountability that exists at both the state and the federal level.

205

Now, as both of you know, there were significant scandals around the country with teachers not only teaching to the test

206

or districts teaching to the test with regards to the accountability standards of No Child Left Behind,

207

but in fact actually falsifying scores because it was a relentless drive to get these scores up.

208

Under Common Core, it raises the question, who wins and who loses with the successful implementation of these standards?

209

Well, I think successful implementation means everybody wins, beginning with students.

210

I mean, they're going to be better prepared with 21st century skills for the workforce that we have.

211

They're going to be better prepared if they want to go to higher education when they graduate from high school.

212

And if our students are doing better, we all do better, the country does better.

213

But at the same time, there are certain folks who have succeeded

214

because they found a way to be successful with the existing model of using the STAR testing.

215

Also what I've heard is that some of the things

216

that parents might have to expect is that based on the change that grades for their student may go down,

217

that they may not be as competitive in applying for college as they would have been

218

because they've learned under this old system.

219

So this isn't your grading system in the schools.

220

This is, these are your test scores which don't count towards your transcripts, don't count towards college applications.

221

We do expect that the scores will go down as the change happens,

222

although I will say Kentucky is the first state that actually implemented Common Core.

223

Their scores have actually gone up, their college acceptance rates have gone up.

224

They've done really well there.

225

So we'll have to see what happens.

226

And the research is absolutely clear in the field of education.

227

When you raise expectations and you couple that with quality instruction,

228

test scores go up, students respond and they rise to the level of the challenge.

229

As long as you've got increased expectations coupled with good instruction, students will do better.

230

There's no question that the REIT.

231

Where is all of the angst coming from them?

232

I mean, as recently as within the past few weeks, Louisiana Governor Bobby Jindal, who was an early supporter,

233

has moved backwards from his former position supporting the implementation of Common Core.

234

And there does seem to be a bit of chaos going on in the country.

235

What's driving that?

236

You know, I don't know what

237

Bobby Jingle's position is.

238

And what I, everything I read says that this is about the government overreaching into the business of states.

239

And in this case that business is education.

240

And the resistance is the federal government overreaching and governors being very sensitive to that.

241

But this was a governor driven initiative, was it not?

242

Right.

243

Perception is reality as you know and the perception that's been put out there is

244

that this is.. the federal government taking over education once again.

245

That's the ironic thing is in terms of its inception, this had nothing to do with the federal government.

246

The genesis of this was the National Governors Association.

247

They got together and said if the world is flat and this is truly a global economy,

248

we ought to be able to compare California to Kentucky and know how they're doing relative to one another.

249

And in order to do that, you have to have a common starting place, i .e common core.

250

And again, the ironic thing in terms of folks that think

251

that this is a federal initiative and that the federal government is overreaching is

252

that we again have more local control right now over the other half of that equation, which is the content, curriculum and instruction,

253

than we have had in decades.

254

By that we mean again, these are local school boards that are making those decisions.

255

I hear you, it's just hard to believe because everything you read is about how there is no local control whatsoever.

256

Well we're in the infancy.

257

We really are in the infancy of all of this.

258

And we are finding our way as county offices of education and as school districts in terms of,

259

as Jay was mentioning, that we have to acclimate ourselves to making these decisions locally that have been,

260

by and large, been made at the state level through the legislature with categoricals and the California Department of Education with materials.

261

And so we're, for the very first time in a very long time, making these decisions locally.

262

And how does this connect up when to higher education and getting our young people into the workforce?

263

So they start to learn under these new standards and they start to perform.

264

Is a similar parallel conversation happening at the community college,

265

state university and UC level where they're having to adjust as well or do they really not have any involvement in this?

266

No, I think they do have involvement

267

and I think we're getting better at thinking through the alignment issues between K -12 and community college, CSU and UC.

268

It hasn't been an easy discussion over time but between this initiative,

269

Link Learning Initiative, We're really trying to get our young people to understand what they need

270

and align what it is to graduate from high school and then to be accepted and to go forward.

271

We know that the levels of remedial education are far too high in community college and at CSU.

272

That's something that they care about that they want to work with.

273

So you see a lot more cooperation,

274

particularly higher ed reaching down into K -12 and saying we do want to work with you because everybody wins that way.

275

The, the, for parents today who are evaluating this issue,

276

how should they change how they interact or help guide

277

and coach their kids in order to prepare them to be successful in this new environment?

278

Well I think there are some tremendous resources out there

279

that are on the internet for parents to be able to familiarize themselves with the standards.

280

And I think that's a first step is to be able to familiarize yourself with the standards

281

and know what the expectations are for your child as they're entering a particular grade level.

