Well, hello from the National Archives, public programs and education staff. My name is Missy McNat, and I am located in the Washington, D.C. office. And welcome to our Young Learner's Children's Book Program. This morning we meet Carol Boston Weatherford, author, poet, and professor. Miss Weatherford has been hailed by the Huffington Post as a master of picture book nonfiction. And she is a Newbury Honor author, a New York Times bestseller, and two-time NAACP Image Award winner. And since her 1995 debut, she has published more than 60 books, including these Caldecott Honor winners, Freedom in Congo Square, Voice of Freedom, Fannie Lou Hamer, Spirit of the Civil Rights Movement, and Moses, when Harriet Tubman led her people to freedom. And six of her books have won the Coretta Scott King Awards or honors. And today, Miss Weatherford discusses her new picture book biography of Bayard Rustin. Bayard Rustin worked behind the scenes for the Civil Rights Movement, including organizing the March on Washington for Jobs and Freedom in August of 1963, where a quarter of a million activists and demonstrators from every corner of the United States convened in the nation's capital. And it was there that they raised their voices in unison to call for racial and economic justice for all Black Americans. The National Archives holds numerous records related to the Civil Rights Movement, including a number related directly to Bayard Rustin. So on this slide, in this photo, we see Bayard Rustin sitting next to President Lyndon B. Johnson. And it's a meeting with civil rights leaders and others in the cabinet room. And very, very sadly, it occurred shortly after the assassination of the Reverend Dr. Martin Luther King. And next, we see a close-up of Mr. Rustin, also taken on that same day, April 5 of 1968, in that same meeting. So you can find our educational activities about Bayard Rustin on our DocsTeach website, docsteach.org. And so here's one of them. We have several activities on the website related to his work. In this activity, we have the final plan for the March on Washington in August of 1963. And if you look very closely at the bottom corner of the plan, you can see a circle around Mr. Rustin's name listing him as Deputy Director of the March. So somebody who is absolutely essential to the March, but very much in the background and not as well known as others. And another activity, you can see the final program of the famous March on Washington. And all of these activities can be found on our DocsTeach website, docsteach.org. So when you go to DocsTeach, you can do a search and you can search for Bayard Rustin or the March on Washington to find these activities. So we will take audience questions at the end of our program. So if you have a question for Ms. Weatherford, please enter it in the YouTube chat box. And we have a National Archives staff member who is monitoring the chat box for us today. So all of our programs are brought to you from the National Archives Public Programs and Education Team and the National Archives Foundation. Now please join me in giving a very, very, very warm welcome to author, poet, and professor Carol Boston Weatherford. Good morning, everyone. I'm really happy to be participating in this program and to be focusing on the book, A Song for the Unsung, Bayard Rustin, The Man Behind the 1963 March on Washington. I'm doubly excited because I have done so much research over the years at the National Archives. I mean, dating back to the days when you had to go to Washington and wear white gloves and look through photographs. So my research predates digitization. But I just really appreciate the National Archives so much and appreciate being able to present to you today. The first slide that I'm going to share with you focuses on my childhood. I am a child of the 1960s. I grew up in Baltimore, Maryland, which largely had in some ways had desegregated by the time I had reached at least the age of awareness. The first slide shows two amusement parks. That's me in the upper left-hand corner at about age 10 years old. The two amusement parks that you see on the left are Enchanted Forest at the top, which is where my mother took me. It was a storybook theme park, nothing like the theme parks of today. It's now a farm where kids can go and pick stuff and pick produce and see the old storybook sculptures. But the amusement park at the bottom, New Guineau Park, was an amusement park that I didn't get to until I was older because it was segregated. Integrated in 1960, but I think my parents were still upset that it had been segregated, so I didn't get there until about 1966 or 68. So my parents were still holding the grudge about segregation for many years after. I can remember news events from the 1960s. The March on Washington is really one of the, is really the first news event that I can remember being televised other than the launching of rockets during the space race that was going on at the time. So I can remember the March on Washington. I did not attend, but I did watch it all day with my mom. And I can also remember the assassination of President Kennedy. I can remember being out of school during that time period. And I can remember the assassination of Dr. Martin Luther King and of course, being out of school for that as well as Baltimore and other cities erupted into riots. On the next slide, I focus on two poems that influenced me as a girl and raised my consciousness. The first poem that touched me and raised my consciousness about not only the civil rights movement, but about conditions that African Americans had faced not just in the 60s, but many years prior in the United States. It's nice to use this poem I too. In fourth grade, we had to memorize that poem. And then in eighth grade, during a study of the Harlem Renaissance, I was exposed to another poem of home by County Cullen entitled Incident. And it is about a boy who visited my hometown of Baltimore and met a white boy about the same age and the white boy called him the n-word. And of all the things that happened to him during his trip to Baltimore, that's all that the little black boy could remember. And so those poems really resonated, both of those poems