Mae'r next item of business is a statement by Jenny Walruth on education reform. The cabinet secretary will take questions at the end of her statement, therefore there should be no interventions or interruptions. I call on the cabinet secretary. I want to pay tribute to winning Ewing, a giant of her movement in the Scottish National Party, and to send condolences to our friends and colleagues, Annabelle and Ewing on the sad loss of their mum. I set out the vision and values produced by the national discussion on education three weeks ago. Two weeks ago, the Government published James Wither's report on the skills delivery landscape. Today, I will update Parliament on the final report of the independent review of qualifications and assessment led by Professor Louise Hayward. Next week, Parliament will receive an update on the purpose and principles for post-school education research and skills. There is a lot happening in the policy world of Scottish education, and that external context when considering the internal context in our classrooms at the present time is a point that I will return to in my statement. The independent review of qualifications and assessment is a detailed and comprehensive report that sets out 26 recommendations. It is a culmination of the work undertaken over the last year by Professor Louise Hayward and by her independent review group involving a wide range of stakeholders. I am grateful to Professor Hayward and to everyone who shared their views with the review, and I commend the inclusive and transparent approach that has been taken. The final report recommends that a Scottish diploma of achievement should be the graduation certificate offered in all settings where senior phase education is provided. The report suggests that all learners should be provided the opportunity to experience learning in the diploma programs of learning, project learning and a personal pathway. In respect to the programmes of learning, the review recommends that learners should continue to study subjects at vocational, technical and professional qualifications. A wider range of methods of assessment should be adopted, and the number of examinations in the senior phase reduced with removal of exams suggested at the end of S4. In project learning, the review explains that learners would have the opportunity to apply the knowledge and skills that they have developed in a real-world situation by undertaking a project or a significant question or problem important to them. The focus of the personal pathway is a reflection on learning, whether that be learning in school, in college or in the community. The purpose is to give learners the opportunity to personalise their diploma by selecting aspects of their experiences rather than reflecting their interests and the contributions that they make to society and their career aspirations. The review recommends that there should be a digital profile for all learners, which allows them to record personal achievements, identify and plan future learning. The report also highlights the need to support the system through any process of change, with phasing and timing linked to the resources available. The recommendations, if implemented, could represent very significant change to our qualification system offered by Scotland's schools and colleges. The recommendations for reform in this report could really amount to a radical shift in Scottish education. As Cabinet Secretary, I need to be certain that those changes are the right ones for Scotland's young people. To that end, and before I arrive at a conclusion on those proposals, I need to hear from our teachers, particularly our secondary teachers, who will be key to driving any changes that we deliver in the qualification system. I must also be mindful of that wider policy context, as I have outlined, with four substantive reports publishing within four weeks. Government now requires to provide an overarching narrative that ties those outputs together, to set that clear trajectory of travel and not to miss the inherent opportunities that exist. We also need to learn lessons on educational reform, as the report notes of curriculum for excellence when they ask for support, more guidance was developed, what teachers wanted was practical support. When I visit schools, it is not advice and guidance that teachers want, it is very often practical help in responding to things like additional support needs, behaviour in relationships post Covid and seeking to improve parental engagement. I need to be certain that our reform agenda is ambitious enough to deliver on that expectation. As we have discussed in the chamber in recent weeks, the culture in our schools has changed post pandemic, and we know that that is impacting on attendance. We also know that schools are responding to a cost of living crisis and to other external challenges from artificial intelligence to global instability. Both the Hayward report and the national discussion talk to this uncertainty. Government must provide leadership on reform, which addresses this new normal in our school communities. In evidencing that leadership, I have concluded that it is not the time to introduce legislation on educational reform now. Any reform that meets our ambitions for our young people will need to be bold, it will need to be holistic and crucially. It will have to be shaped by the expertise of our teachers. I am determined to give this process the time needed to ensure that that happens before bringing forward legislation in the next parliamentary year. The immediate challenges faced by the teaching profession in responding to our post pandemic school communities will not be helped by legislation, nor can I expect meaningful engagement on our future qualifications if Parliament is focused on legislating for those bodies. Instead, focus must be brought back to our children and young people and improving their educational outcomes. It must be on delivering excellent learning and teaching for all. That has to be the component parts of our education system working together in a spirit of partnership. We need to take this opportunity to design our national education and skills landscape in its totality to better support children, young people and our adult learners. Pre-empting what is possible in the context of the new bodies by drawing a narrower legislative focus at this stage would, I believe, miss that opportunity. If we are to deliver parity of esteem across the education system, then a holistic approach to legislation will be required. I recognise that this announcement will have an impact on the staff at the SQA and Education Scotland. I thank everyone in both organisations for their on-going work to support Scotland's young people. I reiterate, of course, the Scottish Government's commitment to no compulsory redundancies as a result of the reform process. I reassure Parliament that work to deliver the new national education bodies will continue nonetheless at pace, strengthened by this extended period of engagement. We already have plans in place to recruit a new chair of the SQA who will lead the transition to the new qualifications body. Establishing leadership for the new independent inspectorate is also critical. I want to start this process now and therefore take forward recruitment for HM's chief inspectorate of education. Both of those posts will provide enhanced leadership to support the establishment of the new bodies and also to ensure that we deliver change in both practice and in culture. As Cabinet Secretary, I will work together across parties in this Parliament to improve educational outcomes for all. This is a prize that is worse driving for us. It is vital that we get this right for the next generation.  