#education lead generation agency

[buddhwani]

The Role of Content Marketing in Education

The education sector is undergoing rapid changes in the digital age. Students are no longer solely reliant on traditional media to find information. Instead, they use online platforms, blogs, and social media. Content marketing is now crucial to digital marketing for edTech Businesses, educational institutions, edTech companies, and other businesses. Content marketing allows them to attract potential students, establish authority, and increase their visibility in a competitive market. Explore the role of content in the education industry and how it can drive growth.

1. Building Trust and Credibility

Content marketing allows educational institutions to build credibility and trust. By creating informative, well-researched, and consistent content for schools, colleges, and edTech platforms, they can demonstrate their expertise. This content could be ebooks or videos, blogs, webinars, or a combination. All of these provide valuable information for parents and students.

A college could publish a blog about 'How to Choose the Right Engineering Course' to assist students with making informed decisions. Positioning themselves as an authoritative source of information can help educational institutions build a loyal following that views them as industry leaders. This can result in higher engagement, improved brand recognition, and more admissions.

2. Enhancing Engagement through Storytelling

Storytelling can be a powerful marketing tool, particularly in the education sector. Stories are more engaging than plain facts. Educational institutions can use storytelling to highlight student achievements, share success stories, and highlight alumni accomplishments. This is not only a great way to promote the course, but it also helps build an emotional connection with your audience.

EdTech companies can also use storytelling to explain how their platform solves real-world issues. An online learning platform, for example, can share case studies that show how it has helped students improve their skills. This will prove the effectiveness of their offerings.

3. Search Engine Visibility

Search engine optimization (SEO) is a key component of content marketing. Appearing on the first search page can significantly impact educational institutions' visibility and lead generation. Schools, colleges, and edTech platforms that create SEO-friendly content can reach a wider audience.

Prospective students will use keywords relevant to the content of blogs, articles, and other types of content. Phrases like "top data science courses" or "best engineering college in India" may attract students actively looking for educational opportunities.Education marketing agency help institutions optimize their content so that it ranks higher in search engines, leading to more organic traffic for their websites.

4. Education of the Audience

Content marketing extends the philosophy that education is about sharing knowledge. By providing valuable, educational content to their audiences, institutions help them make educated decisions. Blogs on career prospects, entrance exam preparation and detailed guides to course selection, for example, can be very beneficial to prospective students.

Educational content explaining the nuances of an educational course or the advantages of enrolling in particular programs can also address parents' and students' questions and concerns. Content marketing that uses an educational approach ensures prospective students are informed and more likely to take the next step to enrol.

5. Increase Engagement on Social Media

Instagram: Social media is now a key platform for the distribution of content. Platforms like Facebook, Instagram, and YouTube can be used by educational institutions to reach out and share interesting content. Videos, infographics, and quizzes are effective ways to grab students' attention.

Social media is a great way for edTech companies to promote their products, showcase customer testimonials, and run promotions. By sharing high-quality, relevant content, educational brands can help build a strong social media presence, which will encourage students to explore their offerings further.

6. Creating Quality Leads

Content marketing is more than just creating awareness. It is about generating high-quality leads. Educational institutions can create lead magnets, including ebooks or webinars. They also offer free trial classes in exchange for potential students' contact information. These data can be used for targeted marketing campaigns or follow-ups.

For example, an education lead generation agency can design a  strategy to attract students by creating informative guides about different career paths and study resources. The agency can then use the contact information that students have provided to access the resources to nurture leads and guide the student through the admissions process.

7. Establishing Thought Leaders

Content creation can help educational institutions and edTech companies establish themselves as thought leaders in their respective fields. By publishing research papers and blogs, they can show their expertise and authority. This not only enhances the brand's perception but also builds credibility.

Thought leadership content can be shared on multiple platforms to increase influence and reach, including the institution's website, industry forums, and social media platforms. This strategy will help establish the institution as the go-to resource for educational information and advice.

8. Utilizing Different Content Formats

Diversity is the key to a successful content marketing strategy. To find out what works best for their audience, educational institutions should try different formats of content. You can, for example:

 Blogs are regularly updated and can answer frequently asked questions, provide tips, and share students' success stories.

Videos, explainers, campus tours, and student testimonials are more engaging than text.

Podcasts Educational podcasts provide in-depth discussions on various topics and feature expert interviews.

Infographics are great for visually sharing quick facts, statistics, and highlights.

Diversifying educational brands' content formats can help them cater to different types and levels of learners while keeping their audience engaged.

9. Measuring content marketing success

It's also essential to evaluate the success of your content marketing. To track their content's performance and effectiveness, educational institutions can use Google Analytics, Social Media insights, or SEO tools. Metrics such as page views, engagement rates, conversion rates, and time spent on the site can be used to understand what works.

 It can help institutions create tracking mechanisms that monitor the effectiveness of their content marketing campaign and make data-driven decisions.

Conclusion

Content marketing is crucial to the success of edTech companies and educational institutions. A well-executed content marketing strategy can change how educational brands engage and reach their audience. Visibility can do everything from building trust to enhancing visibility and generating high-quality leads. Content marketing is vital for any school, college, or edTech company to stay competitive in this digital age. You can create a digital marketing strategy for edTech companies with the help of a dedicated expert.

[idreamkraft]

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[promilo]

Understanding the B2B Buyer's Journey: How to Guide Prospects to Conversion

The B2B buyer's journey is the process that businesses go through when they are researching and purchasing products or services from other businesses. It is essential to understand this process if you want to guide prospects to conversion successfully. In this article, we will go over the different stages of the B2B buyer's journey and provide tips on how to guide prospects through each stage.

Awareness Stage

The awareness stage is the first stage of the B2B buyer's journey. At this stage, the buyer becomes aware that they have a problem or a need that they want to solve. They may not know what the solution is or who can provide it, but they are starting to research potential options.

To guide prospects through this stage, you need to make sure that your business is visible and easily discoverable online. This can include optimizing your website for search engines, creating informative blog posts, and building a social media presence.

You also need to make sure that your content is relevant and targeted to your potential buyers' needs. This can include creating educational content that helps your prospects understand their problem and the potential solutions available to them.

Consideration Stage

Once a prospect has identified their problem or need, they move on to the consideration stage. At this stage, they start to research different solutions to their problem and evaluate potential providers. They may also start to compare different providers and consider factors such as price, quality, and customer service.

To guide prospects through this stage, you need to make sure that your business is seen as a credible and trustworthy provider. This can include creating case studies and customer testimonials that demonstrate your ability to deliver results.

You also need to make sure that your sales and marketing teams are aligned and working together to provide a seamless experience for prospects. This can include providing personalized content and messaging that speaks to their specific needs and concerns.

Decision Stage

The decision stage is where prospects make their final decision on which provider to choose. At this stage, they may request a proposal or quote, negotiate terms, and finalize the deal.

To guide prospects through this stage, you need to make sure that you provide a smooth and efficient buying experience. This can include simplifying your buying process, providing clear pricing and terms, and responding to inquiries and questions in a timely manner.

You also need to make sure that you continue to build trust and credibility with your prospects throughout the buying process. This can include providing excellent customer service and support after the sale is made.

In conclusion, understanding the B2B buyer's journey is essential if you want to guide prospects to conversion successfully. By providing relevant and targeted content, building trust and credibility, and providing a seamless buying experience, you can increase your chances of converting prospects into customers.

[professorcalculusstanaccount]

How would you describe Chang's relationship with his adoptive parents in your wonderful au?

Chang is adopted pretty quickly, so it's likely they didn't get much time to get to know each other as well as most adopted families nowadays. My thoughts on Chang and his adopted family are below!