really resonated with me and raised my consciousness as I was coming of age. Another thing that you need to know about me is that I was raised by two grandmothers. I had my parents were in the household, but there was always a grandmother in the house. And the next slide shows those two grandmothers. My grandmother on the left, I called Mama Boston. And on the right was Mama Annie. And in the center, you see me with my parents and my grandfather, Reverend Lund P. Whitten. He was a Methodist minister. So being exposed to my grandmothers and having inherited the legacy of my grandfather, I appreciated oral traditions, storytelling traditions, folklore, sayings, from proverbs to old wives' tales. My grandmothers' new recipes by heart, they quilted, which for me is both a fiber art, but also oral traditions kind of get passed down through quilts because they tell stories. And if you look at the quilts and see the clothes and you can remember the clothes that those fabric, pieces of fabric came from, that the quilts tell a story, whether they are intentionally story quilts or not. So I had a group in a very language-rich environment where culture and customs were passed down from generation to generation. And that has influenced my mission as an author, which you will see on the next slide. My mission as an author is to mine the past for family stories, fading traditions, and forgotten struggles that center black resistance, resilience, remarkability, rejoicing, and remembrance. And so what that means is that I translate that in many different ways. And you'll see on the next slide how that mission manifests itself in my work. I write hybrid genre work. I mix poetry with biography, nonfiction and historical fiction. My work is known for inventive and evocative lyrics that reveal hidden history. As I said, I'm inspired by oral traditions. I mentioned recipes and proverbs, but also I'm influenced by spirituals in the blues, protest songs, sermons, and the way people talk, the vernacular. I integrate primary sources and I also sample, not spong lyrics as it says there, but song lyrics into my work whenever I can. Some recurring themes that I'm known for are besides segregation and civil rights and social justice movements, are music, sports, and photography. My books and poems invite study across the curriculum, and I'm pretty prolific. If you blink, you might miss one of my titles, and I personally have lost count of how many books I have, but it's more than 60. And the next slide shows some of my books. I am known for writing biographies. I've written biographies of several famous people. Harriet Tubman was one of my early heroes. I've written about Oprah Winfrey, at least the first six years of her life in the partial biography, Oprah the Little Speaker. I've written about President Obama, about Aretha Franklin, the Queen of Soul, and about Martin Luther King, just to name a few of the more famous figures that I have written about. However, the next slide shows that I also write about hidden figures, unsung heroes, forgotten heroes. And that's really an important part of my mission to spotlight people who are in danger of fading into obscurity. People like Arturo Schaumburg, the man behind the Schaumburg Center in New York, the largest repository of African-American research and culture in the United States. People like Matthew Henson, who was one of the first to reach the geographic North Pole, like Fannie Lou Hamer, the voting rights activist from Mississippi. People like Wendell Scott, who was the first and only African-American to win a stock car racing, a stock car race. He was the first and only African-American stock car racing champion. And people like Mary Hamilton, one of many women who worked behind the scenes of the civil rights movement. Women who are just beginning to get their due. Call me Ms. Hamilton is one of the books that I collaborated on with my son, Jeffrey Weatherford. Which brings me to another recurring theme in my book, besides social justice movements and besides profiling famous and forgotten heroes. The next slide shows some of my books that are about music. I really love music, particularly jazz, and I have written many books about musicians and about songs and about musical genres like rap and jazz. So it was natural for me, it was a no-brainer for me when Rob Sanders came to me. Rob Sanders is the co-author of A Song for the Unsung. When Rob Sanders came to me and asked if I was interested in co-authoring a book, collaborating on a book about Bayard Rustin, I said, yes. It was an opportunity for me to merge not only my love for music, but also my interest in the freedom struggle into one book. So I'm going to read a few pages from A Song for the Unsung and we'll advance to the next slide and you can read along with me. That is the cover, the book is illustrated by Brian McCray who is a new talent. I think this is his debut book and I'm really excited for him and I just love the artwork that he created for the book. So if you go to the next slide, please, I will read some excerpts from the book. And you'll notice that the display type on these spreads are song titles. So that is how we integrated Bayard Rustin's love for music into the text. Sing, Pray On, to Call on the Hopes of the Ancestors. Born in Westchester, Pennsylvania in 1912, Bayard had the faith of his grandmother Julia Davis Rustin. She taught Young Bayard her Quaker values. Early on, he learned the church's teachings including a belief in nonviolence. Bayard was also learning about the injustices that African Americans faced. Julia supported the National Association for the Advancement of Colored People, NAACP. Young Bayard gave up his bed when well-known NAACP members stayed overnight in the Rustin home. He heard the grown-ups talking late into the night about the civil rights struggle. Sing, Nobody Knows the Trouble I've Seen under the burden of racism. We'll go on to the next spread. As a young man, Bayard's feelings about justice, peace, and nonviolence grew stronger and stronger. And he put his feelings about equality and pacifism into action. Sing, Every Time I Feel the Spirit to Keep the Faith. When he refused to give up his seat on a bus, Bayard