We want that support to continue as the effects of the pandemic continue to impact on our young people and those of course that we entrust in their care. I very much recognise the continuing pressures facing our teachers and our wider education workforce at this time. As a first step, I want to work with local government partners to ensure that we have a comprehensive picture of the health and wellbeing support that is currently available and to identify how we can build on that. We also want to undertake a short, sharp review of the impacts that our regional improvement collaboratives have had in supporting our pupils and practitioners as part of our reform system. I will work with COSLA, the RICS and others in that review, which will conclude in October. Since taking up the post as cabinet secretary, I think that it is important that we assess the ideas coming out of the national discussion and independent reviews in more detail. My view on that as cabinet secretary is that there are a lot of reviews happening at a similar time, and it is important that we hear from the profession on the outputs of those reviews. I am determined that this process moves at pace and involves teachers and others working in education at the earliest possible opportunity. To that end, I have written to directors of education with a request to prioritise time to consider reform during in-service sessions in the new term. We will use the outputs from this feedback to provide a fulsome response from the Government, and I commit to returning to Parliament to fully debate the proposals in the review more extensively. Good teaching continuously assesses to monitor progress, and we entrust a graduate workforce to do just that. The report, of course, takes the view that final examinations in S4 should end. Some purport this to be radical, but since the introduction of the national fours back in 2013-14, learners taking these qualifications have already not been required to sit a final qualification. Critics at that time argued that devalued national four, and it is likely that this contributed to a level of over-presentation with more pupils being presented at national five qualifications, as this was considered the more robust qualification due to the final exam element. We like a test in Scottish education, and as Professor Gordon Stobart has observed, in comparative terms, Scottish upper secondary students are more frequently examined than those in other jurisdictions. That is a consequence of the tradition of offering three suites of examinations—national five, higher and advanced hires—during secondary years S4, S5 and S6. That is examination loading, not found in other jurisdictions. As a former teacher, I am fully supportive of more continuous assessment. Of course, that has to be managed appropriately, but a move away from high-stakes final exams will give a more holistic approach to assessment. It also means that our young people will not face a cliff edge. It is worth reflecting that the new national qualifications, as they originally operated, contained an element of continuous assessment through unit assessment, but the recording of outcome and assessment standards quickly became quite a burdensome bureaucratic task, which attracted from day-to-day learning and teaching. Ultimately, unit assessments were removed for that reason, but we need to learn lessons from that experience in designing with teachers continuous assessment practices that are proportionate, robust and enhanced rather than detract from learning and teaching. The independent reports by James Withers and Professor Louise Hayward have implications for learners of all ages across all settings—for teachers and practitioners, local and central government and our national bodies. I would like to use the coming weeks and months to take forward detailed examination of the proposals, allowing Parliament and others across the system the opportunity to engage with and shape our response. Our response has to be holistic to reflect a single clear expectation, namely that from this reform process we will have a coherent education and skills system, where every part works together and holds collective responsibility to deliver for learners of all ages. A coherent education and skills system that is focused on taking the best from our educational traditions, including our long-standing and well-recognised hires, and making sure that we build on that success to help our learners to go on achieving the very best that they can. Change in education is not always about inputs. In most, it is about the outcomes and about the lifetime satisfactions that come from every young person, every individual learner, being enabled to reach and often surpass their potential. In the end, we must judge everything that we do by those criteria, the need and the expectation of all those in our schools. If we can all agree on that, Scotland and Scotland's learners will be the winners. Surely that is worth working together to achieve. Thank you very much, cabinet secretary. Can I start by echoing the sentiments in relation to the passing of Winnie Ewing, obviously the first person to preside over this Parliament after its re-establishment in 1999, and send condolences to Fergus, Annabelle Ewing and the wider family? The cabinet secretary will now take questions on the issues raised in her statement. I intend to allow around 20 minutes after which we will need to move on to the next item of business, and I would urge Members who have not already done so, but wish to ask a question to press the request to speak buttons, and I call for Stephen Kerr. I wish to assault myself entirely with the sentiment that you have just expressed in relation to the passing of Winnie Ewing. I want to thank the cabinet secretary for advance sight of her statement. I also want to thank her for the effort that she went to to reach out to the parties in this Parliament, but expecting Members to digest a 230-page report complete with summaries and appendices. An hour before we have the statement is obviously asking much of all of us. I hear the minister saying slacker, but it is a lot of reading, even if you divide it up. It would appear that the Minister for Parliamentary Business was more interested in abiding to protocol than he was to enhancing scrutiny. It is worth working together, but to do that we need to share our working. I want to thank Professor Lewis Hayward and everyone who worked with her to produce this review, and also the authors of the national discussion and the weather's review, and the Muir report. However, let me not pussyfoot around the issue. These reports and reviews combined with the output that we see from various sources are a damning verdict on 16 years of SNP Government. Based on the national discussion, I think that the cabinet secretary knows she has a long way to go in regaining the trust of teachers, parents and learners in delivering the practical support that she mentioned in her statement. The truth is that, after all those reviews and, I think, by her own word, we still have no clear sense of what the Government's strategy is or its direction of travel. Having said that, if