Chang's heroism in The Blue Lotus was impressive, which leads to lofty expectations Chang himself feels incapable of meeting. He struggles to adapt to life in Shanghai, the Wangs' upper middle class culture and has problems at school, having missed out on a few years of education and a lot of unresolved trauma.

He's frustrated at his own inability to fit in, and guilty about flubbing this opportunity at life they gave him. Part of him feels like he's tearing their family apart. The Wangs are desperately trying to give Chang a good life, but feel completely out of their depth.

He also can't help but compare himself to Didi, his much older adopted brother and their biological son, who is scarily competent and a clear favourite of their mother.

Didi is aware that his father may have expectations for Chang to join the Sons of the Dragon. Having experienced the pressure and danger first-hand he takes it upon himself to foster a sense of agency in Chang so he will be capable of choosing for himself when the time comes. Didi trains Chang in martial arts and is tough on him in general, but encourages Chang to travel when he expresses an interest in it. Chang on the other hand encourages Didi to have fun and let loose!

Mr Wang has high expectations for Chang because he believes in him. He and Mrs Wang genuinely care for him and only want the best possible life for him, but this sometimes comes across as them expecting Chang to be somebody else. They first thought Chang was much like Didi, disciplined and quiet, but Chang's rebellious streak catches them off guard. Mrs Wang is particularly shaken.

It struck me how gentle the Wangs were with Didi while he was under the influence of madness poison, and as they are good friends with a mental health specialist, they would absolutely take Chang's mental health seriously. Whether or not they fully understand each other is another thing. As Chang slips into a deep depression they decide to send him off to London to meet his uncle, hoping a change in scenery will help him. On his way through Tibet however, his plane crashes into the mountains...

[philosopherking1887]

More good things the Biden administration is doing: OSHA heat safety rules for workers

Remember when Texas and Florida passed laws preventing local and municipal governments from implementing their own heat safety rules and said that if heat is such a big problem, OSHA should make rules that apply to everyone? If not, NPR can remind you. OSHA has now accepted the challenge, moving much faster than they usually do:

OSHA National News Release U.S. Department of Labor July 2, 2024 Biden-Harris administration announces proposed rule to protect indoor, outdoor workers from extreme heat WASHINGTON – The U.S. Department of Labor has released a proposed rule with the goal of protecting millions of workers from the significant health risks of extreme heat. If finalized, the proposed rule would help protect approximately 36 million workers in indoor and outdoor work settings and substantially reduce heat injuries, illnesses, and deaths in the workplace. Heat is the leading cause of weather-related deaths in the U.S. Excessive workplace heat can lead to heat stroke and even death. While heat hazards impact workers in many industries, workers of color have a higher likelihood of working in jobs with hazardous heat exposure. “Every worker should come home safe and healthy at the end of the day, which is why the Biden-Harris administration is taking this significant step to protect workers from the dangers posed by extreme heat,” said Acting Secretary of Labor Julie Su. “As the most pro-worker administration in history, we are committed to ensuring that those doing difficult work in some of our economy’s most critical sectors are valued and kept safe in the workplace.” The proposed rule would require employers to develop an injury and illness prevention plan to control heat hazards in workplaces affected by excessive heat. Among other things, the plan would require employers to evaluate heat risks and — when heat increases risks to workers — implement requirements for drinking water, rest breaks and control of indoor heat. It would also require a plan to protect new or returning workers unaccustomed to working in high heat conditions. “Workers all over the country are passing out, suffering heat stroke and dying from heat exposure from just doing their jobs, and something must be done to protect them,” said Assistant Secretary for Occupational Safety and Health Douglas L. Parker. “Today’s proposal is an important next step in the process to receive public input to craft a ‘win-win’ final rule that protects workers while being practical and workable for employers.” Employers would also be required to provide training, have procedures to respond if a worker is experiencing signs and symptoms of a heat-related illness, and take immediate action to help a worker experiencing signs and symptoms of a heat emergency. The public is encouraged to submit written comments on the rule once it is published in the Federal Register. The agency also anticipates a public hearing after the close of the written comment period. More information will be available on submitting comments when the rule is published. In the interim, OSHA continues to direct significant existing outreach and enforcement resources to educate employers and workers and hold businesses accountable for violations of the Occupational Safety and Health Act’s general duty clause, 29 U.S.C. § 654(a)(1) and other applicable regulations. Record-breaking temperatures across the nation have increased the risks people face on-the-job, especially in summer months. Every year, dozens of workers die and thousands more suffer illnesses related to hazardous heat exposure that, sadly, are most often preventable. The agency continues to conduct heat-related inspections under its National Emphasis Program – Outdoor and Indoor Heat-Related Hazards, launched in 2022. The program inspects workplaces with the highest exposures to heat-related hazards proactively to prevent workers from suffering injury, illness or death needlessly. Since the launch, OSHA has conducted more than 5,000 federal heat-related inspections. In addition, the agency is prioritizing programmed inspections in agricultural industries that employ temporary, nonimmigrant H-2A workers for seasonal labor. These workers face unique vulnerabilities, including potential language barriers, less control over their living and working conditions, and possible lack of acclimatization, and are at high risk of hazardous heat exposure.

[mydaddywiki]

William Barr

Physique: Average Build Height: 6′ 1″ (1.85 m)

William Pelham Barr (born May 23, 1950) is an American attorney who served as the United States attorney general in the administration of President George H. W. Bush from 1991 to 1993 and again in the administration of President Donald Trump from 2019 to 2020. Barr was the second person in U.S. history to serve twice as attorney general (the first was John J. Crittenden).

Bill looks like a human Droopy. Then I see him smile and I go aww… want some dick? What? I’m not voting for or marrying him. I’m just using him as a cum dumpster then kicking him to the streets. And something tells me, he would be good in bed.

Born and raised in New York City, Barr was educated at the Horace Mann School, Columbia University, and George Washington University Law School. From 1971 to 1977, Barr was employed by the Central Intelligence Agency. He then served as a law clerk to judge Malcolm Richard Wilkey of the United States Court of Appeals for the District of Columbia Circuit. Before becoming attorney general in 1991, Barr held numerous other posts within the Department of Justice, including leading the Office of Legal Counsel (OLC) and serving as deputy attorney general.

Barr has been married to Christine Moynihan Barr since 1973, and together they have three daughters. Lets see what else I can find out about him. Hmm… Barr is an avid bagpiper having played competitively in Scotland with a major American pipe band.

OK that one is WAY too easy.

[hyperlexichypatia]

I think the way nonprofits and public agencies are funded leads us to adopt some of the worst aspects of a capitalist mindset towards our service users.

In a business, the goal is clear: Generate profit. Sell more product, to generate more profit. Recruit more customers, to generate more profit. Upsell customers to a more expensive product, to generate more profit. Convince customers to keep coming back and buying more things, to generate more profit.

Manipulation is built into the process, and it's understood by all parties. When a business does something "for you," it's in the hopes that you'll buy (or keep buying, or buy more of, or persuade other people to buy) their product. When a company offers free ice cream with your insurance quote, it's not because they like you and and want you to have ice cream; it's because they want you to come for the ice cream, stay for the insurance quote, and buy their insurance policy before you leave, so they can get your money. Everybody knows this.

Nonprofits and public agencies theoretically don't have this motive. Theoretically, the services we offer are for you, the service user. Theoretically, there is no profit motive, and thus no motive for manipulation. Theoretically, whether or not people choose to use the services we offer has no effect on us, so our only goal in promoting or raising awareness of our services is so that potential users can know about them and decide whether or not to use them.

Theoretically.

But in reality, public agencies and nonprofits are funded by governments, foundations, and donors. They demand "data" to justify their funding, and a major source of "data" is the number of service users. Markers of success have to be measurable and numerical, even if that metric doesn't really make sense. So even if there's not directly a profit motive for recruiting service users as "paying customers," there can still be a financial incentive for recruiting as many service users as possible, including using "sales" techniques like giveaways and gimmicks.