282

And as Jay was mentioning, only 47 % of the parents are even aware at this point of Common Core.

283

and what that means is it's incumbent upon us as educators

284

to communicate this critical change to our parents and to make them aware initially that this change is not about to happen,

285

it has happened.

286

Common Core have been our standard since 2010.

287

So we're entering the 2014 -15 school year and we have over half the people that aren't aware of this.

288

That's incumbent upon us as educators to make sure that parents are aware.

289

And there are a number of resources out there on the internet for parents to be aware of the standards

290

and how they look different.

291

How is teaching under these standards different for the teacher in

292

the classroom than what they've been experiencing in the past with the focus on just the rote testing under STAR?

293

Well, one of the major complaints of our 1997 standards was that there was a focus on breadth over depth.

294

And teachers had to make sure that they were at a particular place teaching a particular standard and then move on.

295

Without being able to gauge necessarily the degree to which students got that standard.

296

They had to move through to the 153rd day of instruction, which was when the window for star testing opened up,

297

and try to get through as many standards as possible in advance of star testing.

298

common core

299

and what we're hearing from teachers is a breath of fresh

300

air in terms of it focusing on depth over breadth

301

and teachers being able to engage much more deeply in a particular standard without having to get through

302

that laundry list of standards that we've been dealing with up until 2010.

303

And we're going to have to leave it there.

304

Thank you gentlemen.

305

Our pleasure.

306

And that's our show.

307

Thanks to our guests and thanks to you for watching Studio Sacramento.

308

I'm Scott Syphax.

309

See you next time right here on KVIE.

310

At Five Star Bank, community is at the heart of what we do.

311

Every day we strive to have thoughtful solutions for our customers and help our communities prosper.

312

Honest dialogue about the issues affecting the region is vitally important to that prosperity.

313

We are proud to be part of the conversation and hope you'll join in.

314

All episodes of Studio Sacramento, along with other KVIE programs, are available to watch online at kvie .org slash video.

Скачать приложение

Всё для свободной речи

ИИ-оценка произношенияОценка каждой фразы

Практика IPAОсвойте каждый звук

СловарьСоберите свой словарный запас

Игра со словамиУчитесь играя

Сканировать QR

Download on theApp Store Get it onGoogle Play

FOR YOU

Лексика и советы по произношению к этому уроку

Этот урок разговорной практики построен на видео «Studio Sacramento: Common Core». Чаще всего повторяются слова: common, Core, standard, student, teacher. В этом видео 175 предложений и 4376 слов для шедоуинга. Речь длится 26:20. Говорящий говорит в естественном темпе, около 166 слов в минуту, близком к повседневной речи. 88% слов входят в 3000 самых частых слов английского языка, поэтому лексика простая.

Ключевая лексика этого видео

15 слов из видео, которые стоит выучить, с произношением и значением:

Слово	Произношение	Значение
accountability существительное	/əˌkaʊn.təˈbɪl.ə.ti/	отчётность, подотчётность
outcome существительное	/ˈaʊtkʌm/	исход
implement глагол	/ˈɪmpləmənt/	выполня́ть, осуществля́ть
instruction существительное	/ɪnˈstɹʌkʃən/	инстру́кция, инструкта́ж
formula существительное	/ˈfɔː.mjʊ.lə/	фо́рмула
initiative существительное	/ɪˈnɪʃ.ə.tɪv/	инициати́ва, почи́н
implementation существительное	/ˌɪmplɪmənˈteɪʃən/	воплоще́ние в реа́льность, реализа́ция
classroom существительное	/ˈklɑːsɹʊm/	класс, кла́ссная ко́мната
engagement существительное	/ɪnˈɡeɪd͡ʒ.mənt/	ангажеме́нт
curriculum существительное	/kəˈɹɪk.jə.ləm/	курс обучения, уче́бный план
equation существительное	/ɪˈkweɪ.ʒən/	уравне́ние
evaluation существительное	/ɪˌvæljuˈeɪʃn̩/	оце́нка, оце́нивание
restore глагол	/ɹɪˈstoɹ/	восстана́вливать, восстанови́ть
flexibility существительное	/ˌflɛksɪˈbɪlɪti/	ги́бкость
expectation существительное	/ˌɛk.spɛkˈteɪ.ʃən/	ожида́ние

Фразовые глаголы, которые вы услышите

Слово	Произношение	Значение
leave behind глагол		оставля́ть, оста́вить
go up глагол		поднима́ться, подня́ться
go down глагол		спуска́ться, спусти́ться
bring up глагол		воспи́тывать, воспита́ть
come out глагол	/ˌkʌm ˈaʊt/	выходи́ть, вы́йти
come up глагол		поднима́ться, подня́ться
come up with глагол		придумывать, приходить в голову
figure out глагол		разбира́ться, разобра́ться