Jenny Gilruth embraces the need for bold innovative and urgent change, that is better for learners, she will always have the support of those benches. I have four short questions, which I would like to give the cabinet secretary the opportunity to give short, four short answers. I can see the concern of the Deputy Presiding Officer. How does she assess the recommendations in the Hayward review will change the commonly diagnosed issues of the senior phase, such as the two-term dash, in teaching to the test? How does she envisage course assessment other than examinations would be externally verified? What does that assessment mean in terms of teachers workload? Does she agree that we must not do anything to diminish the standing or reputation of the higher and advanced higher in the eyes of employers and further and higher education? Does she agree that much more needs to be done to create parity of esteem for technical and professional qualifications in the education system overall? I thank Mr Kerr for his questions. I am not sure, Presiding Officer, that I will be able to give a detailed response, but I am more than happy to meet him on the substantive questions that he raises, because I think that there are important points. The first question that Mr Kerr poses relates to the two-term dash, of course, and I think that the report talks to the challenge implicit in having a system that we currently have, which is wholly dependent or largely dependent on a final examination. That is one of the reasons why the report recommends, for example, that we remove final qualifications or final exams rather at the end of S4. We can have a more continuous approach to assessment throughout the school year, and that might not be in one school year. It might be over the course of two years, for example, that it could remove the two-term dash. However, I think that it is really important that the practicalities of what is a very detailed report are now engaged with from the profession. I think that it is hugely important that I hear from the secondary teaching profession, because that will fundamentally change the type of learning and teaching and the pedagogy that exists in our classrooms, particularly in the senior phase, if we are looking at a move towards continuous assessment. The second thing that I would observe is that we always had continuous assessment. I was quite careful to make that point in my statement. It existed in standard grade, to an extent. We always had unit tests, for example. It existed in the kind of architecture around curriculum for excellence when the new national qualifications came forward, and yet we deviated back to a final exam system. Part of that related to the administration of the unit assessments, and I mentioned their removal. I think that that was a test of the exam system, and I think that it is hugely important that the new exams body, which will be key in that endeavour, works with the profession to deliver assessment criteria, which are not adding to workload and actually help to improve the type of learning and teaching we have in our classrooms. Mr Kerr asked three other questions. I will try to touch on them, Presiding Officer, mindful of time. I think that I have answered the question around workload. He talked about not doing anything to diminish higher and advanced, and I fully agree with that. I had a point about that in my summing up comments, Presiding Officer. I am really keen that we do not deviate, and we recognise the strength of Scottish education, particularly the gold standard in relation to our higher qualifications, but also parity of esteem. That is why we cannot read that report in a silo away from the recommendations from what James Wethers has said. It is really important that those outputs come together, and we deliver that overarching narrative. I thank Professor Hayward for her work, the people who engaged with it, and the cabinet secretary for advance sight of her statement and the conversation with us yesterday, although she agrees that it would have been far more helpful to see the report before one hour ago. The cabinet secretary has acknowledged that this report is another in a long list of reviews, which has left teachers, pupils and parents waiting and anticipating change for some time. Of course, understanding and reviewing problems is necessary for change, but I think that it is clear that what is needed now from the Government is leadership, clarity and action. I, as others will, welcome the breadth of the report and the cabinet secretary's commitment to put teachers at the forefront of reforms. As she takes the time to do that, there are significant questions around the suggested reforms that teachers, pupils and parents need. More answers from the cabinet secretary today. The report recommends the removal of S4 exams, but it leaves questions on how children leaving after S4 will demonstrate their achievements. Significant reductions in high-stakes exams will have a huge potential impact on teacher workloads, leaving teachers worrying that it could increase. To settle some of that uncertainty early, I would ask the cabinet secretary to consider this, especially in light of the commitment to reduce teacher contact time and to set out how the aspects of the reforms could work in that vital reform, too. I am going to have to ask the cabinet secretary. Both opening questioners have gone beyond the time allocation, which is going to eat into the time available for backbench questions. That is not acceptable. Cabinet secretary, can you respond, please? I think that Ms Duncan-Glancy and also Mr Kerr referenced that they have not had enough time to digest the report. I recognised the limitations around publishing an embargoed report before giving a statement. I did undertake in my statement to come back to Parliament to debate more fully the outcomes of the report, but to Ms Duncan-Glancy's fair question, which is in relation to the overarching narrative surrounding the four separate outputs. On the point that she makes about workload issues, I met trade unions yesterday to discuss that issue. It relates back to some of the points that I made in response to Mr Kerr, which are about the implementation of the administration of what continuous assessment looks like. When I reflect on my experiences of being in the classroom, 10 years ago, when we brought forward the new national qualifications, it became a bit of a tick box exercise, if I may say so. I think that the new qualifications body has a key role to play in that regard to ensuring that teacher workload is not increased as a result of those changes. If I may also say to the member that if we are looking to move away from high-stakes final exams, we will also need to look at the percentage allocation, for example, that is applied to the final examination and the overall awarding of the qualification. I do not think that, as Cabinet Secretary, in fact, I know that I do not have all the qualifications and expertise to make these decisions, but I very much trust Scotland's teachers to tell me so. They fed into the SQA's work in relation to developing the new national qualifications, and I fully expect them at a subject specialist level to feed into the work as we move forward with the recommendations from Hayward, because they have that subject expertise and they have the knowledge to ensure that we can deliver assessments that are balanced, but also that improve the learning