was beaten and arrested. He did not fight back. Sing, Traveling Shoes to Take a Stand by Sitting Down. When he refused to fight in World War II or to support the war, Bayard was sent to prison for more than two years. Behind bars, he spoke up for equality, working to integrate the prison so black and white prisoners were treated equally. Sing, Down by the Riverside to Advocate for Peace. Sing, The Gospel Train Along the First Ever Freedom Ride. Once out of prison, Bayard joined another protest against segregated buses. Again, he was arrested. This time, he was sentenced to a chain gang. But the harsh treatment did not change Bayard's commitment to civil rights and his dedication to peaceful protest. Next spread, please. Sing, I'm gonna sit at the welcome table to demand service. And I love that, I love that songs. I actually am gonna sing a few bars of that. That's also a song that Fannie Lou Hamer, another one of my biographical subjects sang. I'm gonna sit at the welcome table. I'm gonna sit at the welcome table. One of these days, hallelujah. I'm gonna sit at the welcome table. Gonna sit at the welcome table. One of these days, one of these days. When Bayard staged a one man sit-in at a white's only lunch counter, he was again arrested. But jail time didn't stop him from fighting for what he knew was right. As a young black gay man, Bayard Rustin was also learning about another kind of inequality and injustice. Back then, men who loved men and women who loved women could not socialize together. Doing so could get you arrested.  Bayard's family stood by him, but being gay threatened his civil rights mission. Some of African-American leaders didn't want to work with him. Some white lawmakers tried to shame him. Still Bayard kept on fighting for equality. And he did so while being nonviolent. Sing, I've been butte when society frowns on you. I've been butte and I've been scorned. Oh, I've been butte and I've been scorned. I've been butte and I've been scorned. I'm gonna talk about it sure as you're born. I think I got some of the words wrong. So next slide. The next slide shows marchers with their feet in the water in the reflecting pool. And that's one of the things that I can remember seeing as the March on Washington was televised. Bayard was not used to being in the spotlight. Bayard was used to not being in the spotlight. His name had been left off important reports he had co-authored. He had been a trusted advisor to Dr. King and then had been let go. Some would have nothing to do with Bayard.  But when a Philip Randolph was put in charge of the March on Washington, he knew immediately the man he wanted as his deputy, Bayard Rustin. Seeing this little light of mine from behind the scenes. Bayard did not have time to think about any of that as the crowd of marchers arrived at the Lincoln Memorial and spilled onto out into the mall. Bare feet dangled in the reflecting pool. People munched on box lunches. Next slide please. Sing We Shall Overcome hand in hand as folk singer Joan Baez leads the chorus of voices. Sing When the Spirit Says Sing. Bayard had carefully composed the program for the March on Washington. Each song, each speaker. The speakers inspired. The singers performed. The crowd listened and cheered, clapped and chanted. Music had always been at the center of Bayard's life. Songs from church. Songs sung with the college quartet. Songs he wrote, sang and recorded. Prison songs and chain gang songs. The songs of the countries he visited. The songs of the people he met. Songs of peace. Songs of protest. Next slide please. The 2,500 marchers left that day committed to work, vote and protest non-violently for civil rights. Thousands of reporters, photographers and other members of the media shared the story of the peaceful march with America and the world. The monumental march led to the passing of the Civil Rights Act of 1964. That law ended segregation in public places and banned employment discrimination. A quiet man orchestrated it all. A man behind a movement.  Bayard Rustin, finally a song for you. Sing Ain't That Good News When the Day Is Finally Done. And so that is an excerpt from a song for the unsung. We can stop showing the slides now and I'll talk just a little bit about the back matter because the back matter is quite rich. In addition to a brief biography, just two paragraph biography of Bayard Rustin that appears in the back matter, there's also a timeline. Bayard Rustin was born in 1912 and died in 1987. There we also show the official program for the March on Washington that was referenced earlier during this program and is among the holdings of the National Archives. And we talk about the history of peaceful protest and the influence of Mohandas Gandhi on Bayard Rustin and how Bayard Rustin passed on that philosophy to the Reverend Dr. Martin Luther King during the Montgomery bus boycott. And we also have a section in the back matter that talks about the music behind the movement and how important protest songs were to sustaining not only the protest but also sustaining the protesters particularly when they were jailed. And we have the text of the song, We Shall Overcome, at least the first verse of it as part of the back matter and the 10 demands of the March on Washington for Jobs and Freedom. And I will read just a couple of those demands. And of course we know that the demands were met by the 1964 Civil Rights Act. The first demand comprehensive and effective civil rights legislation from the President of Congress without compromise or filibuster to guarantee all Americans access to all public accommodations, decent housing, adequate and integrated education and the right to vote withholding of federal funds from all programs in which discrimination exists. Enforcement of the 14th amendment, reducing congressional representation of states where citizens are disenfranchised. And I skipped one and it's probably one of the most important ones for children, desegregation of all school districts in 1963 and there are 10 demands and you can read more about those in the text of the book. And also in the archives in the program that the National Archives holds of the 1963 March on Washington for Jobs and Freedom. And