Now, this isn't inherently a bad thing -- after all, people in the nonprofit sector want people to use our services, so we want to get the word out about what we have to offer. I'm not saying it's inherently wrong for a nonprofit to use a raffle or a giveaway or a pizza party or whatever to get the word out and recruit new service users.

But since the services we offer are supposed to be for the service users' own benefit, sometimes the attitude around promoting them slips into the idea that the people we're ostensibly trying to serve have to be manipulated or bribed or tricked into accepting services for their own good, because they don't know or care what's good for them.

This can get into some really unfortunate implications territory in the context of the demographics of people who tend to work at nonprofits and public agencies, compared to the demographics of people those agencies tend to serve.

Attitudes can quickly morph into "Those People don't care about their children's health/education/etc., so we have to trick and manipulate and bribe them with food and prizes."

There's a difference between "Giveaways are a fun way to get the word out about our services" and "Those People don't care about their children's diabetes risk unless we make them sit through a lecture before we give them food." And way too many public agency and nonprofit workers, in private, in what they think is a sympathetic audience, are way too open about saying the latter.

[starlostlix]

Bungo Stray Dogs and the separateness of Childhood - a sociological view

[So a large portion of this is left over from when I was revising sociology for my alevels, which were done over a month ago now (wow). So I hope there's people out there who find this interesting, it's nice to post this since it goes back to my roots of what started me on tumblr in the first place (sociological analysis, but of MTP). Also this has Stormbringer spoilers.]

Sociologists agree that childhood is a social construct (a concept in society with no fixed definition). The definition of childhood changes depending on culture and time, so it is not universal or 'natural'. Bungo Stray Dogs portrays a definition of childhood much different to many of our own cultures, and part of its presentation is something I want to look into.

The main idea to look at is Jane Pilcher's idea of 'separateness' - childhood as a clear and distinct stage of life in which children are considered physically and psychologically incompetent and unable to run their own lives. This idea of separateness often leads to childhood being considered a 'golden age' of play and having a lack of responsibility. In BSD, the idea of childhood as a separate stage is not as clear - many children 16 or under are seen working in (or looking for) employment much like adults would do. For example, in Stormbringer Shirase (who is 16) works in a car factory, Yosano at age 11 is said to work in a confectionery store (we don't know if this was family owned or not though), and Ranpo in Untold Origins (aged 14) looking for a job when he meets Fukuzawa. With this information we can gather that children have to take the responsibility of work from a younger age than many cultures (for instance where I lived children have to be in education until 18) and that from as young as 11 they are able to employment.

Consider the other children present - the Akutagawa siblings living on the streets for many years without parents or financial support, Kyouka and Q (as well as teenagers like Dazai and Chuuya) being part of the mafia from a young age, Kenji in his village, Chuuya and Mary Wollstonecraft in Stormbringer, and Atsushi living in the orphanage. All of these have different notions of childhood attached to them.

The Akutagawa siblings learnt to support themselves from a young age. Their group of fellow homeless children act as proof of a wide child poverty issue, one which represent the effects of a lack of child welfare support by the government or the effects of the many casualties in the Great War (leaving many without parents). The lack of child welfare support may show a general lack of the idea of separateness, since specialist support for children is not available.

The abundance of children in the mafia, especially those who reach the higher ranks of executives like Dazai and Chuuya by the age of 16, show a distinct lack of recognition of childhood as a separate stage. Those who are children don't seem to be treated much differently to the adults, which is especially apparent in Q and Kyouka's missions (where Kyouka in her first mission we see being considered disposable by the mafia).

Kenji's childhood on paper seems the closest to many farming cultures in our world. He works on a farm from a young age, as many people in his village and in real life farming families do. The recruitment of him to the detective agency however, suggests that (despite his youth) his ability makes him fit for the job. This somewhat leads on to the idea that children with abilities are seen as more mature and subjected to more adult activities and topics from a younger age, with their allowance of separateness smaller than that of non-ability user children.

A few other Stormbringer examples - Mary Wollstonecraft is only 10 years old as of Stormbringer, and yet she is working for the European governments and making robot agents for them. Young children working for governments is a clear example of a lack of separation between child and adult. Another, and arguably much worse example, is Chuuya and Verlaine - both experimented on by scientists/the government and infused with singularities via force. Chuuya is also canonically cloned. Verlaine and Chuuya, in their experimentation, are not treated much differently, despite Verlaine being an adult and Chuuya being around 5 at the time of his kidnapping/start of experimentation. This suggests a lack of seperateness yet again. There is a lot more that could be said about the whole 'cloning/made into a weapon' part of their story, but this is not the post for that.

A more recent one - Teruko. Because of her unique ability to change her age means that within the first few months of her life she was forced to fight in war. She's actually forced to bypass her own childhood for the war effort, and therefore her childlike demeanour during the Decay of Angels arc may be to try and harness what she missed out on. Her ability in itself could also play into the 'old age is a social construct' argument too maybe but again, not the post.

Atsushi's childhood in an orphanage at first seems to match the ideas of childhood as a separate stage dependent on others. The purpose of orphanages is to raise children without parents and help them prepare for the world, but Atsushi's experiences of abuse shows that his ability, to the orphanage director, makes him undeserving of this separate stage. Instead he is abused and eventually kicked out with no real support. This being able to go on unchecked alongside the other examples brings me to my conclusion about the definition of childhood in Yokohama/the surrrounding villages/possibly the world are not being considered a separate 'golden age' to the same standards as our world.

As mentioned earlier, children who are ability users are less likely to have this construct of seperateness include them. In sociology, labels and constructs are assigned by people and society, and so in this universe there are many adults who have removed this construct from ability users' lives in their childhood. Yosano is the clearest example of this - Mori takes her away from her experience of childhood and places her in a war zone, where she, despite being 11 years of age, is treated like an adult and (because of her ability) is placed on a pedestal by the solders. She's stripped of her childhood through not only the standards placed upon her, but the trauma she endures in the war zone - leaving her to spend what remained of her childhood in a psych ward until Fukuzawa is able to take her in.

Ability user children, via circumstances or adult intervention, do not get to experience childhood in the way other children do because that label is stripped away from them. This is most usually because they pose some asset to an organisation or campaign - and this can include the ADA too. Just because the ADA offers a more healthy and safer environment for the children than other organisations, it is still putting children into work and treating them the same as adults. How ethical this is, is in itself another question that I don't think I can give an answer to. But I could honestly talk about how ability user children are treated differently in a whole other essay.

[I do not have much else to say now about this specific area but it's probably better to post than just to let sit in the drafts as it has done for a while. So no proper conclusion sorry.]

[eretzyisrael]

Brown University students call for divestment from their pro-Palestinian encampment on the campus' Main Green in Providence, Rhode Island, April 24, 2024. (Anibal Martel/Anadolu via Getty Images)

Brown University rejects pro-Palestinian protesters’ demand to divest from Israel

BY ANDREW LAPIN OCTOBER 9, 2024 5:16 PM

Brown University’s board of governors has rejected a closely scrutinized, student-led proposal to divest from companies with business in Israel.

The rejection allays concerns expressed by some pro-Israel groups that the divestment movement was gaining momentum after the pro-Palestinian student encampments at universities across the country last spring.

“Baruch Hashem,” Rabbi Josh Bolton, executive director of Brown/RISD Hillel, told the Jewish Telegraphic Agency, using a Hebrew term akin to “Thank God.”

Bolton said the vote “is a definitive and powerful rejection of divestment on every level.” Coming so soon after the first anniversary of Hamas’ Oct. 7, 2023 attack on Israel was also significant, he said: “After a year of insanity, antisemitic sloganeering, maligning of Jewish students, this is a day that we can be proud of our institutions.”