and teaching that happens in our classroom assessment. We have 11 members. We want to ask questions. We have 12 minutes, so the questions and the responses will need to be as brief as possible. First, John Mason to be followed by Megan Gallagher. There can sometimes be a difference between what young people are wanting to learn from their education and what employers are looking for. Does the cabinet secretary think that we are getting the balance right in that area? I think that the question that the member poses is a really interesting one about the purpose of our education system. Is it just to prepare our children and young people for the world of work, or is it about giving them a well-rounded education that equips them with the necessary skills for life and is inclined towards the latter by accepting that what our employers need needs to be part of that broader consideration? We know now that we now have record numbers of young people going on to positive destinations, and I think that that is certainly evidence of progress. There has been good progress, but nonetheless we need to build on that, and that is why I think that we need to have a holistic approach to where we go next, which is absolutely the reason why the outputs from the James Wither's reviews need to be considered within that wider context in relation to education reform, particularly to answer the member's question in relation to the needs of employers in that wider skills base. We have had review after review of our education system. I think that we have had enough reviews to last this Parliament a lifetime. There is no strategy as of yet. From the statement today, more reviews will be undertaken before any direction will be given by the Scottish Government. Cabinet Secretary, I do understand that you have inherited a mess after 16 years of an SNP Government. There is too much bureaucracy, too many education bodies, and reforms that could bankrupt councils should this Government not fund them correctly. How many more statements will be made to this Parliament before we see legislation that will transform our education system? I agree to her to some extent in relation to the numbers of reviews and reports that have come to fruition at a similar time, but the member does a disservice to Scottish education when she describes it as a mess. We are starting to see real progress in relation to the poverty-related attainment gap closing. We are starting to see more young people going on to positive destinations, but I recognise the need for that overarching narrative that Government will provide. It is important that Parliament talks about those things, and that is why I have committed to come back to the Parliament to more substantively debate the outputs from this report, which, if enacted, could see radical changes for Scotland's children and young people. It is really important that we get that change right, and, as I committed in my statement, I will work across part of divide to ensure that that is what happens. None of those reforms are possible without our hard-working teachers who are the lifeblood of our education system. Unfortunately at the moment, many of them, especially those who have only served a couple of years' service, are struggling to obtain full-time permanent positions after the finish to probation. I have had numerous constituents raise this issue with me. This is leading to many young teachers leading the profession and, relatively, seek work abroad. In light of the recommendations of the independent review and, indeed, the national discussion, can the cabinet secretary outline what further reforms she will bring forward to ensure that our enviable teachers remain in our education system? I think that the member raises a really important question. She may remember that we faced similar challenges when I first qualified as a teacher in relation to staffing and how we can adequately attract people to the profession and ensure that they are in the right parts of the country at the right time. There are lots of different ways in which we can do that. For example, the Government offers a golden handshake for probation teachers who are prepared to go anywhere. I was one of them back in 2007. I think that that is an important part of how we can attract people into the profession. However, there are other things that we will need to consider. I have started a conversation with the GTCS on that a couple of weeks ago, and we have been undertaking further work on that through the Scottish Education Council to consider the role in relation to staffing. Ultimately, I say to Parliament that staffing in relation to teacher numbers is a matter for local authorities. We have provided additionality in that respect, so more than £145 million to protect increased teacher and support staff numbers. However, I commit to working with COSLA on that issue, because it is hugely important that we retain teachers in the teaching profession. In particular, given the fact that teachers in Scotland are now the best paid in the UK, we want to keep teachers in Scotland to help them to be part of the journey in relation to education. I welcome the fact that we have a statement that confirms that we are going to have a pupil-centred education system, and that we will also have a graduate workforce that sits in front of those. However, with regard to the educational reforms and the confirmation that she has made that there is now is not the right time to introduce legislation, does that mean that she has decided not to abolish the SQA, which is of course set up by the Scottish Qualifications Act. I thank the member for his question. No, the SQA will be abolished, it will be replaced with a new qualifications body, and I want to put that on the record for absolute certainty. My reading of the report, and I appreciate members, will not have time to go through the report in all of its detail. There are a number of recommendations that have a bit of read across in relation to the reform agenda on those new bodies and what that will look like. Then, of course, we have the wider report landscape, as I outlined in my statement to Parliament. It is important that we take account of both of those things through the legislative process, and I need to make sure that what comes next in relation to qualifications reform is fit for purpose. I think that legislating at this current time would not be the right thing to do, and that is why we have decided to pause for a year. However, to confirm with the member, we will be legislating to remove the SQA. I ask the cabinet secretary what more will be done to support the quality and consistency of the implementation of existing policies and practices that improve outcomes for children and young people. I think that Ruth Maguire is quite right to raise these issues, because while we look to a bold and ambitious reform agenda, we cannot lose sight of the key priorities in front of us right now. I will continue to work with Education Scotland, with our local authorities and others, as we seek to deliver the best possible outcome for our children and young people. Of the utmost importance to this Government is making progress in closing the poverty-related attainment gap, and our £1 billion investment in the Scottish attainment challenge is really designed to do exactly that, including empowering our headteachers to use pupil equity funding to best support the children and schools that are