we also have a biography, a bibliography that includes not only books that children can read to learn more about the civil rights movement but also books that we consulted that Rob Sanders and I consulted to do our research. So I'm gonna turn it back over to Missy and for some questions. I'm waiting for Missy. Missy McNat. Well, I'll continue talking about the book then. I love African-American spirituals and it was really a treat for me to be able to integrate so many into this book. One of my favorites, I can remember when I played piano I could play, nobody knows the trouble I've seen. This little light of mine, I learned as a little girl in Sunday school. I love down by the riverside as well as ain't gonna let nobody turn me round. When I've done the best I can, I believe it was one of my grandfather's favorite songs and many of us know when the saints go marching in. So those are some of the spirituals that are integrated, at least the titles of the spirituals that are integrated and referenced, invoked in the text of a song for the unsung. So I'm hoping that Missy won't use words. I think I'm un-mute it now. I'm having some issues with it. It's like my computer was frozen for a minute. Oh, no problem. So I think I'm back and I'm not sure we're gonna get the video back but that's fine. So thank you so much, Ms. Rutherford, for your presentation. It was excellent. And the first thing I'd like to say is that I was mispronouncing the name, it's Bayard. I think I was saying Bayard. So my apologies for that. But thank you. And also we have some folks here from Willow Spring, North Carolina who are watching. So if anyone else from across the country would like to write where you're watching from, we will call it out. We have a few questions for you. And the first one is in doing your research in all of your books or the one particularly about Mr. Rustin, was there any surprises, anything that has surprised you in the course of writing this book or any of the books that you have written going back to the 1990s? I didn't know an awful lot about Bayard Rustin when I embarked on this project with Rob Sanders.  So the fact that his work was so essential to the movement, yet at various times he was ostracized from the movement was just very, very sad to me. And somewhat surprising that we couldn't see that LGBTQ plus people, which that wasn't even a term then deserve equal rights as well. So that was somewhat surprising and very sad to me, the degree of persecution that out gay people had to endure at that time. Yeah, and as you pointed out, so Mr. Rustin was facing these double prejudices and throughout his life in so many ways and perhaps one of the reasons that he was more interested in saying more in the background but as you also said, he was an amazing organizer. So he did, you pointed out that he loved to sing, were there ever any recordings of any of his songs? Yes, there is a recording. And let me see if we have that in the back matter. I don't think we have, we may or may not. Let me check. I don't see the, I don't see the recording in here but there is a recording and I think he may be able to hear some of that on YouTube. Okay, so perhaps people can check it out there. So, and then another question in all of your research as you've researched so many different people over the years, was anybody has become a bit of a favorite for you? Well, I probably already had a favorite before I embarked on this career and that would be Billie Holiday because she's my muse. And so I have a book called Becoming Billie Holiday and of course her connection to the civil rights movement is through the song Strange Fruit and anti-menshing him, which I'm sure that Bayard Rustin listened to. It was, you know, he was her contemporary and so I'm sure he knew that song. So yeah, that was what she was one. And I mentioned the fact that Harriet Tubman was one of my early, early heroes. I grew up in Maryland and Harriet Tubman was a Marylander. I have ties to Eastern Shore of Maryland as, which is where Harriet Tubman hailed from. And so she was one of my early heroes and I feel an affinity for her as well. Yeah, they're both amazing, amazing people. So that's great. And you also wrote a book about Matthew Henson and I'm gonna mention just at the very end that we are having a program, the next program is in fact about Matthew, we have a Matthew Henson reenactor. So that's, yes, and there are quite a few records that the National Archives connected to him, which is just amazing the records we have. So we are getting close to the end of our program and we have our final question for you. What advice do you as an author and storyteller have for our youth today? I think I'm gonna give some advice based on this book and perhaps based on other books as well. And it is that demographics does not determine destiny. It doesn't matter how old you are, it doesn't matter where you come from geographically, it doesn't matter what color your skin is, it doesn't matter what ethnicity you are, we all have, we all can contribute and we all have value. And that's really what I want young people to remember, that we all have value, you should value yourself but also value other people because we all have gifts and talents and energy that we can contribute to advancing as a society. Now that's wonderful advice and I hope that everyone out there, especially our young people, take that to heart. So thank you so very much for joining us this morning and look forward to reading your book. And that just sounds like a wonderful opportunity to learn more about the civil rights movement and Mr. Rustin. So thank you again and have a wonderful day. So if we could just pull up that Docs Teach slide again. So this again, encourage everyone out there to check out docsteachdocsteach.org and again, look for this particular activity or do searches for Bayard Rustin and the civil rights movement in the March on Washington. So I encourage you to do that. And then our last slide is for our next program. The National Archives Comes Alive Young Learners Program to meet Matthew Henson, Polar Explorer on Thursday, February 9th at 11 a.m. Eastern Standard Time. So thank you everyone for joining us today.