Грамматика в этом видео

Конструкции, которые говорящий использует чаще всего, с точными словами из видео:

Конструкция	В видео
Present Perfect Continuous have/has been + -ing — действие началось раньше и продолжается	have been delivering · we've been teaching · has been timing
Present Perfect have/has + причастие прошедшего времени — прошлое действие, важное сейчас	have been developed · they've seen · we've changed
Пассивный залог be + причастие прошедшего времени — важно, что происходит, а не кто это делает	being implemented · have been developed · can be implemented
Придаточные определительные who / which + предложение — уточнение о человеке или предмете	index, which was · focus which was · anymore, which is

Произношение, на которое стоит обратить внимание

Говорящий использует 89 сокращённых и редуцированных форм, например we're, don't, we've. Произносите их коротко, так, как слышите.

Звуки «th»: thoughtful /ˈθɔːtfəl/, breadth /bɹɛdθ/
Звуки «sh» и «zh»: instruction /ɪnˈstɹʌkʃən/, initiative /ɪˈnɪʃ.ə.tɪv/, implementation /ˌɪmplɪmənˈteɪʃən/, equation /ɪˈkweɪ.ʒən/, evaluation /ɪˌvæljuˈeɪʃn̩/
Длинные слова — следите за ударением: accountability /əˌkaʊn.təˈbɪl.ə.ti/, initiative /ɪˈnɪʃ.ə.tɪv/, implementation /ˌɪmplɪmənˈteɪʃən/, curriculum /kəˈɹɪk.jə.ləm/, evaluation /ɪˌvæljuˈeɪʃn̩/

Звуки, трудные для русскоязычных:

/w/ — губы округлены, это не /v/: equation /ɪˈkweɪ.ʒən/, workforce /ˈwɝk.foɹs/, consequence /ˈkɑn.sɪ.kwəns/, whatsoever /ˌ(h)wʌtsoʊˈɛvɚ/, backward /ˈbækwɚd/
/h/ — лёгкий выдох, а не русское «х»: whatsoever /ˌ(h)wʌtsoʊˈɛvɚ/, harmful /ˈhɑɹmfl̩/, overhaul /ˈəʊvəˌhɔːl/
Звонкие согласные в конце слова — не оглушайте их: initiative /ɪˈnɪʃ.ə.tɪv/, dialogue /ˈdaɪəˌlɑɡ/, gauge /ˈɡeɪd͡ʒ/, analyze /ˈæn.əˌlaɪz/, strive /ˈstɹaɪv/

Как заниматься с этим видео

Прослушайте всё видео один раз молча и выпишите незнакомые слова.
Начните со скорости 0,75×, повторяйте предложение за предложением и вернитесь к обычной скорости, когда станет легко.
Запишите себя и сравните с оригиналом, обращая внимание на такие слова, как accountability, outcome, implement.

Что такое техника Shadowing?

Shadowing — это научно обоснованная техника изучения языка, изначально разработанная для подготовки профессиональных переводчиков и популяризированная полиглотом доктором Александром Аргуэльесом. Метод прост, но эффективен: вы слушаете аудио на английском от носителей языка и немедленно повторяете вслух — как тень, следующая за говорящим с задержкой в 1–2 секунды. В отличие от пассивного прослушивания или грамматических упражнений, Shadowing заставляет мозг и мышцы рта одновременно обрабатывать и воспроизводить реальные речевые паттерны. Исследования показывают, что это значительно улучшает точность произношения, интонацию, ритм, связную речь, понимание на слух и беглость речи — что делает его одним из самых эффективных методов для подготовки к IELTS Speaking и реального общения на английском.

Техника шедоуинга: читать полное пошаговое руководство →

Практика Shadowing: Studio Sacramento: Common Core - Изучайте разговорный английский по видео

Выберите режим практики

Скачать приложение

Рекомендуемое видео

Charlie Kirk's Most Viewed Video EVER

Teacher to Teacher: Is AI reshaping education for the better?

View From The Top with Roelof Botha, Managing Partner of Sequoia Capital

What is Public Health? Episode 1 of "That's Public Health"

Know Before You Tell - The Three-Part Framework Every Communicator Needs

Core Knowledge (Stanford Psych 60)

Proposed changes to early education program

Learn English From The News - Google, Elon Musk's SpaceX Discuss Launching Data Centers Into Orbit

Why financial literacy education in the US sucks

The Human Element

Solve at MIT: Her Majesty Queen Rania on "Youth, Skills, and the Workforce" Challenge

GENERAL INTRODUCTION 1