The vote was in the works and debated for months before taking place on Tuesday, months before it was expected, by secret ballot. The Brown Corporation agreed with an internal committee that had voted 8-2, with one abstention, to recommend rejecting divestment.

“The Corporation reaffirmed that Brown’s mission is to discover, communicate and preserve knowledge. It is not to adjudicate or resolve global conflicts,” the board wrote in a lengthy statement Wednesday explaining its vote. 

The Ivy League school in Providence, Rhode Island was among the first this past spring to agree to hold a vote on divestment in exchange for a peaceful end to its student encampment. The encampments often pushed for divestment, while Jewish students reported being antagonized by the pro-Palestinian activists. Protesters at Brown were motivated by, among other factors, a Palestinian student who was shot in Vermont in November in an apparent hate crime.

After dismantling their encampment, Brown student activist leaders were permitted to make their formal case for divestment to the board; similar deals were also struck at Northwestern University, the University of Minnesota and elsewhere. An internal committee then considered the case but kept its report private until Wednesday, after the formal vote was announced. Leading up to the vote, Brown would only confirm that it was scheduled for October but provided no other details on timing.

Among its chief rationales for rejecting divestment, the committee determined that Brown was not heavily nor directly invested in the 10 companies included in the proposal “and that any indirect exposure for Brown in these companies is so small that it could not be directly responsible for social harm.” Those 10 companies included Boeing, General Electric, Motorola, Volvo and Northrop Grumman, all of which the divestment proposal said “facilitate the Israeli occupation of Palestinian territory.”

The school’s leadership declared it was satisfied with the process and the results of the divestment vote.

“Brown’s mission doesn’t encompass influencing or adjudicating global conflict,” Christina Paxson, the school’s Jewish president, and chancellor Brian Moynihan said in a joint statement shared with the school, alumni and press. “Our greatest contribution to the cause of peace for which so many members of the community have advocated is to continue to educate future leaders and produce scholarship that informs and supports their work. A decision to divest would greatly jeopardize our ability to continue to make this contribution.” 

Paxson and Moynihan continued, “If the Corporation were to divest, it would signal to our students and scholars that there are ‘approved’ points of view to which members of the community are expected to conform. This would be wholly inconsistent with the principles of academic freedom and free inquiry, and would undermine our mission of serving the community, the nation and the world.”

Some Jews had been angry that the vote was happening at all. One Jewish member of the Brown Corporation resigned in protest over it, saying the school had capitulated to extremists. He was rebuked by Paxson, who has long argued that the vote was happening in accordance with Brown’s usual procedures for considering divestment-related proposals. 

At least 100 Brown faculty members publicly supported divestment, while the Anti-Defamation League and other Jewish groups have ardently argued against college Israel divestments in general. Dozens of Republican state attorneys general had warned Brown that any move toward divestment could result in pushback from their states.

The Rhode Island chapter of the anti-Zionist group Jewish Voice for Peace, which had advocated for divestment alongside other pro-Palestinian groups, did not immediately return a request for comment. The Brown Divest Coalition, together with the national Students for Justice in Palestine movement, posted a profane message on Instagram directed at the Corporation and Paxson, concluding with “Free Palestine” and, in all caps, “All settler colonial institutions will fail.”

Paxson and Moynihan concluded their communication on the vote with a plea that the university community maintain civility even in disagreement.

“Whether you support, oppose or have no opinion on the decision of the Corporation, we hope you will do so with a commitment to sustaining, nurturing and strengthening the principles that have long been at the core of our teaching and learning community,” they said.

[reasoningdaily]

https://www.miamiherald.com/news/local/education/article278582149.html

Tallahassee

When Florida rejected a new Advanced Placement course on African American Studies, state officials said they objected to the study of several concepts — like reparations, the Black Lives Matter movement and “queer theory.”

But the state did not say that in many instances, its reviewers also made objections in the state’s attempt to sanitize aspects of slavery and the plight of African Americans throughout history, according to a Miami Herald/Tampa Bay Times review of internal state comments.

For example, a lesson in the Advanced Placement course focused on how Europeans benefited from trading enslaved people and the materials enslaved laborers produced. The state objected to the content, saying the instructional approach “may lead to a viewpoint of an ‘oppressor vs. oppressed’ based solely on race or ethnicity.”

In another lesson about the beginnings of slavery, the course delved into how tens of thousands of enslaved Africans had been “removed from the continent to work on Portuguese-colonized Atlantic islands and in Europe” and how those “plantations became a model for slave-based economy in the Americans.”

READ MORE: DeSantis says AP African-American studies class was ‘pushing an agenda’

In response, the state raised concerns that the unit “may not address the internal slave trade/system within Africa” and that it “may only present one side of this issue and may not offer any opposing viewpoints or other perspectives on the subject.”

“There is no other perspective on slavery other than it was brutal,” said Mary Pattillo, a sociology professor and the department chair of Black Studies at Northwestern University. Pattillo is one of several scholars the Herald/Times interviewed during its review of the state’s comments about the AP African American Studies curriculum.

“It was exploitative, it dehumanized Black people, it expropriated their labor and wealth for generations to come. There is no other side to that in African American studies. If there’s another side, it may be in some other field. I don’t know what field that is because I would argue there is no other side to that in higher education,” Pattillo said.

Alexander Weheliye, African American studies professor at Brown University, said the evaluators’ comments on the units about slavery were a “complete distortion” and “whitewashing” of what happened historically.

“It’s really trying to go back to an earlier historical moment, where slavery was mainly depicted by white historians through a white perspective. So to say that the enslaved and the sister African nations and kingdoms and white colonizers and enslavers were the same really misrecognizes the fundamentals of the situation,” Weheliye said.

DeSantis’ efforts to transform education in Florida

The commentary is also an example of how Gov. Ron DeSantis has transformed the state’s education system in his quest to end what he calls “wokeism” and “liberal indoctrination” in schools — a fight that began in the aftermath of the pandemic and the Black Lives Matter movement that followed the high-profile murder of George Floyd at the hands of police in Minnesota.

“It’s not really about the course right? It’s kind of about putting down Black struggles for equality and freedom that have been going on for centuries at this point in time and making them into something that they are not through this kind of distorted rightist lens,” Weheliye said.

When asked about the findings of the previously unreported internal reviews, the Florida Department of Education said the course was rejected after state officials “found that several parts of the course were unsuitable for Florida students.”

Cailey Myers, a spokesperson for the agency, cited the work of many Black writers and scholars associated with the academic concepts of critical race theory, queerness and intersectionality — a term that she said “ranks people based on their race, wealth, gender and sexual orientation.” The term, however, refers to the way different social categorizations can interact with discrimination.

Brandi Waters, the executive director of the AP African American Studies course, said it is hard to understand the Florida Department of Education’s critiques on the content because state officials have not directly shared their internal reviews with the College Board. The state and the College Board, however, were in communication about the course for several months before it was rejected.

Waters maintains the coursework submitted to the state was the most holistic introduction to African American Studies.

A deeper look at Florida’s objections

The course materials provided by the College Board were reviewed by Florida Department of Education’s Bureau of Standards and Instructional Support and the decision to reject the course was made by “FDOE senior leadership,” records show.

John Duebel, the director of the state agency’s social studies department, and Kevin Hoeft, a former state agency official who now works at the New College of Florida in Sarasota, were identified as the two evaluators in the review. Hoeft is listed as an “expert consultant” to the Civics Alliance, a national conservative group that aims to focus social studies instruction in the Western canon and eliminate “woke” standards. His wife is a member of the conservative group Moms for Liberty.

