What is up you guys, welcome back to another one. If you are new to this channel, I'm Gold Pony, I have to do car truck SUV reviews on YouTube and today we are in the new 2021 Ford Echo Sport courtesy of Bob Ruth Ford in Dillsburg PA. For more information on their inventory, please feel free to check out the link in the description box below. And so what did happen this one today because this is possibly the most affordable all-wheel drive slash four-wheel drive vehicle you can get these days. Now in the fourth year that it has been available in the U.S. and there are actually some minor changes for the 2021 model year as well. And so in this video I will be testing out and going over everything about this one acceleration test, braking, steering, fuel, sound system, exhaust clip and everything else. So what do you guys say? Let's just go ahead and jump right into it and as always let's start with pricing. So as you can imagine, there are several different trim levels for the 2021 Echo Sport. First one being the S starting at $19,995 SE which is the one we have today, starting at $23,450, titanium for $26,265 and lastly the SES starting at $27,575 and so as far as that pricing goes for all trim levels but the last one that will come standard with front-wheel drive if you wanted to add all-wheel drive to either the S, SE or titanium simply add around $1,500 to any of those prices but when it comes to the power plants there are actually two of them dependent upon the trim level that you go with. First one is going to be a 1-liter turbocharged inline 3-cylinder belonging to the S, SE and titanium trim levels putting out 123 horsepower at 6,000 RPM, 125 pound-feet of torque available at around 1,500 RPM, power sent to front wheels or all wheels through a 6-speed automatic giving you MPG numbers coming into 27 in the city, 29 on the highway taking regular unlit of fuel. But so then there is the other engine configuration being a 2-liter direct injected inline 4-cylinder so this engine configuration is going to come standard on the SES but it is optional on every other trim level and we actually do have it as an option here on our SE trim level that we have today but this one puts out 166 horsepower at 6,500 RPM, 149 pound-feet of torque coming in at 4,500 RPM, power sent to all four wheels through Ford's four-wheel drive system, net power sent to the ground through a 6-speed automatic with MPG numbers coming in at 23 in the city, 29 on the highway again taking regular unlit of fuel for that one. So but now having got all of that out of the way what do you guys say let's put the acceleration here to the test to start let me go ahead and find a straightaway and let's see how quickly our 2-liter inline 4-cylinder engine here in the EcoSport can get us up to speed. And so I think we got her straightaway here you guys in 3, 2, 1, oh my gosh alright acceleration is not the EcoSport strong suit it did make a good bit of a noise when the RBFs got up there as expected I guess but yeah definitely not the quickest thing in the world if you want quicker I don't know go with the Ford Mustang or something but anyways to go along with that acceleration as always braking is equally important and so as expected you will find four-wheel disc brakes coming standard on every single trim level as far as the 60 to 0 stopping distance goes it actually comes in at 120 feet which is plenty respectable to be quite honest there's been SUVs out there that I've tested that come in at around 130 or 139 feet even if you're talking the Volkswagen Atlas so 120 feet is definitely respectable for this one as far as braking feel goes it's perfectly fine definitely not a Ford Mustang type of braking feel that I just got done reviewing but it is a nice braking feel for the EcoSport I will say that then touching on suspension and handling up front you're going to get a McPherson strut front suspension in the back independent multi-link rear suspension front and rear stabilizer bars gas pressure eyes shock absorbers and if you were to go with that SES trim level you will get a sport tuned suspension seeing as that is kind of the sporty trim level of the EcoSport if you will so I wanted to mention that as well but since we have the SE trim level I can't tell you the ride quality is acceptable definitely no issues there it's pretty much as expected for the EcoSport as far as steering feel goes again it's pretty much as expected it's actually not that bad it's I've kind of expected it to be kind of this super loosey-goosey steering feel but I mean it's not the heaviest steering feel in the world but it's just right I would say for the EcoSport I'll put it that way as far as cabin noise goes there's a decent amount of wind noise coming into the cabin maybe that's one of the room for improvements for the EcoSport my short test drive here today there's a decent amount of wind noise coming into the cabin so as far as visibility goes this is a small SUV typically in small SUVs you are not going to have any issues with visibility and that is certainly the case in the EcoSport so no issues for me when it comes to visibility did you would also mention though if you were to go with the titanium or SES trim levels you will also get rain sensing windshield wipers then as well so essentially what that means is whenever the EcoSport detects any kind of mist or rainfall it's gonna automatically turn on those windshield wipers for you so essentially it's just one less thing you got to worry about so that is pretty cool there as well but that about rounds with the performance segment of this review guys let's now go ahead and take a look at the exterior of our brand new 2021 Ford EcoSport alright so here she is you guys the new 2021 Ford EcoSport so a couple new colors for the 2021 model year they will include blue that is the color name very creative there and luxe yellow there's the two new ones but let's go ahead and start up front on the EcoSport here black front grille is going to come standard with the S and SES trim levels SES because it's a sportier look I guess you could say silver front grille is going to come with the SE and titanium trim levels then which is what of course you guys are looking at right now then to the sides halogen quad beam reflector headlights coming with the S however if you were to go with the SE trim level enough you will get halogen projector headlights a little better illumination with the SE trim level and up LED signature lighting coming with the SES trim level and up as well and you will get fog lights down below for the SES trim level and up once again but that about rounds out the front of this one let's go ahead and take a look at the side now it's open now making our way to the side black roof rails are going to come with the SE and SES trim levels up top there silver roof rails coming with the titanium trim level only no roof rails for the S trim level in case anybody was curious rear privacy glass is going to come with the SE that we have today and up it will not come with the S when it comes to the side mirrors they are power adjustable black side mirrors with the S however for the SE trim level and up there will be power adjustable body colored side mirrors they will be heated as well with integrated turd signals and you will actually get gloss black mirror caps only with the SES trim level again the black being the sportier look I suppose when it comes to the door handles they will be black for the S however all other trim levels will be body colored door handles then take a look down at the wheel setup 16 inch aluminum alloys for the S and SE trim levels and then 17 inch aluminum alloys for the titanium and SE S trims however I will say the 16 inch that we have today they don't look that bad they look pretty good in my opinion but now let's go ahead and make our way to the back of this one right so starting up top rear spoiler integrated rear spoiler with the integrated brake light coming standard across the board rear window wiper just below that trim level badging just below that as well along with the four-wheel drive badging if the Eco Sport that you're checking out is equipped of course I just below it all there is a single exhaust outlet kind of tucked away on the driver's side there so having said that I do believe you guys know what we have to do next as always here is that exhaust clip so now since we are around back of the Eco Sport first thing I wanted to mention when it comes to opening that rear tailgate of this one most SUVs the majority 99% of them open up vertically this one opens up horizontally and the actual latch to open it is found within the passenger side tail light this is like 007 style when it comes to opening this rear tailgate I absolutely love it personally but anyways once opened up cargo capacity comes in at 20.9 cubic feet behind that second row if that was not enough space there is a 60-40 split meaning the rear seats do fold down bumping that up to an even 50 cubic feet but didn't want to also mention this was pretty well equipped in the cargo area coming standard for all trim levels you will get a cargo cover cargo lighting you will get cargo tie-down anchors back there as well and grocery bag hooks all of that coming standard across the board and if you were to go with the SE trim level and up like we have today you will also get in floor storage back there as well and there is a tire inflator kit underneath of that in floor storage then too but anyways make your way up to the rear legroom that comes in at 36.7 inches so for reference I'm an even six feet tall this is how much space I had back there did want to also mention for those rear passengers rear center armrests with cup holders do come standard however there is no rear ventilation back there that of course being because this is such a small SUV I guess you could say you don't really need it essentially and actually to my surprise there are not charging ports like USB charging ports but there is a 110 volt power outlet back there so why there's not USB charging ports but rather a 110 volt power outlet I don't know either way it gets the job done I suppose in the end but found that kind of funny but you do have some coat hooks found on the top of this one back there as well but then making our way up to the front seats of the Echo Sport manually adjustable claw seating coming with the S and SE trims heated front seats with the SE trim level and up that is pretty cool that we got that there today six-way power driver seat coming with the titanium and SES trim levels only to go along with that active X seating material as well so slightly different seating than the claw seats that we have here today overall seating was actually plenty comfortable it's kind of surprised I didn't expect too much but yeah seating actually works pretty well for me so no issues there then take a look at the steering wheel it is tilt and telescoping across the board leather wrapped if you were to go with the titanium or SES trim levels however we do have a urethane wrap steering wheel here on our SE trim level of course and you will actually get a heated steering wheel believe it or not if