Hello, I welcome you all once again to my channel Explore Education. I am Dr. Rashmi Singh, Assistant Professor, Department of Education at this Kanna Girls Study College, University of Allahabad. And today I am going to discuss a new heading under the main heading education that is primary education. And today I am going to discuss universalization of elementary education or you can say universalization of primary education. The lecture will be in bilingual mode and must be useful for you, okay? So do subscribe my channel and let's start. First of all, UEE. First of all, some people may not know its full form. So the full form of UEE is universalization of elementary education. That is, you can say that the whole concept of primary education is Bhaumi, right? It is also called UPE, UEE. So the main concept is that we don't need to be confused with it. So we will have to know that the government has been saying that we have to teach primary education to everyone. Universalization means that everyone in the universe is universally acceptable, right? We don't have to keep anyone in one place. So when we start, it starts from here that universal elementary education is not only a millennium development goal set by the United Nations, but also a fundamental requirement for the well-being of individuals. Millennium development goals means development. Now we will talk about SDG, right? Sustainable Development Goals. So we need to know when the MDG will be converted into SDG. But since the beginning is from MDG, that's why we start from here. So then it started that, by the way, you must have seen that many commissions committees have been talking for a long time, right? Even our Rabindranath Tagore has been talking for a long time that we should do all that for education. So it was said that this is not only a millennium development goal, but also a fundamental requirement. I mean, we need the main spirit for the well-being of people, for the well-being of individuals. What else was said? According to UNESCO, 2004 education comprises of a set of processes and outcomes that are defined qualitatively. At the international level, the emphasis on quality of education can be traced back to 1990. That is, when there is a complete discussion of quality of education at the international level, then we will have to go to 1990. What happened? Why declaration on education for all? This education for all is the same. E, F, A. We have read this somewhere. We were talking about inclusive education. That's when we learned that a world declaration came in 1990 on education for all. What did it say? Recommended that education be made both universally available and improved qualitatively. This education is on both sides. It means that everyone should be well-behaved, well-educated, universally. We also need to increase the quality of education. When you will study the problems of primary education, you will know that we have done it quantitatively. We have opened up a lot of schools. We have increased the enrollment ratio. We have done everything, but we couldn't increase the quality of education. In the year 2000, in 2000, the Dakar framework for action developed by UNESCO put forward quality of education as a fundamental determinant of enrollment, retention and achievement. You will face problems of primary education like enrollment, retention, there is no achievement, there is a drop-out of children. There are a lot of problems. So, the Dakar framework in the year 2000 by UNESCO says that we have to teach education well. Then, the concept of quality education has evolved over the years and it is now a multi-dimensional concept encompassing factors like learner's characteristics in their social environment, availability of enabling input. In enabling input, we have to teach competent teachers, they have to give them learning material, they have to give the facility to the school. Then, we will get the student's learning outcome. What does universalization of elementary education mean? What does it mean? It means that this is a fundamental requirement of well-being of individuals. Now, let's quickly review how MDG-SDG was made. We should also know when MDG-SDG was made. If you write this, you will say that it was about SDG, that it was about the goal of sustainable development, that it was about the development of development. Let's take a look. Shift from MDGs to SDGs. United Nations adopted the Millennium Declaration comprising the Millennium Development Goals as an outcome of deliberations in the United Nations Millennium Summit in September 2000. In September 8, 2000, the United Nations Millennium Summit was adopted by MDG. It gave a new vision to the global efforts on development over the next 15 years. It was decided that in the next 15 years we will achieve this. But since we could not achieve this in the next 15 years, then we made SDG as a sustainable development goal. How? We made it a sustainable development goal held in Rio de Janeiro, Brazil in June 2012 called the Future We Want. The future that we want paved the way for formal consultations on post-2015 Developmental Agenda. Since 2000, we said that we will achieve the Millennium Development Goals in the next 15 years. If we could not achieve it, then we made it in the form of SDG as a sustainable development goal based on three dimensions of development. We developed it in three dimensions. Which are Arthik, Samajik and Paryabharani. Economic, social and environmental. SDGs are viewed as extension of MDGs with sustainability parameter added to each MDG to be implemented in the post-2015 era along with a set of all new goals which were ignored in the MDGs. What did we do? MDG's Millennium Development Goals were only eight. SDGs are 17. Since we are not going to MDGs, we are just telling you the shift of SDGs from MDGs to SDGs. So, what we did was we added the sustainability input in every era. A parameter. What we did was we ignored all the issues that were ignored in MDGs. So, we