impacted by poverty in their locality. I share the education secretary's caution in terms of the implementation of this report. There is an awful lot going on in terms of behaviour, the pandemic, closing the poverty-related attainment gap, which we are not quite making as much progress as she indicates, but also raising an international performance. I am a bit concerned that she is delaying the reform of the national bodies by a year. It is important that the profession has confidence in the national bodies. I worry that if it is delayed, it will have a real problem in inspiring confidence among the teachers. Can she assure me on that front? My reflections on where Scottish education is at the current time—we have talked about this in the chamber at length in recent weeks—is that it is facing a number of challenges. We have talked about behaviour post Covid and the change in the culture in our schools. We have talked about excellence and whether any makes reference to international service, for example. I think that that is a hugely important step from the Government in rejoining those international services. It has also got to be about partnerships because our local authorities are key to delivering quality learning and teaching in our schools. We need to have the faith of the profession. The profession has been through quite a challenging time in relation to industrial relations. I am glad that we have been able to resolve that dispute. However, I now need to work with our teaching profession. What struck me as I have been going in and out of schools over the last couple of months is that I am not sure how many teachers have engaged with the national discussion and have engaged holistically with the outputs from the Haybridge review. I need to make sure that the teaching profession is engaged in the outputs of those reviews and that does have an impact in relation to reform. Reform absolutely is coming in relation to those bodies, but I absolutely have to work with the teaching profession in relation to driving those reforms forward. I cannot foist change against the teaching system. I think that I maybe know that better than others in this chamber. We have less than four minutes and we have five people who want to get in. I will call Rona Mackay to be followed by Ross Greer. Any future education reform must proactively remove practical or discriminatory barriers to learning. What consideration is the cabinet secretary giving to the needs of those who may feel excluded or marginalised within the current education system? I think that that is an important question from Rona Mackay. She is absolutely right. The reform agenda that I am committed to is one that has to secure better outcomes for all of our children. A crucial part of that will be ensuring that remaining barriers to learning for those who feel marginalised by the current system are removed. The Government is already taking steps to tackle specific barriers to education in relation to the work in the Scottish attainment challenge and the national improvement framework. Broadly, we have had good discussions in the chamber in recent weeks in relation to challenges on behaviour and relationships and we will be taking work on that forward only next week. I hope that the changes and the support across the system in relation to improving inclusivity will be a driver behind our need for reform. One of the key outputs from the national discussion was that we have a really inclusive system in Scotland. It is important that we use that strength to build on the changes that we seek to bring forward in regard to reform. I am delighted to ask the cabinet secretary if, as part of taking it forward, the Government will progress the review of indicators and measures associated with the curriculum to ensure not just sustainable teacher workload but that the curriculum matches up with any requirements of a move towards a continuous assessment model. I thank cross gear for that question. He makes a really good point in relation to teacher workload in particular. We cannot just assume that the current system is operating at optimum level and we need to critically look, as we take a brief pause in relation to legislation, at the current qualifications to ensure their fit for purpose and to ensure that they are not driving teacher workload. I am happy to take that suggestion from Ross Greer away in discussions yesterday with the teaching unions. They made this point very strongly to me that we need to consider the impact that any reform will have on relation to teacher workload. Fundamentally, we will not continue this assessment to drive better learning and teaching without high-stakes exams at the end. Where we will get to in relation to the reform agenda, we need to support the profession to get there. I think that that goes back to Willie Rennie's question in relation to the reform of those bodies. They will be key in driving the change that we need to see. I have got Sue Webber to be followed by Ben Macpherson. Cabinet Secretary, on the basis of your statement and the comment, it is not advice and guidance teachers want. It is very often practical help and responded to things like additional support needs, behaviour and relationships and seeking to improve parental engagement. I was under the impression that education Scotland role was to offer this practical help. If it is not, what are they doing? That member makes an interesting point. Education Scotland of course has a key role in that regard. One of the points that I was struck by when I was bringing together those reports in the last few weeks was the role of our regional improvement collaboratives, which is why also within my statement I talked to reviewing the role of our regional improvement collaboratives, who are staff of people in education Scotland, but are also supported by our local authorities. I think that it is important that improvement function is looked at to ensure that it is fit for purpose. Of course, the challenges that Ms Webber has played back to me are ones that I would expect education Scotland to support. It is important that we hear from the profession about how we could perhaps better support some of that work going forward. The independent review and the national discussion have undertaken significant engagement about necessary and appropriate modernisation. I wondered whether the cabinet secretary could elaborate on how, going forward, the engagement will continue. She rightly emphasised the engagement with the teaching profession, but I presume that engagement will continue also with learners, the business community and other relevant speakers. I thank Mr Macpherson for his question. As he outlined, we had really substantive engagement in relation to the work of the national discussion. It generated a level of enthusiasm for changing our system, which we have seen reflected in Professor Hayward's review, too. It is hugely important, as the member outlines, that that is not just about the teaching profession. It is key drivers in the system, but, of course, our children and young people have to be part of that discussion as well. They were very much part, I should say, of Professor Hayward's review, and they also fed in substantively to the national discussion. I expect to continue to work with our children and young people on the outputs from the reform in relation to our qualification system, but also to the member's point in relation to business, too.