you go with the titanium or SES as well so that is pretty cool then take a look at the startup let me first start by showing you guys the key here you do have your Ford logo on the one side and when you flip it over lock unlock in the panic button of course it's a pretty simple key there but all in all it is all keyless enter with the push button start if you go with the SE trim level and up with that S trim level it is going to be your typical key start so one to mention that but I am simply just going to put my phone on the break here and press that engine start button which is located just to the left of the infotainment screen there which we'll get to in a second but as far as the gauges go tachometer is on your left speedometer is on your right there is a small digital display front and center which can be controlled by using the steering wheel mounted controls on the left side of the steering well that gives you things like your trip a trip B how many miles you have left until you hit empty also there's a little compass in the bottom right hand corner outside temperature which is always nice radio information Bluetooth information and a nice little picture of the Echo Sport if you wanted that as well so overall it pretty much gets the job done there's a digital speedometer forgot to mention that as well but yeah pretty much everything you could possibly want up there so that's always good but then take a look at overall interior quality much to my surprise we get a power moon roof actually with the SE trim leveling up I love that well done for it for that one automatic climate control with the SE trim level and not meaning you just set a temperature it's gonna automatically hit that temperature for you overhead sunglass holder is going to come standard on every single trim level if you were to go then with the titanium or SE S trim you will get ambient lighting with seven different colors and by the way there is an optional package for the SE trim that we have today that actually gives us that ambient lighting as well as some other things so that is pretty cool and again seven different colors illuminated throughout the Echo Sport absolutely love that personally but auto dimming rear view mirror coming with the titanium and SE S trim levels and overall it's finished pretty much like you would expect the Echo Sports price range to be finished but I will say it is plenty functional it's a little cubby storage rubberized area just above the passenger side glovebox there's plenty of cubby areas on both of the doors just in front of the shifter you have more storage 12-volt power outlet to USB charging ports in front of the shifter as well just behind that you have two cup holders and illuminated cup holders for that ambient lighting which is pretty cool back there a little bit of storage behind those cup holders and a very little bit of storage within the center armrest is a very narrow bit of storage but it's still there for you nonetheless that is pretty close overall like I said very practical very functional interior when it comes to the Echo Sport so but now taking a look at the infotainment screen 4.2 inch LCD display coming with the S trim level only however if you jump up to the SE trim level and up you will get an 8 inch color touchscreen display so either way you're gonna get Bluetooth and audio streaming the SE trim level and up is going to add to that Android Auto Apple CarPlay meaning if you have smart phones just hook it up to the Echo Sport and you have free navigation displayed up on that screen as well as the ability to like and dislike your Pandora songs and there's a couple other compatible apps as well factory navigation system is going to come with the titanium and SE trim levels you can get it for the SE trim level we do have one of those optional packages that gives us that there today so that is pretty cool climb control settings can be accessed up there as well along with your ambient lighting colors like I was saying and your radio information and so when it comes to the sound systems there are three of them six speakers coming with the S and SE trim levels 10 speaker bang an Alson sound system with the titanium and seven speakers then for the SE S so since we do have that SE trim level today therefore that means we have six speakers so let's go ahead and turn to the radio see we got playing today and let's test out the clarity of this one it's six speakers I mean it's not gonna blow you away or anything it does get the job done but it's not the best sound system out there it's pretty much as expected though with six speakers but the bang it also it is available if you go with certain trim levels so there you go but anyways last thing I wanted to mention to you guys on that infotainment screen is when you do put the Echo Sport in reverse you of course will find a review camera coming standard across the board I like how the review camera takes off the whole screen feel like I'd be reviewing so many vehicles lightly that dull and it's just a portion of the screen that sucks but I do like that but anyways that is going to lead us into safety and so front side side carrying airbags do come standard but also driver and passenger knee airbags as well you don't always get that in the back you're gonna have latch aka lower anchors and tethers for children for the rear car seats rear child door locks tire pressure monitoring system automatic emergency braking also comes standard that's a big one there and if you were to go with the SE trim level and up that is going to add an addition to that windshield wiper Deiser which is pretty cool here in Pennsylvania rear parking sensors as well any blind spot monitoring system with rear cross traffic alert meaning the little car icons in the side mirrors is gonna let you know if somebody is in your blind spot so you don't go turning into them on the highway so that's always a big plus but overall when it comes to my final thoughts here of the Echo Sport this actually is a great pick for affordable four wheel drive so if you were in an area like me like Pennsylvania where we do get a good bit of snow and you need a four wheel drive or all wheel drive vehicle in order to get you there the Echo Sport may be a decent option because it is relatively affordable in the low 20s and four wheel drive being available of course at that price range and overall if I were to pick this one I would go with the SE trim level the one we have today because that is really when you get the most bang for your buck that's really when most the extra features kick in the S trim level is very basic of course and that's how it's able to get priced at under $20,000 that makes sense that is going to appeal to some people. SE trim level really gives you the best bang for your buck though I would say and you might be able to get that price down a little bit closer to where you would want to be because there is a decent amount of these things on the Ford Loss right now from what I can see at least so SE trim levels what I would go with also constructive criticism this doesn't have the best miles per gallon I got to be honest would have expected a little bit more seeing as it is somewhat smaller of an SUV but at least it's got four wheel drive again back to that another one it is quite slow I will say that still you shouldn't have any issues been merging onto the highway but definitely not the quickest thing in the world I will say that and there's a lot of competition out there too competing with the Echo Sport like the Mazda CX 30 like Hyundai Kona just to name a couple of them but we'll say this one is brilliantly priced for the segment though but that is about it for this one you guys thank you so much for watching feel free to follow me on social media at the bottom screen if you want to see what's coming next on the channel before it actually gets to YouTube if you're in a new car reviews go ahead and hit the subscribe and the bell notification button that is what we do here on this channel after all do appreciate you guys watching more than you know and I will see you guys all in the next video stay gold


Thank you for joining us for this community design meeting for the north side and far grid north side for the water and sewer improvement project project manager is lamb conlon and we have build us and we get who will be doing the need to be doing the nation. We will open the floor for your questions for your questions is over is over. And now we'll hand this over to them and hand this over to them and you know that can you. And do you want to do the introduction? Do you want to do the introduction Spanish? Thank you for joining us for this community design meeting for the project for the water and sewer improvement project manager is lamb conlon and we have build us and we have build us and we have build us and we have build us and we get who will be doing the nation. Okay, we have put a little agenda together. Good evening everybody. We have introductions, project overview, project area, frequently asked questions and timeline. Your project team includes the project manager, which is me, Liam conlon for worth water. My phone number is<PHONE_NUMBER>. And my email address is Liam dot conlon, C O N L O N at forward Texas, which is all one word dot gov and our consultant is a PM and associates and their representative is Eric Corona. The personal encargo del proyecto incluye al gerente del proyecto Liam column de la compañía de agua de for worth se pueden comunicar con el a través del teléfono<PHONE_NUMBER>. También pueden comunicarse con Liam a través del correo electrónico Liam punto conlon at for worth Texas punto gov. La compañía consultora es a PM en associates y su representante es Eric Kroener. Okay, project overview existing water and soar men's will be rehabilitated or replaced in an area bound by book Samsung Park and 28th Street to the north. Refugo Avenue to the east. Ohio Garden Road and Rockwood Park golf course to the south and double DJ Turner Elementary School, messy Avenue and Rosen Park to the west. Las generalidades del proyecto incluyen la rehabilitación o el reemplazo del actual tubería de agua y drenaje en un área delimitada por buck Samsung Park y la calle 28 al lado Norte. La avenida refugio al lado oeste. Ohio Garden Road y el campo de golf Rockwood Park al lado sur y al lado oeste la escuela primaria doble UG Turner la avenida messy y el parque Rosen. Liam. Okay, this forward water capital improvements project is in the forward council district to the construction may impact customers in the north side neighborhood association. The far greater north side historical neighborhood association and the enter district to alliance. Este proyecto de mejoras capitales de la compañía de agua de forward se encuentra dentro del distrito municipal dos la construcción puede afectar a los clientes en las siguientes asociaciones de colonias north side far greater north side historical y la alianza inter district dole. Liam. We have water and so replacements in the following streets. Lincoln Avenue from 28 to 26 straight and angle Avenue from 28 to 26 straight. El reemplazo de tubería del agua y