Duebel declined to comment on the story and referred questions to the Department of Education, which did not respond. Hoeft did not respond to a request seeking comment. While the documents say that Duebel and Hoeft led the state reviews, much of the comments included in the state review are not attributed, making it hard to tell who said what.

The documents reviewed were provided to the Herald/Times by American Oversight, a left-leaning research organization that sued the state Department of Education for the records.

“We sued the Florida Department of Education to shed light on the DeSantis administration’s efforts to whitewash American history and turn classrooms into political battlegrounds,” American Oversight Deputy Executive Director Chioma Chukwu said in a statement. “The records obtained by American Oversight from Florida’s internal review of the AP African American Studies course expose the dangers of Gov. DeSantis’ sweeping changes to public education in Florida, including preventing students from learning history free from partisan spin.”

READ MORE: How a small, conservative Michigan college is helping DeSantis reshape education in Florida

The documents offer more detail into the state’s reasoning for rejecting the pilot course from being offered to high school students in Florida — and how topics related to racism, identity and gender were continually flagged out of concern that lessons were biased, misleading or “inappropriate” for students.

And, in cases where state officials did not find a violation of a state law or rule, concerns were often raised about how educators would teach the content, underscoring the growing distrust between state officials and educators as disputes over social issues engulf local school politics.

For example, the state worried educators teaching about how the 1960s Black is Beautiful movement helped lay a foundation for multicultural and ethnic studies movements, could “possibly teach that rejecting cultural assimilation, and promoting multiculturalism and ethnic studies are current worthy objectives for African Americans today.”

“This type of instruction tends to divide Americans rather than unify Americans around the universal principles in the Declaration of Independence,”the state officials wrote about a lesson in the course.

Records also show how some of the comments made by the state evaluators contained contradictions, such as advocating for primary sources and then later writing that certain primary sources contained “factual misrepresentations.” Many comments from the state pushed for the material to include perspectives from “the other side” but failed to elaborate whose perspective they wanted to be added.

Slavery

One of the lessons in the course, for example, set out to teach students how slavery set back Black people’s ability to build wealth.

“Enslaved African Americans had no wages to pass down to descendants, no legal right to accumulate property, and individual exceptions depended on their enslavers’ whims,” the College Board’s lesson plan said.

When reviewing the content, however, state reviewers said the lesson plan might violate state laws and rules because it “supposes that no slaves or their descendants accumulated any wealth.”

“This is not true and may be promoting the critical race theory idea of reparations,” state officials wrote in documents reviewed by the Herald/Times. “This topic presents one side of this issue and does not offer any opposing viewpoints or other perspectives on the subject.”

While there were scattered instances where enslaved people were given the chance to earn money to pay for their freedom, the wealth they accumulated still did not belong to them, said Paul Finkelman, the editor-in-chief of Oxford University Press’ “Encyclopedia of African American History 1619-1895.”

“Under the law of every slave state, including Florida, no slave could own anything. That is, slaves did not own the clothes on their back. They did not own the shoes on their feet,” said Finkelman. “So for the Florida Education Department to question whether slaves accumulated property is to not understand that slaves owned no property. In fact, they were property belonging to slave owners.”

Even in cases where slaves were allowed to make money, Finkelman argued, it would be a stretch to say they were able to accumulate wealth.

Black middle class

Evaluators also objected to a lesson plan that taught how Black Americans, even after slavery, continue to experience wealth disparities due to ongoing discrimination.

The coursework included the following statement: “Despite the growth of the Black middle class, substantial disparities in wealth along racial lines remain. Discrimination and racial disparities in housing and employment stemming from the early 20th century limited Black communities accumulation of generational wealth in the second half of the 20th century.”

State reviewers, however, said the unit could potentially violate state rules because it failed to offer other reasons outside of systemic racism and discrimination for the wealth disparity between Black Americans and other racial groups.

“The only required resource in this topic cites ‘systemic racism,’ ‘discrimination,’ ‘systemic barriers,’ ‘structural barriers,’ and ‘structural racism’ as a primary or significant causative factor explaining this disparity of wealth,” wrote one evaluator. “This topic appears to be one-sided as non-critical perspectives or competing opinions are cited to explain this wealth disparity.”

Pattillo said that while many of the comments made by the state in the review claimed that they wanted to see more balance of perspectives in the course materials, she felt state officials largely tried to minimize the topics of discrimination.

Abolitionist Movement

When it came to teaching students about the movement to end slavery, the College Board highlighted some of the prominent activists who led that abolitionist movement and the ways the government tried to stop those who resisted slavery.

“Due to the high number of African Americans who fled enslavement, Congress enacted the Fugitive Slave Acts of 1793 and 1850, authorizing local governments to legally kidnap and return escaped refugees to their enslavers,” the lesson plan stated.

Primary sources were scrutinized

When the College Board addressed the resistance to slavery, it wanted to teach students how to “describe the features of 19th-century radical resistance strategies promoted by Black activists to demand change.” In that unit, the state objected to two primary sources: “The Appeal” by David Walker and “An Address to the Slaves of the United States” by Henry Highland Garnet.

State reviewers said that “The Appeal” included “content prohibited under Florida law,” but does not offer more details; and that “An Address to the Slaves of the United States” contains “factual mis-representations” and potential violations of state rules.

“They complain that this primary source is not historically accurate. Well, of course it’s not historically accurate because it’s a political speech. It is not a piece of history, but it’s a perfectly historically accurate primary source to understand the anger of a Black abolitionist,” Finkelman said.

However, earlier in the review, the evaluators applauded the College Board for stating that “anchoring the AP course in primary sources fosters an evidence-based learning environment” and that the course will be focused on the works and documents of African American studies rather than “extraneous political opinions or perspectives.”

“This is exactly how all courses are to be taught in the state of Florida and we commend [the] College Board on this position,” wrote the state reviewer .

Scholars’ political leanings questioned

In one review, one of the state evaluators questioned the balance of the content because of the individuals the College Board picked to develop the coursework.

But one of the evaluators had a gripe: they claimed that there were no conservative Black scholars. This was a concern because, as the state evaluator put it, there may not be an “adequate level of intellectual balance.”

“Conservative and traditional liberal members may need to be added to the committees to bring balance and ensure compliance with Florida statutes, rules, and policies,” the state evaluator wrote.

Waters said the College Board is focused on having scholars on their committees who are the leaders in the field of African American studies and that their political background isn’t something they take into consideration.

“In terms of the scholars, we never really asked them ‘what is your political background?’,” Waters said. “I don’t assume that is a characteristic that remains static in a person’s life over time.”

“What we do is look for scholars who represent the expertise needed for the course. So who is leading the field in how we understand the origins of the African diaspora? Who is leading the field in cutting edge research on unearthing new perspectives of the civil rights movement? We look for their expertise and also the different backgrounds that they represent,” she added.

How did we get to this point?

While Florida law requires the study of African American history, the state reviews of the AP course show how the DeSantis administration and Republican policymakers are implementing changes to how schools can teach about race, slavery and other aspects of Black history.

In 2021, Florida barred lessons that deal with critical race theory, a 1980s legal concept that holds that racial disparities are systemic in the United States and not just a collection of individual prejudices. Critical race theory was not being taught in Florida schools. The state also barred lessons about “The 1619 Project,” a New York Times project that reexamines U.S. history by placing the consequences of slavery and contributions of Black Americans at the center.

A year later, the Republican-led Legislature approved a new law, known as the “Stop W.O.K.E. Act,” which prohibited instruction that could prompt students to feel discomfort about a historical event because of their race, ethnicity, sex or national origin.

To DeSantis, the restrictions are a necessary effort to protect students from what he sees as a cultural threat that, as he puts it, teaches “kids to hate this country.” But the policies have been widely criticized by Democrats, educators, historians and even a few Republican lawmakers who see the laws as an attempt to distort historic events.