added specific goals offering special focus on important areas related to sustainable development that require urgent and extensive attention and present and near future. That is to say, the issue of development in the future and SDGs were made. So, being a student in faculty and stakeholder of education you should know that SDGs are different from the UEE concept. Okay? Now, let's see how we can achieve universalization of elementary education. So, achieving UEE is a three-fold challenge. It is a challenge of three levels. The first one involves enrolling children in schools. First of all, universalization should be that all children should come to school. The second is to make sure that they are retained in the school education system. The second is to make sure that they remain in school. And the third one is to guarantee that children learn something meaningful while sitting in class. And the third one is that when they are in school, they get to learn something meaningful. That is, first they enroll, then retain and then learn something. Enrollment is more difficult. Retention is more difficult. And achievement is more difficult. In fact, there exists a complex interdependence among enrollment, retention and quality. On the one hand, poor quality education has a negative influence on family beliefs regarding the benefits of further investments in education leading to low enrollment and retention rates in the learning process. On the one hand, when there is no good education in schools, it has a negative influence on the family that we don't have to invest in education because there is no benefit from the learning process. So, what happens with this? Enrollment and retention rate goes down. The inter-linkage among these three aspects underscores the need for special attention to factors effectively. Education quality while addressing enrollment issues. So, this inter-linkage and interdependence comes out that we have to pay special attention that we have to give quality, education, quality and education to keep the enrollment issues in mind. Okay? The three pillars of UEE, the universalization of elementary education are the three pillars. If we understand that, we can reach the time of universalization of elementary education. Universalization of primary or elementary education basically involves three important things. That is universalization of provision, universalization of enrollment and universalization of retention. What is this provision, enrollment and retention? Universalization of provision means that school facilities should be provided to all the children between the age group of 6 to 14 years in the country. That is to say, for every child from 6 to 14 years, the provision is that the education is suitable for them. The school should be easily accessible within the walking distance of a child. The school that is available is easily accessible in the walking distance of the child. That is to say, it is in such a remote area that the child is not able to reach there. We have separately said that this retention, it is a very big topic. You cannot discuss it in one slide. So, we will discuss it in a different video. That is why you only have to know how to go about it. Universalization of enrollment means that all children between the age group of 6 to 14 years must be enrolled. When we talk about enrollment, we are talking about enrollment of 6 to 14 years, all the children should be enrolled in the school. The provision has demanded to introduce the compulsory legislation act that under the legislation, parents can be fining for not sending their children to school. You have already known that when the RTE Act 2009 came into the right to education, the law of education was passed. After that, it has been passed since 2010 that you can fine your parents. You can apply for a certificate that you are not sending your children to school. Universalization of retention retains a child who joins the primary school where he or she should remain there. This is the universalization of retention. The child was enrolled, and the child was retained until the primary school was completed. So, governmental efforts for UEE have been done by the government that we can achieve universalization of elementary education. The first start is from 1968, National Policy on Education in 1968, then National Policy on Education in 1986. Then DPEP is a big project for the district primary education program. The education is now available. Then National Program for Education of Girls at elementary level. Then National Program of Minimals in Schools Kasurba Gandhi Balika Vidyalay Then first for Trust for Female Literacy which is also called Saakshar Bharat Non-formal Education which is left out of schools improving the quality of pre-service and in-service training programs for primary school teachers. Which is known as PMOST Operation Blackboard Scheme and Special Orientation Program for primary school teachers. These are the efforts of the government. You must know that universalization of elementary education has increased and the universalization of secondary education has increased. We have educated everyone about the dropout rate in primary and secondary education. We have found this in the researches. So, you have to know the basic concept of universalization of elementary education. We have to learn all these things. What are the three things? First, you have to learn these things. Then you have to enroll all the children and all the children enrolled are retains in the education system. That is the benefit. We have to not only increase the quantity but also increase the quality of education. This is a very complex issue but for the time being we will not go that far for the college. We will cover one by one topic in further videos. I have completed the basic concept of universalization of elementary education in this video. Thank you and don't forget to like and subscribe my channel Explore Education. I have done from my side.