But if you were to compare yourself to a current or former player, who would that be? If I was to compare myself to anybody, I'm all in my game after D'Shaun Jackson, so. He comes on my show like every week. We love D'Shaun Jackson, I just saw him, it's very well. Wait, when you watch him, what do you pick up? What do you see? Just like how smart he is. He's a really smart football player. I feel like people don't get him credit for that. Just him understanding leverage and just what he does with the ball in his hands. I feel like I kind of took that into my game and I feel like just put the ball in my hands, I feel like I'm dangerous for anywhere I'm filled.


Hello beautiful people, my name is Angela and I'm from British Columbia, Canada. You're watching Truck of Josh and the Diesel Weasel We've got Chevy along on this trip All right, we left diesel at home You excited to be here chef?  Look at you, man Gotta keep the doors locked at night so all the the female dogs don't come trying to break in here and get at you Yeah Used to have the same problem myself No, I never did he did he's a good-looking dog. So today is Monday There was no video yesterday. So if you're going back to try to figure out how I made it here We're in Brooks, Alberta From home the last time you saw me we were at home. There is no video for that because yesterday was Sunday I don't make video or content or do any editing or anything on Sundays. So I'll fill you in We drove from there at home around the Winnipeg, Manitoba area and Southeast Manitoba To here to Brooks, Alberta to Southeast Alberta. I'll put the map on the screen here for you So it was a full day of driving about 600 miles thousand kilometers and today is Monday today We got to get to work. We have four deliveries to get off our truck today We have our three glass drops There was four drops, but that turned into three because two of them are combined into one apparently So that's a bonus. We have three glass drops and then I got to drop off all of that other weird stuff That they added on to my trailer I don't even know what it was. I don't like it because it's got sharp edges. I got to be so careful with it It's very fragile. It's very brittle And in order to tie it down tight enough you got to do it just right so it doesn't bend it. It's very Frustrating and I had to tarp it off, but it turned out all right Yesterday was a good day. Nice relaxing day. We just sort of just Took a deep breath and just rolled down the highway. It was really nice So today's gonna be a very busy day. It's gonna be a typical Monday. So we better get at it. It's moving That's not a house. That's a That's a business That's like a big office. That is a giant enormous building there moving I saw them turn on to the highway quite a ways ahead of me there We're just all catching up to them now They picked up speed pretty quickly and now this van is scared and Come on buddy.   They will block you. Oh And there's a scale here is a scale open close. Okay, good You know if these guys didn't want me to pass this guy These pickups here would cut in front of me and prevent me from passing but seeing as they're all keeping right That means they got the goal. They're giving me the go-ahead to pass They're on the radio with this truck driver up here telling him that we're coming past Look at that Wow getting with each other. So you pull out to pass them. They don't get in your way Just go past them. Don't be scared. Just get by as quickly as you can without speeding Don't sit beside them for like three miles slowly passing them. That's my advice. I don't know Maybe some of you who half rate like that could enlighten everyone in the comment section. Maybe I'm wrong. Maybe that's Maybe that's not right But for me if the pilot vehicles or the chase vehicle doesn't prevent me from passing. I'm coming all past Coming up Blackfoot trail here in the southeast of Calgary. You can see downtown off to the left in front of us there It's amazing how much the skyline has changed just to my lifetime Man the Calgary Tower, which is sort of like a in my verse in my view like a small version of the Toronto CN Tower, it's just the Calgary Tower. It used to be the tallest building in Calgary Now it's one of the smallest It's sort of like just this big. It's behind the trees there right now You guys know what the CN Tower is right? It's sort of like a I don't know if it's a restaurant or whatnot way up on the top of a big pole Pretty much just a tall building with a lookout on top, and it's not an office building or anything It's just a touristy place I guess where you can sort of look down on the city in downtown I don't know if you can see it there off to the left. That's Calgary Tower. I can't zoom in that far I don't think it used to be the tallest building now. It's one of the smallest Calgary is my favorite Canadian city. I love it here It's right by the mountains. It's a clean city. There's no bad areas of the city Compared to Winnipeg remember I'm coming basing everything off of Winnipeg where you know, there's certain areas You just don't go through at night the north end You just don't want to end up in some areas at the wrong time because you know you'll get stabbed but Calgary doesn't seem to have neighborhoods of the same level of crime They take care of their city. They have proper roadways. Their freeways make sense. The roadways make sense Winnipeg there's like seven different cities that built into one and none of the city planners talked to each other while they were planning So none of the roads meet up and make sense There's no good way to get through the city for the size that Winnipeg is it should not have the traffic congestion that it does Calgary is just built better It's a bit of a newer city But it's a lot bigger. I think there's what correct me if I'm wrong Calgarians 1.3 1.5 million people in the city Over a million people though, right? This is home of the Calgary Flames NHL Calgary Stampeders CFL Home to a lot of good people a lot of nice people here. I mean they're everywhere in Canada, but I'm a little biased I really like Calgary my sister was born here. You know My sister Cheryl my I have two older sisters the one There's my older sister Rose and my other older sister Cheryl roses the oldest of my sisters and Cheryl is The middle child she was born here. Whoa. Whoa, whoa, whoa, whoa, whoa, buddy Hopefully it's easy to get to it I should have looked at Google Maps before I got into the city I usually look at Google Earth or Google Maps and then Street View on my phone just to make sure that I know where I'm going and where The docks are where the loading zone is or receiving It's amazing how much that helps We're just winging it this time.  