State officials’ interpretation of these policies collided with many of the learning objectives outlined in the A.P. courses. This collision, some scholars say, is emblematic of the chilling effect the state’s vague laws can foster in academia.

“I think this is the point that many people have been saying,” Pattillo said. “That the misguided blanket use of this term critical race theory, and in the absence of some definition of what that means or what they think it means, makes any teaching of racism questionable per that vagueness...”

Based on the state reviews the Herald/Times provided to him, Finkelman said it appeared the state was “hunting for bias.”

“And if you hunt long enough, you can find bias anywhere,” Finkelman said, noting that “anyone can find faults, and even small mistakes with any scholarly enterprise.”

To do the job right, Finkelman said, the state should ensure the course is reviewed by historians, with expertise in the specific subject area — not political scientists or state bureaucrats. He questioned whether the state prioritized reviewers’ credentials after seeing the state’s comments on the topics of slavery, or subjects that took into account the issue of racism and identity.

Based on Finkelman’s review of the content, he said, the state reviewers were more interested in correcting content based on their reading of the material over “scholarly accuracy.”

Read more: Only 3 reviewers said Florida math textbooks violated CRT rules. Yet state rejected dozens

Since Florida rejected the pilot course in January, students in other parts of the country have been taking part in the pilot program. Education officials in only one other state — Arkansas — are disputing whether to make the AP course eligible for credit. The Arkansas Department of Education — led by Florida’s former K-12 Chancellor Jacob Oliva — recently removed the class from its course code listing.

In November, the College Board plans to submit the final version of the course’s curriculum for approval. But with Florida’s laws still in place, the fate of the course remains in limbo — and the outcome could potentially make Florida students in public high schools less likely to have access to the course. If approved, parents and students can choose to enroll in the course.

College Board officials are aware of this possibility, but remain hopeful.

“We certainly hope that Florida students will have the opportunity to take this course,” said Holly Stepp, a spokesperson with the College Board.

Myers, the Florida Department of Education spokesperson, said the College Board is welcome to resubmit the course for review in November.

But, Myers said, “at this point, it is inappropriate to comment on what the future could hold – it is just speculation.”

This story was originally published August 29, 2023, 5:30 AM.

[deadpresidents]

"It is said Gen. Garfield will restore wine and liquor to the White House. I hope this is a mistake. I am no fanatic on the subject. I do not sympathise with the methods of the ultra temperance people. I believe that the cause of temperance will be most surely promoted by moral, religious, and educational influences and by the influence of example. I would not use the force of law as an agency for temperance reform. If laws on the subject are enacted let them be for the security of the community -- to protect the public from nuisances and crime. Let the temperance reformer keep to the text influence, argument, persuasion example.

When we came here we banished liquor from the house: 1. Because it was right, wise and necessary 2. Because it was due to the large support given me by the sincere friends of the Temperance reform. 3. Because I believed that it would strengthen the Republican party by detaching from the political temperance party many good people who would join the Republican party, and would save to the Republican party many who would otherwise leave it to join the Temperance party.

If Gen. Garfield rejects the practice I have inaugurated, he will offend thousands, and drive them into the hands of the Temperance demagogues. He will lose the confidence of thousands of good citizens and gain no strength in any quarter. His course will be taken as evidence that he lacks the grit to face fashionable ridicule. Nothing hurts a man more than a general belief that he lacks the 'courage of his convictions.'"

-- President Rutherford B. Hayes, who had (in)famously banned liquor from the White House during his Administration, leading to his wife and First Lady earning the nickname of "Lemonade Lucy", on reports that his successor, President-elect James Garfield would serve alcohol in the Executive Mansion after his Inauguration, personal diary entry, January 16, 1881.

President Garfield only served 199 days as President -- and 79 of those days were spent desperately battling for his life after being shot. But Garfield did lift the ban of alcoholic beverages during his brief tenure in the White House, likely making meetings and parties a lot less "dry" than those of the Hayes Administration.

[buddhwani]

Effective Lead Generation Techniques for Colleges

In today's highly competitive education environment, colleges need more than academic excellence to attract students. Lead generation methods that are effective are crucial for institutions that want to engage and reach prospective students. No matter if a school is targeting either national or local international students, it's essential to develop strategies that don't only generate leads but cultivate them into enrollments. In this post, we'll look at the key strategies that an agency that generates admission leads for colleges could employ to ensure a steady supply of high-quality leads.

Understanding Lead Generation for Colleges

It is the method of identifying and attracting prospective candidates (leads) with an interest in your school's programs. For colleges, successful lead generation involves the selection of students based on criteria like academic interest as well as geographical location and the goals of education. This is why an agency that specializes in lead generation for education is essential, since they specialize in creating targeted campaigns that meet the specific demands of colleges and universities.

1. Optimizing College Websites for Lead Generation

The website of a college is often the first point of contact for potential students. So, optimizing your website to generate leads is essential. Your website should be optimized to convert your visitors into leads through the use of simple calls to action (CTAs), for example, "Request Information," "Schedule a Campus Visit," or "Apply Now." Additionally, an intuitive navigation experience with mobile responsiveness and speedy loading times are crucial to keeping prospective students interested.

Incorporating lead capture forms into strategically placed areas on your website is an additional method that works. For instance, an open-form form that offers an online course brochure that can be downloaded in exchange for email addresses is a straightforward but effective method of collecting contact details.

2. Leveraging Social Media for Targeted Outreach

Social media platforms such as Facebook, Instagram, LinkedIn, and even TikTok are fantastic ways to reach potential students. A well-planned strategy for social media should concentrate on creating content that is engaging, telling success stories, and hosting live Q&A sessions for students to talk directly.

To generate leads that are targeted, you can consider running ads paid for through these sites. Facebook and Instagram have powerful audience-targeting options, which allow colleges to target their audiences by age, geographical location, academic interests, and even patterns of behavior. Education lead generation Agency can further refine their strategies to target the students most likely to be applying.

3. Content Marketing to Educate and Engage

Content marketing plays an essential part in establishing a school's reputation and credibility. Webinars, eBooks, blogs, and videos can be utilized to inform students on various programs, career options, and the campus. Quality, informative content that is of high quality does not just draw organic traffic but also helps to nurture leads in the long run.

For example, a set of blog posts that address typical student issues like "How to Choose the Right College" or "Top Skills You Need for a Career in Technology" are extremely efficient. In addition, providing gated content such as an in-depth guide to a program or an online test with the promise of contact information is a well-tested strategy to get qualified leads.

4. Email Marketing Campaigns for Lead Nurturing

Once leads have been identified, it is essential to nurture the leads with carefully planned marketing campaigns via email. Colleges can categorize leads based on the stage they are at during the enrollment process and send targeted messages to meet their particular requirements. For instance, students at the beginning of their research could receive e-mails with advice on choosing the best program, and those who are closer to making a decision might be invited to open houses or apply deadlines.

Automated drip campaigns are especially efficient in this manner. An agency that generates leads for education can assist in setting up automated workflows that offer customized content at the appropriate moment, leading leads down the funnel to enroll.

5. Search Engine Optimization (SEO) and Pay-Per-Click (PPC) Advertising

SEO is another important element of lead generation for colleges. By optimizing the college's website as well as content with relevant keywords such as "top business schools" or "best engineering programs," colleges can be able to draw the search engine's organic visitors. Working with a lead generation agency for colleges can guarantee that your website's content is not just optimized but also in line with what potential students are looking for.

Alongside SEO, the investment in pay-per-click (PPC) advertising could provide immediate visibility through search engines such as Google. With PPC, colleges can place bids on relevant keywords for their offerings and then display advertisements to students who are actively looking for educational possibilities. The combination of SEO and PPC creates a complete digital marketing plan that catches leads at various phases of the student's journey.