Hello and welcome to today's edition of Frightfully Forgotten Horror Movies and today we have a special Patreon request by Matt and we're gonna be talking about Cemetery Man. But first, what are we drinking? Uh, we're drinking the Heretic, smoked lager. Burn them witches. Ha ha, damn right. This movie was directed by Michel Suavey and he did The Church, which we covered. Click the link above. And he did Stage Fright, just to mention a couple. It stars Rupert Everett and he's actually moved on from the horror genre and mostly done rom-coms after this. François Adagilorazo, let's hope I pronounced that right, is also in this. He's kind of a character actor and a musician and he was also in City of the Lost Children. So Cemetery Man, also called Delamorte Delamore, starts off with Francesco Delamorte. He's narrating, we learned that he's the caretaker of the cemetery with his helper, Noggy. As he's narrating all of this, a zombie walks through the door and he pulls out his gun and boom, blows him away. These zombies in the cemetery that he's been tasked to look after keep coming up every seven days or so. Just his job. Just a job. Just a job. A body gets delivered to the cemetery. There's this beautiful widow all dressed in black with the veil and everything. Francesco really falls for her and she's very upset. She's very distraught. And so she leaves the cemetery, but she comes back after.  Like Jesus, they're all laying on those tombstones and everything with like huge epic moment on her husband's grave. The show is picture. He's old. He's all old. While they're in the act, the husband actually comes out of the ground and he ends up biting her. So naturally Francesco and Noggy, they end up killing the husband and she passes out.  Bring her into the crypt. He's super distraught. She starts to actually rise and he's got the gun. And naturally he thinks because she's been bitten. Well, she must be a zombie now. He ends up shooting her. Francesco ends up meeting the mayor, his whole entourage, his daughter. Noggy's like really taken with the daughter. He's all crying and everything. He ends up just puking all over the daughter. Then she's like, oh, that's all right.  What's funny is that the boyfriend is fine with her getting on and she's full of puke. I'd be like, no, no, no. Hold on.  A bus full of tourists comes out of nowhere and accidentally takes out the whole bike gang. Drives over me. See all her skulls crushing. And then they go like over a cliff.  There's this whole bus load and bike gang worth of corpses that are new to the cemetery.  Talking to his friend and all nonchalant. Because Noggy's so in love with the mayor's daughter he hopes she's going to come back to life too and he kind of digs her up and she's in this like nice glass coffin. She's actually revived. He's all happy to see her and goes to go pull her out of the casket but just her head comes out.  But he doesn't really seem to care. He takes the head down to his little dwelling and puts it in the broken TV. The mayor comes to the cemetery. He's got this big plan that boosts his campaign so people are sympathetic to him. He's going to have a picture taken with the like exhumed grave with like the corpse. There's no head. It's just a body here. And he flips out. It smells funny in here. It goes downstairs in Noggy's area.  Your daddy's here. The head flies out of the TV and he's going to view shot through the teeth and like bites the mayor.  At this point, Francesco is starting to go a little off the rails. He's having these crazy dreams. He is going into the village and killing people before they're actually dead. Get it done with before he has to deal with it in the cemetery. Detectives start coming around and asking about these murders that are happening and he's realizing, well, that's the murders I dreamt about. The new mayor shows up with his new secretary who is the exact same woman that he fell in love with earlier and had to kill. And that's where we're going to end it. So if you want to see what happens at the end of Cemetery Man or Delamorte Delamore, watch the movie because there's actually a lot more that still happens. It's actually, it's packed full of stuff. Yeah. But why should you watch Cemetery Man? One of the biggest reasons is that it's a different take on the whole zombie myth. It almost sucks you in thinking that it's going to be using the same tropes from Romero movies, right? The Romero rules. Yeah, yeah. Where you get, if you get bit, well, after a certain amount of time, you turn back into a zombie. I was even fooled and I wrote it down, follows Romero's tropes. Then it didn't. I was like, oh, yeah. When you're bit, it doesn't mean you're going to turn like right away. You're not infected. Yeah. Francesco gets bit like halfway through the movie, but he doesn't turn. They're zombies, but it's not like a big plague that's going to take over the whole world. But it could. It could. But it just seems to be happening at this one particular little cemetery. And it's just like an isolated incident. And it's just a man's job to take care of it. There's a daytime setting and a nighttime setting. The daytime is very bright. You get to see life. But at night, things are foggy, misty, sort of trapped.  And they actually filmed it on a real cemetery, but they still had to build it up and make it look more elaborate. That crypt with all the skulls.   And then there is Francesco and Nagi's little hut that they live in, which is a great setting. You really feel the kind of like they're living in squalor and strong lead. And you kind of really get this misery that he's in. Everybody's life who has a daytime job. You have this kind of like repetitive thing you have to do over and over again. But his is different because he's like killing zombies all day and having to manage his cemetery and take care of Nagi too. And Nagi is a great character too. Even though he doesn't say anything. He's super memorable. He's kind of like the living dead. Yeah, yeah, yeah. He has to be looked after, drags Francesco down a bit. Yeah, because Nagi doesn't really like carry his own weight.  And he's just eating.  Yeah, he has no idea what's going on. There's kind of a bit of a social commentary too.  