del renaje incluyen las Avenida Avenida Lincoln desde la calle 28 hasta la calle 26 la avenida angle desde la calle 28 hasta la calle 26. Liam. We have water line replacements and the following streets only is an avenue from messy Avenue to F from Avenue. Se reemplazara la línea de adrenal perdón la línea de agua únicamente en la avenida eso desde la avenida Macy a la avenida every ham. Liam. Prairie Avenue from F from Avenue to 28th Street. Loving Avenue from Northwest Lorraine Street to 28th Street. Columbus Avenue from Northwest Lorraine Street to 28th Street. And Gold Avenue from Northwest 28th to Northwest 26th Street. Tambien se reemplazara la línea de agua en la avenida Prairie desde la avenida every ham hasta la calle 28 avenida loving desde la calle Northwest Lorraine hasta la calle 28 avenida Columbus desde la calle Northwest Lorraine hasta la calle 28. Avenida Gold desde la calle Northwest 28 hasta la calle Northwest 26 Liam. We have we have sewer line replacements only and the following streets from Avenue from Hannah Avenue to West 300 feet the alley between 25th Street and 24th. From West Long Avenue to Grayson Avenue. The alley between 24th and 23rd Street from Kearney Avenue to West 1500 feet. La línea del renaje se cambiará nada más la línea del renaje en la avenida every ham desde la avenida Hannah hasta los primeros 300 pies al oeste. En el callejón entre la calle 25 y la calle 24 desde la avenida West Long hasta la avenida Grayson. Y en el callejón entre la calle 24 y la calle 23 desde la avenida Kearney hasta los primeros 1500 pies al lado oeste. Liam. The alley between Isle Avenue and 26th Street from Kearney Avenue to South 900 feet. The easement between Isle Avenue and 26th Street from Grayson Avenue to South 210 feet. The alley between 27th and 28th Street from Grayson Avenue to Ephraim Avenue. Asimismo se cambia la línea del renaje en el callejón entre la avenida Eiso y la calle 26 desde la avenida Kearney hasta el sur de los primeros 900 pies. También en el derecho real entre la avenida Eiso y la calle 26 desde la avenida Grayson hasta el sur de los primeros 210 pies. Y en el callejón entre la calle 27 y la calle 28 desde la avenida Grayson hasta la avenida Ephraim. An easement between Northwest Lorraine Street and 28th Street from 250 feet north of the Roosevelt Avenue 28th Street intersection to East 150 feet. And an easement between Loving Avenue and Prairie Avenue from Northwest Lorraine Street to the South 650 feet. Roosevelt Avenue from Northwest 20th Street to North 150 feet. La línea del renaje también se reemplaza en el derecho real entre la calle Northwest Lorraine y la calle 28 250 pies al norte de la intersección de la avenida Roosevelt y la calle 28 hasta 150 pies al oeste. En el derecho real entre la avenida Loving y la avenida Prairie desde la calle Northwest Lorraine hasta el sur de los primeros 650 pies y la avenida Roosevelt desde la calle Northwest 28 hasta los primeros 150 pies al norte. The alley between Gold Avenue and Market Avenue from 28th to 26th Street and the alley between Gold and Lincoln Avenue from 28th Street to South 450 feet. En el reemplazo de la línea del renaje se incluye también al callejón entre la avenida Gold y la avenida Market desde la calle 28 hasta la calle 26 y el callejón entre la avenida Gold y la avenida Lincoln desde la calle 28 hasta los primeros 450 pies al lado sur. And the easement west of Bella Avenue from 300 feet west of the Jacksboro Highway Bella Avenue intersection to 450 feet south. And the easement north of Jacksboro Highway from 375 feet west of the Bella Avenue Jacksboro Highway intersection to 350 feet west. Además, se incluye el derecho real al oeste de la avenida Bell desde los primeros 300 pies al oeste de la intersección de la carretera Jacksboro y la avenida Bell hasta 450 pies al sur. Y el derecho real al norte de la carretera Jacksboro desde 375 pies al oeste de la intersección de la avenida Bell y la carretera Jacksboro hasta 350 pies al oeste. Why is the city doing this project? The forward prioritizes replacing water and sewer lines that have a high risk of failure. This is based on available data which includes waterman break history, leak history, those circuit TV inspection which is also known as CCTV, the age of the line, the line material, their lead service lines and cast iron lines. Entre las preguntas frecuentes que nos hacen está el por qué el municipio hace este proyecto. Y bueno la respuesta es porque forward prioriza el reemplazo de las líneas de agua y drenaje con un alto riesgo de fallo. Esto se basa en datos disponibles que incluyen el historial de rupturas de la tubería, el historial de fugas, la inspección a través del sistema de cámara de circuito cerrado, la edad de la línea, el material de la misma, los tuberías de plomo y las tuberías de hierro fundido. Liam. Which priority is specific to this project? This project was created as part of the water cast iron pipe initiative to reduce the amount of waterman breaks. Cast iron water pipes will be replaced and is a very loving Columbus and Gold Avenue. ¿Cuál es la prioridad específica de este proyecto? Este proyecto fue creado como parte de la iniciativa de reemplazo de tuberías de hierro fundido para reducir la cantidad de rupturas en las tuberías de agua. Se reemplazarán las tuberías de agua de hierro fundido en las avenidas Aisle, Prairie, Loven, Columbus and Gold. Liam. For board the water management has committed to replacing a minimum of 20 miles of cast iron pipe each year. Currently there are more than 110 miles of cast iron mains at various stages of design for replacement in fiscal year 2024 and beyond. La gerencia de la compañía de agua de forward se ha comprometido a reemplazar un mínimo de 20 millas de tubería de hierro fundido anualmente. Actualmente hay más de 110 millas de tuberías de hierro fundido en diversas etapas de diseño para su reemplazo en el año fiscal 2024 en adelante. Liam. Will there be land closures during construction? Yes, one traffic lane will be closed when lines are replaced and the trench has been repaired. Signs will be posted to alert motorists. También nos preguntan si habrá cierres de carriles durante la construcción y la respuesta es que si se cerrará un carril de tráfico cuando se reemplazen las líneas y se repare la sanja. Y se colocan letreros para alertar a los automobilistas. Liam. What are the construction hours? The hours of construction are 7 a.m. to 6 p.m. Monday through Friday and if requested by the contractor 9 a.m. to 4 or 5 p.m. on Saturdays. Contractors will not work on city holidays which includes the following. You have Thanksgiving and the day after Thanksgiving. You have Christmas, New Year's Day, Martin Luther King Jr. Day, Memorial Day, June 10th, Independence Day and Labor Day. What is the construction time? The construction hours are 7 a.m. to 6 p.m. Monday through Friday and if requested by the contractor 9 a.m. to 4 or 5 p.m. on Saturdays. Contractors will not work on city holidays and these include the following. You have Christmas, New Year's Day, Martin Luther King Jr. Day, Memorial Day, June 10th, Independence Day and Labor Day. Liam. Will the city need access to our property? This construction is in the public right away and are in utility easements. If forward water needs access to your property, we will contact you. Will our sewer service be disrupted? Sanity sewer services will not be interrupted. New sewer cleanouts will be installed at the property line. The sewer cleanouts provides crews easy access and easy access to your property. New sewer cleanouts will be installed at the property line. The sewer cleanouts provides crews easy access if a backup or blockage occurs. Will the city need access to our property? This construction is in the public right away and are in utility easements. If forward water needs access to our property, we will contact you. Will our sewer service be disrupted? Sanity sewer services will not be interrupted. New sewer cleanouts will be installed at the property line. The sewer cleanouts provides easy access to your property if a backup or blockage occurs. Liam. Will our water be turned off? No. If we are placing your water line, your water will be turned off for 15 to 30 minutes. When service is transferred from the existing line to a temporary water line. And when the service is transferred back from the temporary to the new line. These switchovers are done during the day. The contractor will knock on your door and then customers know when the water will be turned off. The transfer typically takes 30 minutes per house or business. Will the water be turned off? No. If we are placing your water line, your water will be turned off for 15 to 30 minutes. When the service is transferred from the existing line to the temporary line. And when the service is transferred from the temporary line to the new line. The switchovers are done during the hours of the day. The contractor will knock on your door and notify you when the water will be turned off. The transfer usually takes 30 minutes per house or business. Liam. How does the temporary line impact my home and water bill? The temporary water line ensures that you are not without water during construction. In the summer months, the continuous flow keeps the water from becoming stagnant in the above ground line. During the winter months, water must be continuously flowing through the temporary line to keep the line from freezing. Customers should also keep their faucets dripping. The bill for your water usage while you are on the temporary line is based on an average of the previous month's usage. You will not be charged extra for additional water. Will we have access to our driveways during construction? The respectively, the temporary water must be continuously flowing through the temporary line to prevent it from freezing. Customers should also not have to keep the water from getting into the fire. The bill for water usage while you are on the temporary line is based on the average of the previous month's usage. You will not be charged extra. Liam? Will we have access to our driveways during construction? construction. The inspector and the contractor will work with businesses and residents that need driveway access during active construction hours. Again, these hours are 7 a.m. to 6 p.m. Monday through Friday. And if requested by the contractor, 9 a.m. to 4 or 5 p.m. Saturdays. There will be access to our carpentries during construction. The inspector and the contractor will work with businesses and residents that need access to their parking lots and carpentries during active construction hours. Again, these hours are 7 a.m. to 6 p.m. on Monday through Friday. And if requested by the contractor, 9 a.m. to 4 or 5 p.m. on Saturdays. Liam.     