6. Virtual Events and Webinars

Webinars and virtual events are different methods to attract leads. These events offer a fun platform for students who are interested in finding out more about your school to ask questions as well as interact with faculty members and alumni. Webinars could cover topics like "Preparing for College Applications" or "What to Expect from Campus Life," providing valuable knowledge while also promoting colleges' programs.

To increase leads, you should promote these events via invitations to email or social media posts and targeted advertisements. During registration, you should collect essential details such as email addresses, academic interests and preferred programs. This information can later be used to send specific follow-up messages.

7. Working With High Schools and Education Consultants

The development of relationships with high school as well as education experts is a common but highly effective lead generation strategy. By partnering with high schools, colleges can take part in career fairs, provide informational sessions, and even offer scholarships. All of these can generate leads directly through the sources.

Education consultants, however, are experts in guiding students to the best schools. Working with these consultants will ensure that your school is referred to students who meet your profile, thus increasing the likelihood of receiving suitable admission leads to colleges.

8. Using CRM Systems for Lead Management

Effective lead generation isn't only about capturing leads; it's also about sustaining and managing the leads. The Customer Relationship Management (CRM) software specifically designed for educational institutions could be a game changer. CRMs let colleges track the interactions of leads with them, divide groups, and then automate follow-up communication.

A lead generation agency for education can aid in the setting up and optimization of processes for CRM, making sure that every lead does not fall by the wayside. Through the integration of data from different sources, like email campaigns, social media, and web page visits, a CRM offers an integrated platform to manage all lead generation processes.

Conclusion

Colleges require lead generation through an approach that is multi-channel and combines traditional and digital marketing strategies. From enhancing websites and leveraging social media to working with high schools and utilizing CRM systems, each touchpoint provides an opportunity to entice and cultivate potential students.

If a college wants to increase the visibility of its website, launch targeted ads, or better manage leads, partnering with a lead generation firm specifically for college can make a huge difference. Through these strategies that colleges employ, they can not only get more admission leads but also improve the overall number of students they enroll, which will ensure long-term growth and successful outcomes in the education sector.

[gravesung]

DRAKARTH CONSERVATORY for Arcane Excellence and the Drakarth Archival Preservation Society (called the Archive for short) are technically one and the same. The Archive came first, with the Conservatory built next to it by arcane researchers who wanted to mold from each generation an upper echelon of societal perfection: soldiers, politicians, researchers to lead the charge into every new era. Drakarth, crowned by its star arete student and its globally-recognized faculty, stands as an institution to strength that, if you can survive it, guarantees a successful life.

Key phrase: if you can survive it. Not all is well here, and the people who uphold Drakarth's ideals would do just about anything to keep their secrets buried.

Be careful, now, and don't follow the moths.

STRUCTURE & EDUCATION.

Honor, virtue, reason and might are the four tenets of what Drakarth sees as excellence. Each class attends three years of school: the honing year, the building year, and the trial year. The honing year is spent on basic training, though its true purpose is weeding out those with outstanding potential from the crowd. During finals at the end of the year, all of the freshmen are pulled solo, in pairs, or in threes for individualized Surprise Tests made to test their weaknesses and push them to their limits. These can be anything: 1v1 tournaments, grueling survival challenges, written exams, dungeon delves... the list goes on.

By the end of year one, less than ten percent (80-100) of the students pass their trials and continue on. The rest are shunted into Drakarth's sister schools and outer universities for lower-intensity studies. The ones who pass are called CENTURIONS, and even if they don't graduate top of their class, the title in itself is incredibly prestigious.

Year two, the building year, is spent exploring what makes each student special. Their advisors craft and constantly adjust custom curriculums that balance the student's strengths and weaknesses within the four tenets.

It's supposed to be individualized, that is. The academic system fails so many young people, and Drakarth is not only no exception to this, but a stunningly cruel example of it. (hiii jupiter.) Some of the students who are rejected, or who drop out mid-year, are literally never seen again by their peers. No clue where they went, no contact, nothing. No one seems to think this is weird. They just couldn't cut it, you know.

Third year: tournament arc! Students spend their time fine-tuning the skills they have built over the last two years and training for a schoolwide capstone tournament after finals. These serve as a display of Drakarth's newest exceptional stock to interested parties: military, government, scientific agencies, like sports recruiters coming to games.

Being top of the class each year is a high enough honor in itself. At least, from an outside point of view. Those in the school, the faculty and staff, and the attached families know the truth: there is one particular honor that everyone is chasing.

There is an opportunity every year for someone to be awarded the title of ARETE. For the last two decades, that opportunity has come and gone: the Conservatory and Archive staff simply haven't seen a student who exemplifies the four tenets at an outstanding, better-than-perfect level.

That doesn't stop every student from shooting for it, though.

Drakarth's arete is treated somewhere between a political hero and a messiah. They become the face of the Conservatory and, to an extent, the country it resides in. They attend conferences and war meetings, make speeches to young hopefuls, fight in wars — essentially, they go where the society needs someone to look up to.

LAYOUT.

The Conservatory itself is built from a set of old stone buildings, their architecture Gothic with a twist of occasional surrealism and a focus on open space. At the entryway, flags bear the school crest: two eagles locked in combat in front of a crossed pen and sword, framed by the area's native wild roses. The eagles represent might, the pen represents reason, the sword represents honor, and the roses represent virtue. 

The ballroom, where public-facing functions and schoolwide formals take place, resembles a modified cathedral without pews. Along the back wall, where altars may sit, the leftmost refreshment table bears stacks of wine glasses filled with red, white and bubbly varieties. The center table is adorned with savory hors d'oeuvres, and the rightmost table shows off sweets and pastries of many types: tiny cakes, croissants and canele and cups of custard, spiced honey cake and filled buns, and more. The food and drink items seem to replenish themselves. 

The Archive, directly adjacent to the ballroom, is two floors high and three floors deep. The ground floor acts as a public library for basic arcane knowledge. The second floor acts as the Conservatory’s private library and study space. Underground levels are for artifact storage and Archive property that is only accessible with a research permit and an approved written request detailing what exactly will be used or studied. 

There is definitely not an ancienty secret society involved. There is no eldritch deity of forbidden knowledge sealed under the Archive. Don't follow the moths.

The school training grounds take up about a football field's worth of outdoor space, different sections of the field set up for different types of training. A large dirt square provides space for hand-to-hand combat; dummies of different materials provide resistance to elemental damage for spellthrowing; one entire half of the field is for sports rather than combat. Things do get mixed up sometimes. 

This field is also cleared out when it comes time for end-of-year trials, challenges that test the might, honor and knowledge of each year's students. Most don't make it out of them alive. That's just how things are. The trials with the most fanfare are Tournaments, which are the capstone of Drakarth's graduating class. The students are placed in small groups and pitted against what is essentially a public dungeon crawl. Those who succeed receive a magical artifact and graduate from the Conservatory, some with honors and some simply good at surviving. 

And, of course, there's the college town. Drakarth is out in the countryside, but establishments, homes and businesses have been built around it over the centuries as many alumni and their families end up teaching after they graduate. Favored by Conservatory students is CODA, a lounge that transitions from a cafe to a classy bar in the evenings.

Questions?

graphic template credit

[feminismisstillahatemovement]

Feminists are constantly telling women that they have absolutely no agency in this world. That the entire half of humanity will always rape, beat, harass, hate and oppress them, no matter what. That being female is nothing but absolute and utter suffering and there are ZERO positive things about being a woman. Then they wonder why a lot of women do not wanna be women at all and why a lot of women feel like absolute crap. They think it's this "sex-based" oppression (which is nothing but a bunch of crap) that is leading women to be this way, but it's them and their manipulative, despicable, bully behinds that are majorly responsible for it. Modern feminism is a horrible ideology that thrives on actual hatred of women and prays on their fears and insecurities but covers it with "care" for women to hide what they really are and takes full emotional advantage of vulnerable women. It disgusts me. Your url is 100% correct. It is a hate movement. They depend on the hatred of life, beauty and happiness to thrive.