Well, while the world is going on around you, right? Yeah, you're blivvious to everything. Exactly. It's dark humor, but it's also not you crammed down your throat. When you're in that post office, guys like, well, let me get you out of those forms. They zoom out to the back and there's all those paper stacks. Like super and then the window is open. They're all blowing everywhere. What did I put that? It's like, well, you'll never find it. Yeah, the way they place the humor and the way to do it is quite brilliant. Like that scene and that scene where Noggy is trying to rake up those leaves in the wind and they're trying to keep them all in that wheelbarrow. Yeah, and he's narrating too. He's like, he has a thing about leaves. They're all blowing away. They don't use the humor to follow a scary part. The humor is sort of midway between plot points, which is perfectly fine. It's very much at his heart a dark comedy. I was laughing so hard at many parts because I was supposed to. The zombies look great. I love the zombie design. Roots growing out of his head. That biker zombie that comes, he's got all those like wires, all the metal sticking out from the crash. Francesco and Noggy, they also attach like bells to these guys. Kind of harks back to like the 1800s when they used to bury who they thought was vampires.  And the movie looks fantastic. A visual orgasm almost. Especially that damn crypt. Yeah, it's so well shot. Some shots in there is like, how did they do that? Must have taken like days to just put a small scene together. The music in this is great and it is very original. I can't think of a score that sounds like this. The score is almost just as weird as the movie, which is great. It's a great compliment to how weird the movie is. It parts synth score, but there's also like a lot of acoustic instruments too, but it doesn't follow any horror movie tropes. It's its own thing. It stands on its own. It's a weird movie. I won't deny that it's a weird movie, but I wouldn't say it doesn't make sense. I think it makes perfect sense and I think it's pretty obvious what the movie's trying to say. Pretty obvious because Francesco says a lot of that in his narration.  And there's no life without love and death. You can't have any of them without the other. Yeah, and you can't escape it. There's like this kind of snow globe motif in the movie. Obviously saying you can't escape that. You can't escape love and death. The main character Francesco is continuously seeing the same thing over and over again. Means in life, you can't escape certain things either. Yeah, you can't escape love and once you're in love with somebody, it's always there. It's saying it in a weird way and I'm completely fine with that. It's saying it in a very visual, very smart, humorous way. They get the point across perfectly. I hadn't seen Cemetery Man since like 1999 or something like that. I remember renting it on VHS and really liking it. And I have no clue why I never bothered to watch it again. So I'm really glad it was suggested to us.  If you love like Italian horror movies with great visuals and want something smart that has something to say about life and love, well, fuck, watch the Cemetery Man. It's a cerebral movie that's also like a visual orgasm at the same time. So thanks for requesting this movie. It was a lot of fun. And until next time, keep drinking.


How innovators adopt a new technology, a new technological application. When the technology is new and application of course, or the product which has been made through that technology is also new. So as with the regular marketing activities and regular marketing plan, we do not have the marketing data because market is still to be evolved. Similarly as it is in most cases a startup. So in terms of a startup, its reputation, its image, its goodwill is unknown to the innovator. So in situations may, in order to induce the innovator to adopt this technology is difficult and challenging. Innovator also try to get the information through certain additional resources. So that is the challenge of the entrepreneurial marketer to understand the resources through which the innovator is getting the information and being influenced. So if we know the resources through which the innovator is getting the information and the resources which impact the decision to adopt this particular technology or not, then we will be able to impress, communicate and use those resources so that the enthusiasm of the innovator is more ignitable and ready to adopt that technology. So the sources of information help innovator in decision making related to marketing and sales activity. So there is a model which is explaining how innovator adopt a new technology. Here we can see that these are the certain sources. Here we have reference customer information. The customer who has used this technology before, what are his thoughts on this? Then expert sentiment and information. Expert is very important. Expert is usually a person who is an expert in technology. He knows that particular technology. He is aware of its application as well. What are his thoughts? So his thoughts will be based on the concept of opinion leader which will impress the audience. Then new technology, venture information. The literature and information related to this technology. All of these impacts the enthusiasm of the innovator. If this information is positive, then it will increase the enthusiasm of the innovator. And then it will impact its consideration and adaptation stages. The stages of different considerations and adaptations. All of this information will be impacted and implemented. If it is positive, then the process will be positively impressed. If it is negative, then it will be reluctant. And we are seeing that there are other elements which are impacting. For example, the reference you are using is so credible and reliable. Then there is the reliability of reference information. Then the reference you are using can be trusted. And if the process goes well, then the innovator does not show much resistance in adopting this technology. In fact, he is already wanting to take this technology for adoption. In this figure on the left hand side, as we said, the sources of information innovator use to evaluate a new product. The adoption decision is shown on the right hand side of the figure. And in the middle, different innovation-related characteristics are shown that are evaluated by the innovator. The innovator's level of enthusiasm for the new technology and application is also accounted for as a mediator. This enthusiasm is mediated by the independent variable and the independent variable. If there is a positive evaluation, then the enthusiasm increases and the chances of adoption of the technology also increases.