This is the design phase of the project. Once the contractor is on board, the project manager will work with the contractor to set a start date for construction and to list which streets will be impacted first. The current projected end date for this four water capital improvements project is late summer of 2025. That date may change as the design is finalized. Where can I get more information? You can go to www.Four Worth Texas which is all one word.gov and type the project number 102-781 in the search bar on the home page and north side and far greater north side historic and water and soar will pop up. To get project page updates scroll down to the bottom of the project page and click on subscribe to this page. The project map and this power point will be linked to this project page. Donde puedo encontrar más información? Visite el www.forwardtexas.gov y escriba el número del proyecto. 10-25-81 en la barra de búsqueda de la página de inicio y se mostrará la información sobre las mejoras a la tubería de agua y drenaje el north side y far greater north side historical. Para recibir actualizaciones sobre el proyecto vaya hacia hacia abajo de la página del proyecto y seleccione subscribe to this page. Subscríbase a esta página. El mapa del proyecto y la presentación estarán vinculados a esta página del proyecto. Liam. How do I report an emergency or non-emergency? The emergencies are one of main breaks and soar backups 24 hours a day. The phone number is<PHONE_NUMBER> and you select option one. The water cost center, which are non-emergencies, it's 7 a.m. to 7 p.m. Monday through Friday. The phone number again is the same<PHONE_NUMBER>, but they are closed on city holidays. Or you can download the myfw app from the app store or Google Play. You can report sewer overflows, leaks and water main breaks. Missing or broken meter leads. Water theft, water violations, no water service, water pressure issues and other sewer concerns. Como puedo reportar una emergencia o no emergencia relacionada con el agua? Las emergencias las puede reportar en el<PHONE_NUMBER> las 24 horas de día seleccionando la opción número uno. Aquí puede reportar rupturas de tuberias de agua o obstrucciones en el drenaje. Las no emergencias puede llamar al centro de llamadas de 7 de la mañana a 7 de la tarde de lunes a viernes al mismo número,<PHONE_NUMBER>. Está cerrado los días festivos de la ciudad. También puede descargar la aplicación myfw del app store o Google Play. Ahí podrá reportar derrames de drenaje, fugas y rupturas de y rupturas de tuberias de agua, tapas de medidores faltantes o rotas, el robo de agua, las infracciones del agua, el no servicio de agua, problemas de presión entre otras cuestiones relacionadas con el drenaje. Liam? Again your project team includes project manager Liam Conlon at Fort Worth Water and his phone number is<PHONE_NUMBER> and it's Liam.Conlon C-O-N-L-O-N at Fort Worth, Texas, which is all one word dot gov. The consultant is APM and associates and their representative is Eric Kroner. Les recordamos que el personal encargado de este proyecto es el gerente de proyecto Liam Conlon de la compañía de Fort Worth, de al agua y se pueden comunicar con él al<PHONE_NUMBER> o a través del correo electrónico Liam punto column at Fort Worth, Texas, punto GOV. El consultor, la compañía consultora de este proyecto es APM and associates y su representante es Eric Kroner. Liam? That's the end of the presentation. Thank you and have a nice evening. Con eso terminamos la presentación. Muchas gracias y le damos la gracia de nuevo. Gracias. Sally. Okay. Can you hear me? Yes. Okay. I'm going to unmute you all one at a time. We're going to start with Ben. Actually, I don't think he has calling user number two. I'm going to unmute you. Calling user three. You are unmuted. Okay. We've got Joaquin. I think he had to leave. I'm still here. Okay. Do you have a question? Yeah, I saw the link there. I know to go to the Fort Worth app. But is it possible to send me the PowerPoint? The PowerPoint in English and Spanish will be posted on the project page. It should be by the end of tomorrow. Okay. I appreciate it. Thank you so much. Okay. You're welcome. Let me go ahead. Do you have any questions? Sally, let me go ahead and translate that. I'm sorry, Hilda. That's fine. El señor Castillo estaba preguntando o pidiendo más bien la presentación. Sally le respondió que la presentación en inglés y en español van a estar disponibles en el el ase que pusimos en esta página que se muestra ahorita for Texas.gov. Ahí van a estar disponibles las ambas presentaciones, Sally. Dirk, do you have a question? Melanie, do you have a question? No, thank you. Just really appreciate the information. You're welcome. Okay. Victoria, do you have a question? Hi. No, no, no questions. This was a very informative presentation. Okay. Thank you. Okay. Thank you. And we will bring this meeting to a close. Thank you everyone for joining us. Hilda. Buenas noches a todos terminamos la presentación el día de hoy.


Everyone, thank you so much for joining our session. My name is Amanda Abram and I'm very happy to invite you to our session titled ESD localization in Morocco, Ghana and Turkey, the launch of the global schools draft country reports. We are very excited to launch the outcomes of the global schools pilot project and our draft country reports which can be found on the global schools website and we will be sharing the link with in this chat very soon. So the global schools program is an initiative of the United Nations Sustainable Development Solutions Network in support of UNESCO's global action program on education for sustainable development. And through research and advocacy, we developed the tools, resources and programs to support schools and educators. One of the biggest challenges of implementing education for sustainable development and global citizenship education is really the process of localization and to address this challenge we ran a pilot in three countries, Ghana, Turkey and Morocco. So during this session, you will hear from the global schools director and leader of the project, Mr. Sam Loney. And afterwards you will hear from the three country research directors on their individual outcomes participating in the global schools pilot project. So these directors include Professor Mustafa Otsurk, the research director from Turkey, Professor Abdul Karim Marzouk, the research director from Morocco, and Professor Richardson at Daimonukum, the lead report writer from Ghana. Now each speaker will speak for a period of five minutes, and we have a very tight timeline today so I will jump in in order to make sure that we stay on schedule. I will call on all of the speakers individually and introduce you, and I ask that everyone that is listening to this session, please put your microphone on mute and write any questions that you might have for the speakers in the chat. So without any further ado, I'm happy to first introduce Mr. Sam Loney. I'm the research director for the project and the founder and director of the global schools program and he's currently based at Oxford University. So Sam Loney over to you. Sam, you're on mute. And what an honor it is finally to be really getting the results of this incredible project out. It took 18 months and finally to be able to launch the draft report I think it's fantastic and I will just share my screen with you guys very quickly and just go through some of the challenges and outcomes of this project. Can you all see. Perfect. Okay. So, as my colleague Amanda mentioned, the mission of global schools is really to support educators and schools and shaping a more sustainable world, and our methodology really is combining research advocacy and monitoring in very specific projects to try and really work towards this, this goal and in essence, getting good quality education, content and curriculum in schools and classrooms around the world. The challenge that we have in front of us is that, you know, according to UNESCO and many other experts who look at these issues, the world needs many more of its citizens to have the skills, the attitudes, and the values that are going to tackle the greatest challenges of our time, but also to be able to shape a sustainable future. But what does this really mean and target 4.7 of the sustainable development goals mentions that education for sustainable development global citizenship education and 21st century skills are really the types of education and the types of that enable future generations, young people, adults to be able to respond to global challenges of the 21st century but also to be able to actually shape the world in a better, more resilient and more prosperous manner. So some of the competencies that have been highlighted by experts and by researchers as the most important in being able to create this paradigm. But how do we actually teach them? And what do we actually teach? What does this look like on the ground? And I think it's very good that ESD has been able to identify these core competencies but for them to impact and be effective on the ground, they need to be localized and that means localizing them to the language of the country and city that they're being taught in and they're being asked to be taught in to the political and social and cultural contexts but also for them to be mapped to the local curriculum. Now these don't just ensure that they're used at a higher degree but more importantly that they actually have a greater impact. So this is exactly why we try to close the missing solution from this landscape by engaging in a country research project to really take these big global competencies and adapt them to the local circumstances and see how effective they are in the classroom. And that's how we test that hypothesis and really our project had two objectives. One is to localize these competencies as I mentioned and the second one was based on those efforts then identifying the opportunities and really form that to really use the process to build an effective toolkit so that this can be replicated in other countries and lessons can be met. So we had the privilege of getting three wonderful advisors on board Professor Felicia Tibbets and Professor Alain Reed and Professor Poran Pismani Levy. And we had the wonderful privilege of partnering with Muhammad the Sixth Foundation for Environmental Protection and Al-Akhwan University in Morocco, Hasatepe University in Turkey and Millennium Promise and University of Education in Ghana. These wonderful partners really volunteered and decided to take the project on their own shoulders and really carry it forward in really adapting and really living up to the challenge of localizing of education for sustainable development in their respective countries. I can tell you it was no easy job. So this is just a quick overview of the countries involved and the institutions within each of those countries. And of course as you've already been introduced, we were very lucky to have incredibly eminent and very capable academics at the helm who led this project in each of their countries and made sure that the analysis is being done well and that comprehensive and that it's being adapted accordingly to local circumstances. And after 18 months, these are some of the overall dimensions of the project, four advisors, five host institutions, three research teams, more than 50 researchers involved, more than 80 stakeholders involved, four languages. As I said, 18 months, six phases and hundreds and hundreds of data sheets and I'm sure many of the