Yep.

If you look back through historical photographs, you won't find endless pictures of women and girls with arms like these

until the turn of the 1990s, which is when the first generation of little girls raised by the so-called "second wave" of feminists in the 1970s came of age.

The 'Second Wave' is the point that 1960s student Marxists seeking to destroy the west from within successfully infiltrated and took over all women's rights movements and began applying Marxist class theory to gender. So, instead of all human history being explained away as a "class war", the feminists taught each other all human history could be best explained as a "gender war". That's the point the feminist concept of "Patriarchy" was invented and propagated, and so those little girls being indoctrinated into that at every turn, through the media, entertainment and education system, were relentlessly being told the comfortable, safe lives they were living were a torturous, abusive hell, in which all the big scary men hated them and wanted to hurt them. Life was made to seem a trap they could never escape, and so they took to cutting themselves as an act of release and protest.

And then of course - as with the 'trans' epidemic amongst young girls today - social contagion kicked in and girls began copying each other, reinforcing this idea they were being "oppressed" in every part of life, instead of being cared for and protected much more than the boys around them.

This all led to the stereotypical "tumblrite" of today: wildly neurotic and perpetually terrified girls celebrating, inventing and enthusiastically seeking out every mental illness under the sun, demanding "trigger warnings" be put on everything they encounter to protect them from any glimpse of reality outside of their echo chamber of insanity, incapable of living in, or even understanding, the actual, real-life world.

It's only feminism that made them like this. Feminism is the wound, not the bandage.

[gallifreyinstituteforlearning]

Hi, following up again:

If they've already found me...

why haven't they done anything yet?...

I know they want this one under control more than any other renegade. To the point where I know for a fact I wouldn't be the first human to be used to get them. Because at this point, if they haven't come to get me to use as bait...

what in Omega's eternally disorganised sock drawer is going on?

How long would it take the Celestial Intervention Agency to find someone?

So, if the CIA already knows where you are but hasn’t made a move, you’re probably feeling a bit like a mouse waiting for the cat to pounce, right? Let’s break down what might be happening, and why you’re not in a Gallifreyan holding cell right now.

🕵️‍♂️ The CIA’s Strategy

Surveillance and Data Gathering: The CIA might be watching you closely, gathering intel on your activities, interactions, and any potential leads you could provide. They’re generally meticulous and patient, preferring to have a comprehensive understanding before making a move.

Bigger Picture: There could be a larger operation in play. Your Time Lord renegade might be part of a bigger network or involved in activities that the CIA is monitoring. Moving on you too soon could tip off other targets or jeopardise larger plans.

Bait and Trap: You might indeed be seen as bait, but they’re likely waiting for the perfect moment. The CIA love a bit of strategic patience. They could be waiting for your Time Lord to make a move or reveal something crucial.

Internal Politics: Gallifreyan politics are complex. There might be internal debates, power struggles, or other bureaucratic reasons delaying action. Even within the CIA, there can be conflicts and differing opinions on how to handle this.

Resource Allocation: They might be stretched thin dealing with other crises or missions. Gallifrey isn’t without its own internal and external challenges. Your case might be a priority, but immediate resources could be allocated elsewhere temporarily.

🤔 What Could Be Going On?

Deeper Investigation: They could be conducting a deeper investigation into your Time Lord’s activities. Perhaps they’ve uncovered something bigger and need to piece it all together.

Unexpected Variables: Something might have thrown a wrench into their plans. A sudden development, either with your Time Lord or elsewhere, could have shifted their focus temporarily.

Operational Risks: Moving on you might carry risks they’re not willing to take just yet. If your Time Lord is particularly dangerous or has unpredictable allies, the CIA could be treading carefully.

Waiting for the Right Moment: Timing is everything. They might be waiting for the most advantageous moment to act, ensuring maximum effectiveness and minimal risk to the Web of Time.

🏫 So ...

The CIA’s silence doesn’t mean inaction. They’re likely playing a long game, watching and waiting for the perfect moment to strike. Remember, the wheels of Gallifreyan bureaucracy turn slowly, but they turn with purpose.

Wait ... who's that over your shoulder?

@jillthecia-agent

Any purple text is educated guesswork or theoretical. More content ... →📫Got a question? | 📚Complete list of Q+A and factoids →😆Jokes |🩻Biology |🗨️Language |🕰️Throwbacks |🤓Facts →🫀Gallifreyan Anatomy and Physiology Guide (pending) →⚕️Gallifreyan Emergency Medicine Guides →📝Source list (WIP) →📜Masterpost If you're finding your happy place in this part of the internet, feel free to buy a coffee to help keep our exhausted human conscious. She works full-time in medicine and is so very tired😴

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It’s Been 9 Months…

It’s been 9 months since the genocide in Gaza began, with devastating impacts that have left countless families torn apart and communities shattered. Tragically, this is not the first time Palestine has endured such horror; the region has faced repeated cycles of violence and suffering over the years in the hands of Israel.

In Congo, the violence has been a tragic constant since 1996, as conflict and instability continue to wreak havoc on the lives of millions. The situation is made even more harrowing by the widespread use of rape as a weapon of war, leaving deep psychological and physical scars on countless women and children.

Meanwhile, in Sudan, in April 2023, a major conflict erupted between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) leading to widespread violence and humanitarian crisis. The humanitarian crisis there is dire, with millions of people displaced from their homes, facing severe food shortages, lack of access to clean water, and inadequate medical care. The violence has particularly impacted vulnerable populations, including women and children, who bear the brunt of atrocities committed by armed groups. The conflict had particularly ravaged the Darfur region, which has been beset by violence since 2003.

Here are some ways you can help and donate to support relief efforts in Gaza, Congo, and Sudan. Times are tough for many right now, but even small contributions can make a big difference. If you’re unable to donate, simply sharing these resources and spreading awareness can also help.

Palestine

1. UN Relief and Works Agency for Palestine Refugees (UNRWA): Provides humanitarian assistance, education, and healthcare to Palestinian refugees. Donation Link: UNRWA Donation Page

2. Palestine Children’s Relief Fund (PCRF): Focuses on providing medical care and humanitarian aid to children in Gaza and the West Bank. Donation Link: PCRF Donation Page

3. Medical Aid for Palestinians (MAP): provides medical and health services to Palestinians in Gaza and the West Bank. Donation Link: MAP Donation Page

Congo

1. International Rescue Committee (IRC): Provides emergency aid, healthcare, and protection services to displaced people in Congo. Donation Link: IRC Donation Page

2. Médecins Sans Frontières (Doctors Without Borders): Offers medical care and humanitarian assistance to people affected by the conflict in Congo. Donation Link: MSF Donation Page

Sudan

1. UNICEF Sudan: Provides essential services, including healthcare, nutrition, and education, to children and families affected by the conflict. Donation Link: UNICEF Sudan Donation Page

2. Save the Children Sudan: Focuses on protecting children, providing healthcare, and ensuring access to education in Sudan. Donation Link: Save the Children Sudan Donation Page

General Resources

1. GoFundMe Campaigns: Search for verified campaigns specifically supporting relief efforts in Gaza, Congo, and Sudan on platforms like GoFundMe. 2. Local NGOs: Support local organisations and NGOs actively providing aid and support on the ground in these regions. Research reputable organizations through platforms like Charity Navigator or GuideStar to ensure your donations are impactful and legitimate.