Look at him. Look at him go Where are we going? So we're going to McCloy trail and turning right And this is like closer to downtown than I thought it would be we're still a little ways away, but Definitely don't feel comfortable that I didn't look at Google Earth first That's my advice to all of you guys out there before you go into an area or a receiver or shipper Before you go anywhere to a city that you're not familiar with look it up on Google Earth on your phone And then go into Street View just to make sure you know where you're going And you're not left all in a ball of anxiety when you get there and Don't know if you'll be able to fit in with a truck or not We'll be fine. We'll be fine Oh, it's McLeod. Is it McLeod or is it McLeod McLeod McLeod? I guess it's McLeod Turning on to McLeod Okay What next right turn in 850 meters? Okay?  I Don't eat there very much anymore though. That doesn't make me feel good Still have no idea. Okay. So what 500 meters half a kilometer? We gotta turn right I Hope it's a proper truck rope If not, it's gonna be a little interesting case. I'm not this street here the next one. Okay That was 36 we want to go on to 34th very next one Right where that jeep's going I guess Stampede Park what? Oh this one right here. Oh nice nice nice not luckily there's no one beside me I can button hook it a little bit Okay Okay, yeah, we're gonna make it we're gonna make it. Oh Glad the traffic wasn't too bad right there. I had to swing a little wide to get in here Believe we're delivering right up here. I'm gonna park It says no parking I could I could put on my park anywhere and get away with it lights and go on and figure out We're not supposed to deliver this Stressful morning stressful morning So as you know, I only had what four or five six seven pieces on my trailer of glass, right? The rest is all that extra stuff that I wasn't too excited about either, but we're doing it So I'm at my second delivery now. It is 2 30 to 40 in the afternoon something like that And I should have been completely empty by now The first delivery I got to this morning took over four hours to unload four crates It really wasn't that complicated it was Four crates. I don't know if they have never unloaded glass before I understand they want to be careful It's glass. They don't want to break it. They got to be very careful.   Thank God and he's just around the corner here pretty much from where I am now and The crew I got unloading me here at this second delivery Awesome, they have two packages. They've been working on me for less than five minutes. They're almost done already So I'm just gonna go around the corner I don't even have to tarp it and I got one more package of glass to deliver the guys waiting there for me and The rest I'll deliver tomorrow So at least I'll get the glass off my truck that I don't have to retarp it for night Right, I took the tarps off this morning and then if it was gonna rain I was gonna retarp it but it's been a nice sunny day until now But now it looks like it might rain this evening. So I'd if I had that last piece on my truck over night I'd have to tarp it overnight. So it doesn't get all wet, right? But this way Thank God.  I mean, I Knew what they were doing wrong Why it was taking so long and I was trying to kindly tell them how to you know cut corner Well, not cut corners how to do it properly without cutting corners Like just how to take it off quickly But they wouldn't listen and they And I was getting frustrated but I was trying not to let it show I didn't want to be rude But it was so simple I was I just told me you just have to lift this one up pull it to the edge of the deck Put your forks in a little further pull it off put her on the ground.  I held my tongue. I didn't be I wasn't rude and we got unloaded Here we are. That's the story of my day. I'll fill you in a little bit more in a bit I got to get out there now and They just finished unloading me less than 10 minutes Less than I like these guys. I like these guys. They're fast.  So we're pretty booked up I'm gonna go to the husky here and catch our breath a little bit. We've been running around all day and grab a coffee Figure what we're gonna do. Looks like this husky is open again. So that's good. It was closed last time we were here I guess they were just doing renovations or something It's gonna thread the needle through the pumps here and try and find us a good parking spot in the back Preferably where we won't have a neighbor. Look at all these people don't park straight. Nobody parks straight Why don't you park straight? Everybody's all over the place Just a free-for-all I'm gonna go between these trucks I got to pick who I want to line up with right? That's either way. I'm gonna look crooked I'll line up with this guy on my left There we go. No neighbors The way life was meant to be I'm just kidding. So I was able to catch my breath there sort of just relax Get lost on Facebook for about a half hour sort of do nothing Whenever I have a really busy day and I