researchers on this team would appreciate how much work has been going to make this happen. Finally, we have four draft publications which are now open for consultation and feedback of many of the experts and participants here participating here today. And after this period of time, we identified some challenges that predominantly with capacity, our teams had really had to put up with a major challenge of COVID-19 and logistical issues that created. There were challenges with, you know, standardization and how much flexibility we allow. And, you know, I won't go through all of them because they're more or less outlined in the report. But at the same time, there were some incredible opportunities, both in terms of research, but as well as policy. In that some, we have not only seen new areas of research inquiry emerging, but actually it's been led to some interesting policy actions, including informing the work and being kind of one of the catalysts for Mission 4.7 and new global campaign and project to really accelerate education for sustainable development globally. It has really highlighted the importance of localization in different policy circles and it has had some direct impacts in Morocco and Ghana, the policy level. And in terms of network opportunities, it has created links between the different stakeholders on the ground and the researchers and of course it has strengthened our relationships with the wonderful partners and researchers on the ground who are doing this work. And of course we have three national reports and one global evaluation report, please note that these are in their first draft form, they're not final, so we do invite comments and feedback from our colleagues and from the participants here. But really, you can access this early draft form at the Global Schools website. And next steps obviously are for us, the final report, the implementation roadmap, doing some peer-reviewed work, and also to build a localization toolkit so that this lessons can then be adapted in other parts of the world. And with that, I think I will hand over to the other colleagues, but I just really wanted to say that I am extremely thankful to the research teams in each of the countries and to the partners for doing an incredible job despite very difficult circumstances. They are educators and despite the many, many challenges that have been created because of COVID-19 as well as other circumstances in their respective countries, they managed to really work extremely hard on a volunteer basis to make this project happen. And we are extremely thankful for their work and we're so happy to have their work on board because this is really, this was a massive challenge and they managed to make it work. And despite the multiple barriers in front of them. So a huge thank you to our partners and of course a huge thank you to the Global Schools team, including, you know, Amanda and Julia and the team who put the Global Schools evaluation report together at the first draft of it. So a huge thank you to everyone and we are very, very excited to finally have the initial findings from the, from the research here, and I'm very, very proud of the work that we've been able to do with our wonderful partners on the ground and with that a hand over Amanda, thank you. Thank you so much, Sam. That was really great to get an overview of the methodology and the project, and I'm looking forward to hearing from the rest of the speakers as well. So, next we're going to have Professor Mustafa. I'm a professor at CERC, the research director from Turkey and Dr. Mustafa, CERC is an associate professor of curriculum and instruction and an EFL instructor at Hessepe University in Turkey and we're really excited to hear from him and hear his project outcomes. Hello, good afternoon, good evening, everyone. As Sam briefly summarized the steps, I just want to focus on the overall findings in the project. And we had actually a Turkish team, we had conducted three main activities, main research activities in the project. One was policy analysis, executed on key policy documents, and the second step was on curriculum mapping, which was executed on diverse national curricula in K to 12 levels, and also a preliminary program evaluation on global schools program. The overall findings revealed that both Turkish and national curriculum and educational policies reflect an adequate level of emphasis on ESD. Even though most of the emphasis happens to be implicit and changes according to certain different subjects as well as different educational levels. Also, the level of attention attached to SDGs highly depends on the thematic representation of a specific SDG, as well as the content covered in a specific subject. But all in all, global perspectives and goals of ESD find a proper way into the local educational policies and national curriculum in Turkey, but still, there is always a room for improvement. As I say, as a main finding preliminary program evaluation put forward that the teachers overall evaluation of the 60 lesson plans of the global schools program is highly positive. As 61% of the program was reported to be suitable to adopt and implement in its current form. 39% could be modified or improved to make lesson plans more local in Turkish settings. Reflecting an adequate level of emphasis on ESD both Turkish national curriculum and education policies have a potential to generate a national movement for change. This is a remarkable opportunity to lead the country's outstanding change agents and to encourage educators to embrace ESD more fully. Considering the complexity of change processes and the underlying dynamics of such transformations, this opportunity could create a form of ESD leadership that would support and promote sustainability values through a strong commitment to participation and collaboration. Regarding the national education policies, the main difficulty is to determine to what extent the sustainability concepts and competencies included in the policies are put into practice. Any decisions or regulations that look great on policy documents or policy papers sometimes cannot be put into practice as planned or desired. For this reason, it is extremely important that policy practitioners as well as policy makers internalize and embrace ESD at the same rate, only in this way ESD could evolve in the desired direction and become widespread. As for the curriculum sphere, the main obstacle could be the awareness of the people who designed the curriculum. As seen as we see in our national curriculum documents, curriculum developers seem to pay sufficient attention to global issues. But if they had more awareness and sensitivity, more sensitivity about certain issues like climate change, gender equality, circular economy, peace or poverty, they would definitely incorporate those issues more into the curriculum. On the other hand, it also depends on how proactive a teacher is about covering sustainability issues in class. At this point, teachers' awareness of sustainability, sensitivity to sustainability issues and ownership of all those sustainability issues come into play. Moreover, how competent they are in ESD becomes another significant challenge for us. Teachers are normally expected to go through a professional development process to be able to address a critical subject or a theme of the curriculum sufficiently in the classroom. Therefore, it is highly crucial to focus on whether every learning outcome set in the curriculum document would be fulfilled by teachers in the same proportion or direction with a similar level of ownership or commitment and with a desired competence or capacity. While the initial steps of ESD lie in the initiatives of educational policy and curriculum, each competent teacher has an invaluable role in meeting the current challenges. All in all, perhaps one of the biggest challenges of ESD for education sector here in Turkey specifically is not just to teach concrete facts and wicked problems of the earth and the humanity, but rather to create a transformative learning environments and enhance active participation processes that could allow sustainability values to be adopted, experienced and practiced more widely. As we believe ESD is a holistic approach in which learning processes is as important as what is learned. Because ESD intends to go beyond the surface learning, which is usually through transmissive methods, and reach a deeper learning process which could be ensured through transformative methods. Therefore, it is essential to have an educational culture that openly and enthusiastically support the development and dissemination of ESD at schools. The findings from the policy analysis revealed that the concepts of sustainability development and first century schools seem to have more places in the policy documents, whereas global citizenship as a concept does not get enough significance in the same documents, maybe this point could be a striking point to improve for further steps. Regarding the curriculum analysis, the top three stages that receive the highest number of references from the national learning outcomes were related to sustainable cities and communities, good health and well-being, responsible consumption and production. This is an important finding for as the strangle of the curriculum, but on the other hand, we have lowest number of references we detected concerning life below water quality education, clean water and sanitation, and this the curriculum should give more spaces to such issues, we believe. Since the policies appear and programs appear have already been revealed so far, and the practicing teachers have also reflected the positive disposition towards global schools program. Whenever the pandemic allows the next step would be or could be putting this program into practice across diverse educational settings of the country, and getting feedback on the effectiveness of the program, both from both educators, as well as students. Finally, I can say considering the centralized structure of the education system in Turkey, it would be more practical to present this program as a suggested and supplementary program to schools. It will never be appropriate to launch it as an independent program. Instead, it will be embedded into the relevant themes of the existing curriculum. And in this way, it could be appreciated as an opportunity to diversify classroom practices, motivate students about global issues, and most importantly to collaborate with other institutions or organizations implementing this program around the world. And since teachers in class and outclass engagement with ESD is a conscious way of promoting a sustainable world, global schools program could be a valuable program to fill all teachers onward in achieving the 2030 to 2030 education agenda. Thank you very much for listening to me. And I can have your questions. I guess at the end. Thank you so much professor it's really great to hear about your findings and the importance of instilling ownership in teachers and really taking these thematic areas into the national curriculum. So yes questions will be at the end. So now we're going to go to our next speaker, which is Professor Abdel Karim Marzouk, the research director from Morocco. And Dr. Abdel Karim Marzouk is the Dean of the School of Humanities and Social Sciences and an associate professor of geography at Al-Aqaiwan University, and we're really looking forward to hearing your findings. It's over to you. Thank you so much. Thank you. Thank you, Amanda. Thank you, Sam. Thank you, everyone. In my presentation, I will focus on three aspects. So basically, I think we're in the same project that has worked on the policy analysis the curriculum mapping and the evaluation of a few samples of courses and see where do we go from here. So, my focus first I will start with what we did in terms of the analysis so in terms of the sustainability which is sustainable development goals in Morocco. They're in line with the spirit and the text of the constitution of the Kingdom of Morocco that was adopted in 2011. So in this commitment. So these goals are reflected also within the country's commitment to global citizenship and education. So the country has long emphasized the idea of community among its students and in 2003 the Minister of Education added a citizenship element to the overall curriculum. So just to give you some history here. So citizenship education is taught between grade four and nine and include themes such as rights and duties. So the government, democracy, corruption, human rights, justice, and peace, etc. So that's the focus on the reflecting on the sustainable development goals in the curriculum has proven harder, even, even with the education. I mean the SDG for so the Minister of National Education has coordinating national community of implementing the SDGs. But it has faced difficulties in coordinating work and in being able to embedded itself within the within the ministry due to its lack of a formal institutional mandate. So the diverse divisions of the SDGs for themselves led to difficulties in coordinating with other government bodies. So basically that we want to produce in this report aims to help a little bit to fill the gap between what Morocco is doing and what the curriculum should be about 21st century skills and sustainable development in general. So that's basically when we looked at the, the report that views that the Moroccan education curriculum does include material and language that furthers the country's global citizenship education at 21st century skills and sustainable development commitment. And also by, you know, a survey of material in Moroccan curriculum, in which we looked at about 260 books that we looked from the primary from the middle and the high school, and this project as you know, we spent about 16 months working on this overall the material in terms of education policies, law, etc. So we looked into in depth, and we find out that, you know, there is a lot of things that Morocco is a supporting unsustainable, the love development in its, in its policy, making them in our curriculum. So we, we completed the policy analysis we moved to the second area which is, it took a lot of time which is the curriculum mapping, basically, but we looked at from grade one to grade 12, and how SDGs appears in those curriculum. And of course, for those of you has access to reports you will see that in some area that was focused on SDGs in some area they're almost absent in some they're, you know, they're average, but we can see that there is no normal distribution in terms of the focus, depending on the theme depending on the level on the grade. So you will find some of the curriculum that are being covered, they were SDGs are covered, some were done, not covered, but when you look at the overall distribution there are the touches on those SDGs we have provided, you know, statistics and data and the kind of give you the details so without going into the details in terms of the of the mapping. So I think there is kind of sufficient material there for the SDGs, but for sure our team has gone beyond, because we think there is much to do, there is much to do in terms of implementing the SDGs in our curriculum. So what our team did, so the research team designed the sample of courses in which they included the missing part that we pointed out in the Moroccan curriculum. The design was based on some deep thinking on on how to complement what was missing and what to add to the existing curriculum. After many sessions we have our team was extended to about 40 people expert in the domain. So the same scientific team agreed on the sample of courses administered to administer sorry after they were re-engineered. So we administered the courses in two different region in Morocco, which is Rabas Ali Kinnitra. And then FESMACNAS by looking at the primary school in Rabat and basically middle school and high school in the region of FESMACNAS. So the result of the analysis explained in detail in this report were encouraging. So the main objectives of this phase was basically to test the hypothesis that the lessons developed may bring an added value to Moroccan curriculum, and then test the pre-lessons and post-lessons in different environment in two region, and then compare the outcome from the pre-lessons and the post-lessons, and then later on decide whether the hypothesis is being supported and can be generalized. And that's the whole purpose of the report. So 12 developed courses were tested via surveys in primary middle school and high school. So the results are really encouraging, given that we saw a significant difference in the outcome of the lessons when they are administered to students. So you have all the data in the report. So evidence-based results showed that the content, the methodology and the pedagogy and participation of students increased significantly, and that's what they want to underline. So students feel at ease to communicate with their families, about SDGs, about debate issues related to the environment. So if I want to summarize all what they have said by going through the policy analysis, the curriculum and evaluation, I think this report, although the report basically and the project itself had helped experts in Morocco to point out the area where we're missing things in the curriculum, and then we engineered the newest lessons, then we test them, and then they were proved that there is an added value, an extreme value for this project and how students will react today as the SDGs get engaged, etc. So all the details are in the report, but we have seen a clear increase while we do the pre-test, and that was the purpose of the methodology, is that we do the pre-test before our students are faced with the lesson that we designed, and then we do a post-test just to make sure that there is an increase in the content of the course, in the methodology, the pedagogy, and how our students that were tested to 12 classes, they acquired the new knowledge with the new pedagogy. It's not only the content, but also the pedagogy in terms of those grads that were tested. Thank you. Back to you, Amanda. Thank you so much, Professor. It's incredible to hear about all the work you did and doing these pre- and post-tests across the primary level, the high school level, as well as the two regions that you mentioned. So thank you so much for your work, and also especially thank you to the Mohammed Six Foundation for Environmental Protection for being an amazing partner organization in this entire project. So then I will move on next to our next speaker. So our next speaker is Professor Richardson Adai Manuku, and he is a professor at the University of Education, Winnebaugh, and has been pioneering this project along with all the other report writers from Ghana and really has taken the lead on all of the project outcomes and the data that you'll see in the report. So over to you, Professor. Thank you very much, Amanda. And good morning, good afternoon, good evening, everyone of you, and thank you for joining us. I'm reporting for the Ghana team. I am going to follow the lead of my colleagues and not believe at a point about the purpose of the project. But first I'll need to issue a disclaimer and say that, unlike our colleagues who were not able to go all the way through, I will highlight why that happened. But even with what we have, we think it's quite exciting that we share so that you know what went on with the Ghana team. So first part of the project was to try to analyze policy documents to see how SDGs are predominant in them. In Ghana, it seemed like there's a lot of rhetoric about SDGs, political speeches are bound with the comment about SDGs and commitment to promoting them. So for us, we were personally excited to see how these rhetorics are translated into policy documents and in the national curriculum. And so the findings after our extensive analysis of seven policy documents revealed that the document that predates SDGs had little to no mention at all of SDG concept, which is not too surprising because they predate SDGs. And we found at least four of the documents that were promulgated after SDGs, mostly in 2018-2019, containing some concepts and terminologies that we search for. And so we were very excited to see them, although we will have to say that not much were observed. There were a couple of explicit mentions and a number of implicit mentions, but I wouldn't say all these policies are largely containing SDG concepts and terminologies. They are not mostly there. And so we see that there's more room for improvement in the fashion of our policy documents to ensure that the SDG contents are in there. We also looked at the curriculum of basic schools from K-Kindagarten to Grade 6. The reason we ended at Grade 6 was that the Grade 7-12 curriculum is currently under review. And so we were just waiting for it to be done, or maybe there's an opportunity there that I'll speak about later. And so we concentrated on the K-Kindagarten to Grade 6. And we observed, interestingly, that a lot of the subjects did not contain the learning objectives of the SDGs. The 255 learning objectives of SDGs, we tried to map the curriculum to them to see which one were pervasive and which one were salient. Surprisingly, majority of the 11 school subjects that we analyzed did not have much of SDG ideas in the curriculum, except for one subject called our world and our people. Interestingly, this subject is fairly new. It's a new subject that has just been introduced, and just as the name suggests our world and our people, it is pretty much containing a lot of concepts of SDGs. And so out of the 255 learning objectives, 179 could be found in this curriculum, and we found that very impressive. But the remaining subjects had a percentage range of 47, 44 to 1.2, which was quite low. So surprising subjects like science and physical education and computing, where we're expecting to see a lot of these SDG learning objectives there, they were literally not found there, which we found very disappointing. And when we looked at the particular SDGs, which ones were covered and which ones were not covered, we realized that SDG 3, good health, SDG 1, no to poverty, SDG 4, quality education were pretty much covered. Whereas SDG 10, reducing inequalities, surprisingly, wasn't covered much, SDG 12 responsible consumption was barely there, and SDG 5 life below the water was virtually non-existent in the curriculum. So following this web by the project plan, we were to form a national advocacy committee, which we started, we were able to confirm the participation of 18 of our people. We were just left with three key people that were supposed to confirm their participation. But unfortunately, we couldn't move beyond there because COVID hit us so hard. And coupled with that, we had a national election which kind of put us in suspense for a while. And so even the key government people to include in the advocacy committee could not be determined until after the election. And so unfortunately, we couldn't progress beyond this point of advocacy and trying out the curriculum, but we're still very committed to completing the process. Although the 18 month span is done, we are thinking of restarting it even after the project is done, and hopefully we'll come out with the findings for the other phases of the project. And we are seeing opportunities in Ghana for this to actually make a bit more impact that what we are sharing here. Currently, the curriculum in Ghana is going under, undergoing review and it's a national curriculum is centralized. And so what we are hoping to be able to do with our advocacy committee is to push for the inclusion of these SDG ideas and concepts in there. And we are very hopeful that we could get our committee to do some advocacy in this light so that the reviewed curriculum will actually do better than what we have worked on. We are also hoping that the National Committee will also advocate for the repromotivation of the old policy documents. Three documents that produced 2015, we found them to be very old and not abreast with SDG. And so we are hoping that we could make our advocacy committee work to advocate for the promulgation of newer policy documents to replace the existing ones so that SDG could be largely covered. So for the Ghana team, we are about two more phases behind, but we're still committed to completing it, although the official timeline is done. But what we've done so far has all been communicated in the draft report that has been shared, and I hope that you'll find it useful. Thank you very much for doing that listening and have a good evening, morning and afternoon. Thank you so much professor for sharing your findings and especially your in-depth analysis of your K-6 education and the new courses that are in Ghana. So we're just going to jump into two very quick questions for all of you today. So my question, if you could just answer this maybe in one minute each, and I'll cut you off. So my question is, has the Ministry of Education really acknowledged and appreciated the kind of the influence of the SDGs in the national curriculum? Have you seen any movements as far as at the national policy level based on your work? I'll go over to Professor Mustafa Utsur, please, for one minute. Sorry, could you please repeat it again? I think I missed the question. Yes, I will rephrase it. I apologize. So what has been kind of the response at the national policy level by the Ministry of Education in response to integrating the SDGs and your work? Actually, we didn't get such a response, but I'm not working for the government and I'm not affiliated with the Ministry of Education. I'm an academic. And so I'm doing it just for research purposes, but of course we just corresponded with them during the process. Since they have more urgent issues about COVID, this is not their priority for the time being as far as I can understand. Thank you so much. Professor Mrozuk. Yes, thank you, Amanda. I think our case, we just finished the report. So we were very lucky because in our team, we have people from the Ministry of Education. And I think we, as I said before in the project, I think it's something that we will hear from them and how we did appreciate our work and where we can take it from there. We just finished two weeks ago or less than a week ago. So our colleague, they may be in this call, but I think they will read the final product and then get us to the Ministry because the project should not stop here. It needs an implementation. Yes, I agree with you. And I think that was an interesting question from the chat. So it's interesting to hear all of your perspectives. Professor Adai Manukum. Yes, thank you, Amanda. For us, in fact, that is what God has told at the committee level, we actually wanted to include persons from the Ministry so that whatever we discuss from there will be carried through and we are still committed to doing that. We couldn't get that far and so officially we haven't communicated with policy makers, but I know because I've also been involved in the curriculum reform in Ghana. And I know that issues about global situation are key on the agenda, except that there hasn't been that special focus on SDG. And that is why we are hoping to champion. I know the Minister personally is interested in SDG. And so the response is going to be great, although we haven't gotten to that yet. Thank you so much. Sam, over to you. Yeah, once again, thank you so much for the incredible presentations and it's always very difficult to try and summarize 18 months of work into a few minutes. And hopefully the draft reports will do some justice and then the follow up work that we do will also outline those in detail. And I just want to re-emphasize that what an incredible work out teams have done despite the immense pressure on the, on their, on their, them and their respective ministries and on the circumstances on the ground, especially because of COVID-19. And I guess my final question maybe very shortly from each representative is, what would you say was the most positive if you had to identify one very positive outcome of this entire process, whether in terms of, you know, better research relationships, better gaps and, you know, essentially an opportunity that came along because of this process. What would you say it would be. So I will just maybe put the question to the rest of the panel. Professor Artuk, you can go ahead. Yeah, okay, I think I will take it on two, on two things. First, just to reinforce maybe the question you just asked some feedback. Is that that the human, the School of Humanities on Social Science, we took some leadership to to link something to this project about SDGs, and we have just produced, if you can see this. So these are short stories for kids for this is one and this is the second one. They're all based on SDGs. So this is a series of short stories based on the project itself. So the idea from the project where we will get those stories to students to in primary school and middle school and high school. So we will be producing something like 15 or 16, you know, short stories printed and distributed to the school as a contribution of IUI to SDGs so students were asked to write creative writing, but it's about SDGs. So that's for the first part. I think what was what Sam asked in terms of what was the, if you want to call it amazing about this project. I think it was, it was an excellent project, because it's reflective one reflective reflective on the policy reflective on the curriculum, and also practical aspect in terms of implementation means that yes there is a problem. I think it gets the project management side of it being practical being something that you can implement, and then something that go that can go up in in scale, and also for the first time that they have heard of a project where you're bringing people from different countries together working about one single but very sensitive issues, especially when you have, you know, curriculum that's a countryside curriculum that's, if you have it everywhere wherever you go it's kind of centralized curriculum it becomes very difficult compared to countries where you have a regional curriculum. Thank you. Thank you so much. Professor of Turk do you have anything to add to that. Sorry. I just want to take my colleagues, six researchers that contributed to a bigger, the biggest part of the work. The academicians from the university and gas university. They, they work a lot in curriculum mapping process and contributed to the reporting. Also, I would like to thank 25 teachers practicing teachers who contributed program evaluation section. I cannot read their names here because it's a big team. I would like to thank all of them and their names are written on the report. And many thanks to them on our side as well. I know you all did a great work on the report. Professor and I'm a new come. Thank you very much. I think the most exciting part of this work has been, as my colleagues said the reflection. So we took it at the university level and asked ourselves how are we as a university also assessing our curriculum in this regard and we were very much surprised by the feedback that we got from our colleagues who said the ideas we have colleagues and we now have a department that has actually introduced a program on SDG. And it's all inspired by this work that we did. We shared the report initially. And so our colleagues have picked it up and people are now asking themselves what can we also do in our department and so it has been a great, a great. I open up for all of us and it's given us opportunities to reflect on what we can also do at our level beyond what you ask the policymakers to do. So, we're very happy about that. Well, thank you so much everyone for your amazing presentations. We have many questions, but of course we're a little bit over time. So we encourage everyone that has raised questions in the chat to email us at global schools at un sds and you will find that email in the chat as well. We are once again so excited to launch the draft country reports all of those can be found on the global schools website and the specific PDF links have also been shared in the chat. We also encourage anyone that has the full access to the UNESCO conference to go to the global schools and the SDSN and SDG Academy booth, where we'll have a lot of other resources hosted for you to check out. So, thank you everyone, and please follow up with feedback and comments on the reports we'd love to hear them. And have a great rest of your time at the conference as well. Thank you. Thank you Amanda. Thank you guys. Bye everyone. Thank you.


Okay, 10-4. We meet contact with us with one of the suspects on the Malca side by locker room 3 and 4. We try to access the doors from here, but we can't. This will hold the security as well. Hold this. Because we're going to have to come around the other side and clear these rooms from the other side. Okay, 10 more. Wait a minute, you hold this. We know what's everybody doing. Small room, I got you. You may have to stick the teams up here. We know we have a lot of cars. Team 5. Team 3 now. Team 7, ready? Give me one. Give me one. Ready? Team 7, ready? Ready? Let's do this. Follow them up. Get us in here.  Get in there. Get in there. There you go. It's not an explosion. That's it. It's just a smoke. This is what it is. It's not an explosion.


In 2014 I started working on a horror screenplay called Daylight. I've been tweaking it on and off for the past seven years and in 2021 I think it's finally in a place where it's pretty good. It's one of them cabin in the woods type movies, but not like cabin in the woods. Look, I'm not here to pit you on it. The reason I bring it up is because the idea for Daylight struck me moments after the credits rolled on the best film I saw at the 2014 Tribeca Film Festival, a spooky little debut from one lead Janiac called Honeymoon. I think I have mentioned Honeymoon a few times before on this channel as a film that I wish I had reviewed back in the day because even more than usual I think your reaction to it says much more about you than it does the film and specifically it says a lot about what you're afraid of, which is fascinating. You see I found the first half of the movie scary as hell and the second half not so much but a colleague I talked with afterwards felt the exact opposite way and that's because at the halfway point the film basically changes genre recontextualizing what we've seen in a way that will terrify some and nullify others. But no matter your fears Honeymoon promised an exciting new voice in the space whose follow-up I have been waiting for ever since. You know, although Janiac had a hand in directing a couple of TV episodes over the past few years she has not put out another feature until now. Though I guess as consolation she got three. A trilogy of films released on Netflix over the course of three weeks. And while I decided that I wanted to talk about them on this channel halfway through part one the whole experiment of it got me thinking. And so rather than doing a miniseries like I had with small acts I wanted to wait and see how it worked as a whole. I'm glad I did. Hello by the way and welcome to the week air of view you can call me a sellout. And today I am talking about Fear Street parts one through three. The films are based on the wildly successful book series by R.L. Stein, though the stories contained within its parts set in 1994, 1978 and 1666 respectively are original, which basically means it's named for the wildly popular book series by R.L. Stein. But fair enough if you are taking a chance on something as big as an entire trilogy filmed at once and potentially released that way to I can see why the powers that be would want some name recognition to increase the chance that all of the money they spent licensing the damn needle drops would do whatever it is that Netflix movies need to do to justify their existence. Now, R.L. Stein was apparently my favorite author when I was in third grade, according to a spiral bound yearbook that I found not too long ago in a box at my childhood home. But I never read Fear Street. I never even heard of Fear Street. It was meant for older kids, I guess. And by the time that I was one of those, I had jumped straight to Stephen King. But I do know now that the myriad Fear Street books are set in the same fictional town of Shadyside, within which there is a fear street named for one of its founding families or something. Point is the place is helicurse. And cursed towns sure do offer a lot of opportunities for storytellers to kind of run wild, which is why each book follows different characters. Although some folks show up here and there and elsewhere. By and large, the books are standalone, which makes the choice of an interconnected trilogy kind of unexpected. And it wasn't always the plan. Like the rights to a film adaptation were initially acquired all the way back in 1997, but the project went dark, perhaps because Stein stopped writing the series two years later. But he has returned to it a few times since and at some point folks got interested again. What we eventually got, three films overseen by Janiak, was announced in 2017, but her role kept expanding until she was directing and co-writing all three. Filming wrapped back in 2019, but without a clear distribution plan until Netflix grabbed it about a year ago with the intent to release one a month over three months. That was ultimately shortened to the weekly drops that we saw. I watched the films on release as opposed to waiting for a binge. And if you follow me on TikTok and saw my 30 second hot takes, you'll know that I wasn't a huge fan of this schedule in week two, but found it pretty critical in week three. And that has to do with the way that each film relates to each other. The present day story takes place in 1994, the shady side which Sarah Fear has struck again. We get one of those classic slasher openings where a well known actress shows up to be brutally murdered by a masked killer setting off a chain of events that will change the course of this sleepy little town forever. Except not really. It's not changing anything. This happens every 20 years or so. Some random person in town loses their mind and murders a bunch of people with some slashery implement that reflects the period. In 1994, it's a skull face rocking a knife.  And though they don't get to be the focus of their own films, we do get little cameos from a few more, my favorite of which is definitely the baby with the baseball bat. I would bet at least $3 that Netflix already has a distribution partner for Halloween costumes based on every dang one of them. Dina, our protagonist and a classic non-believer, finds herself entangled in the witchery when her ex is cursed after accidentally finding and bleeding on Seraphir's body, which brings a budget-friendly handful of these slasher's back from the dead to go and take her out. Ostensibly, this series is about figuring out the whole curse thing, but it's really about Dina's relationship with this ex, Sam. And Sam, critically, is a lady, which is presented to us in a cute reversal where we see a shot that we know is Dina unhappily looking at Sam and some flusie, but because of narrative conditioning, we think that Sam is the man when in fact that man is the flusie. Now, despite how TikTok seems to have categorized me, I am not the right person to talk about the significance of this moment in the broader canon, but I look forward to the day when we see a girl in a movie looking at a couple and don't instantly assume that she's pining for a man meet McGillicuddy or whatever. And this romance is the reason that 1994 is different from 1978, from 1950, whatever, et cetera. Because Dina only cares about the whole Seraphir thing, only ends up believing it at all because Sam is cursed and eventually the evidence is pretty overwhelming. And while the rules are not super consistent, we are supposed to believe that only the subject of the curse is really being targeted, meaning Dina isn't really in danger unless she actively interferes with these sort of zombies' work and makes it feel like more of an exorcism story with a slasher veneer and that has a very different vibe. In slasher's relationships often exist mostly to torture the protagonist as she watches everyone she loves get picked off. In exorcism movies, they're much more genuine and indeed, Fear Street is about a genuine if still-teenaged romance. And that makes it stand out nearly as much as the fact that this romance is both multiracial and queer. But the trilogy gets a little too caught up in its lore at the expense of the emotional core. Both parts one and two have pretty severe pacing issues because characters spend so much time trying to figure out the horror of the town's history that we just get a series of info dumps that might be relevant, but are rarely important.  I wish that there was an alternate version of the third movie in particular that just let the audience do the work. Like if these had come out once a year or maybe even once a month, I would get it. But when they're coming out week after week and even more so now that people are just gonna straight up binge them, there's not the time to forget. So just let us remember, huh Netflix? What's sort of weird about this is how disconnected parts one and two are from each other and how that makes them feel before you get to part three. When I was watching part two, I had kind of the same reaction I did to Black Widow which I had seen the night before. Does this even matter? Fear Street 1994 is all about a group of teenagers whose fates we don't know coming to realize that the town is legitimately cursed and then trying to figure out how to break that curse. This leads them to a character who survived the 1978 massacre and the second film is effectively her telling that story which is about a group of teenagers whose fates we do know coming to realize that the town is legitimately cursed and then trying to figure out how to break that curse. And with a shift in location means it doesn't quite feel like exactly the same movie again. Fundamentally is the same movie again. And just as we know that the already dead Natasha Romanov isn't going to do anything that meaningfully affects the MCU in her solo movie, we know that the kids in 1978 aren't gonna figure out how to stop the witch because we're in 1994 and we know that they didn't stop the damn witch. So what are we even doing here? When it's being a horror movie though I think that part two is the best of the series. Dina and Sam's relationship is completely removed from the equation bringing us back to the typical slasher vibe. Girls complaining about boys and lots of killing.  And also it's pretty rare to see an American movie that's willing to kill actual children. Note that teenagers are in fact actual children but they are differently actual children from like 10 year olds and also they're rarely portrayed by actual children. And while those kills happen off screen it's only just. Part three's got some of that too and it gives the latter entries a much more dangerous vibe than part one which is gory but relatively tame.  And I'm a big boy who can deal but I was honestly a little confused about why. Like what did that character do to deserve that? I don't know without Dean and Sam's relationship part two feels like it's just spinning the wheels a bit. Part three set 300 years before has some of that but because it is not a slasher it feels different and when we're actually seeing the past unfold instead of hearing people talk about what they think happened based on books and rumors and whatever you weren't thinking about it in quite the same way. Plus it's still pretty gay and that's cool. Now when I look back at the trilogy as a whole I feel differently than I did as I watched the pieces individually. Both one and three and two and three complement each other pretty well but parts one and two just don't. Especially in this kind of release schedule and that's not really the filmmakers fault it was not meant to be released like this. Again the films had already completed production before Netflix was even involved but it emphasizes both the benefits and drawbacks of the continued blurring of lines between cinema and TV miniseries. And while I guess I am curious about that inevitable tease for a continuation of the Fear Street cinematic universe I'm much more interested in the next evolution of this experiment. 7.5 out of 10. Thank you so much for watching and thank you particularly to my patrons, my mom, Hammer and Marco, Kat Saracota, Benjamin Schiff, Anthony Cole, Magnolia Denton, Elliot Fowler, Greg Lucina, Kojo, Phil Bates, Liam Knipe, Willow, I Am The Sword, Tim O, Riley Zimmerman and the folks who'd rather be read than said. If you liked this video that's great if not oh well if you wanna see more please subscribe. Hope to see you in the next one.


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Absolutely no one wants to feel as though they were nothing but a launching pad for someone else's greatness. What does it really mean to win your breakup? The real win is realizing that you won by losing someone who was toxic to your mental health. You know, you can never lose a toxic person. You can only win everything that comes with their absence. That's just what it is. And as far as winning goes, I always found that no matter who you are, no matter what you're struggling with, absolutely no one wants to feel as though they were nothing but a launching pad for someone else's greatness. The linchpin of the ideology for the book is to get a detailed, like think of everything your partner did. Think of how that made you feel and use the recognition of their toxicity to skyrocket you out of your own. That is winning. That's what I call winning.