just rush rush rush rush rush all day I just need a little bit of a wind-down time at the end of the day so I Looked up where I'm going to be delivering this other freight in the southeast part of Calgary pretty much down the Road from the Flying J that's in the southeast corner there So I'm gonna go to the Flying J where I can have a shower tonight I got a few a lot my truck first and then have a shower And then I can use their internet to upload some videos and watch some Netflix maybe Even though Netflix has been kind of disappointing me lately, you know every single New movie or show that comes out of Netflix seems to have that you know that progress the progressive agenda You know what I'm talking about right? Just shoved in your face in every single episode and every single Netflix movie and Netflix original It's just the same thing and everyone just It's like That's I said that in the other day You know where like one of the biggest exports that America has is their culture, right? And it's not really the American culture is the Silicon Valley culture They have it in all their entertainment in their movies and especially things like Netflix Twitter Instagram Facebook these are all companies that are all based within 300 miles of each other in Silicon Valley And the culture in Silicon Valley is completely different really than anywhere in the US At least it used to be it used to be like that was the fringe The weirdos, you know no offense to anyone living there. I know you're not all weird And you know what I'm talking about you know what I'm talking about The people that live there, especially know what I'm talking about Beautiful state. I love going there, but Everything that seems to come out of Netflix. So I don't know if I'll watch Netflix or not.  Calgary, you know how to build roads properly Much bigger city than Winnipeg though It's hard to see how Winnipeg is gonna grow like Winnipeg is growing a lot but The roads makes like no sense. I Can just see that city being just nest of confusion In another century when the city has grown so much They're gonna have to knock down so much of the old city Just to build proper freeways into the center of the city Otherwise, it's gonna take like five hours just to get downtown from anywhere on those skirts Well, I got to get out of this line. Here's me signal device activated. Come on Thank you, Mr. Dodge There you go See there are still some people out there that know what blinkers mean and know what they're used for Quickly grab some fuel here and find as good a parking spot as we can find This line J Find J here's got a little bit of a unique Entrance I find I don't know Especially if you haven't been here before the first time I came here like almost 10 years ago already I guess maybe more I Found it a little bit confusing But it is what it is So from here, I think we're five kilometers away and five kilometers like three miles away from our Delivery point. I still don't know when I'm supposed to deliver this stuff tomorrow. Maybe they'll let me know in the morning It's hoping to know tonight so that I know when to When to be there, you know, because if they want me there seven in the morning, it'd be nice to know so I get up all the time But they only want me there one in the afternoon That's nice to know too And here we'll sit until tomorrow Still don't have an appointment time. It doesn't look like we're gonna get one today. I'll probably have to wait till the morning And they'll figure it out then Well, at least I got to go in the truck stop here. I'm right in the front row, which is pretty awesome. I got a nice Spot here so I can pick up their Wi-Fi as best I can See how good it is here and I guess we'll check in with you tomorrow really disappointed that our first delivery took so long but Trucking right so now it probably won't be first thing in the morning either that I'll get to unload this It'll probably be like midday and then I got a quickly run over to sundry it and grab that lumber And then I just got my load assignment my next one That lumber is going to Fargo for Thursday and then Today is Monday. I'm gonna be there Thursday. So that's some time to get there and then I got a load out of Otana again Coming back to Edmonton. Did I tell you this already? I can't remember what I told you. I probably tell you the same thing twice. Oh well tune in tomorrow guys if you do like my videos you like all my weird sense of humor And my rants hit that like button hit that subscribe button and the bell beside that just that you get notifications When I upload a new video if you want to be featured in the front of one of my videos and one of those intros You can send it to the email address listed below in the description tjv at email.com. I Always love including you guys in the vlogs Broke my truck Nope fixed A lot of sirens going on right now distracting me at the end of my block Fire trucks. Oh, they're coming on ambulance to shoot Well, that's too bad. Well, I hate to end on that note, but I'll see you guys tomorrow Hi, I'm Ross and I'm egg and this is cocoa and we're from County Wexford, Ireland And you're watching trucker Josh on YouTube


You could do seven, like seven to seven. OK. Come out with equaling 14. Five, six, seven, eight, nine, ten. Three, two, one. One. Let's see. Well, let's see if we have a lot. Oh, not too much. Or just a little. Let's check. One, two, three, four, five, six, seven, eight, nine, ten. One, two, three, four, ten. So that's a four. That's three, four. That's a little 14.


I'm about to reteach one of my popular courses called making simple authentic videos to share your message and grow your audience. And I want to tell you about it. So why is this course important. Well, you have probably seen my other videos if you're watching this one. And I believe and I've experienced in, you know, over a decade that making videos, speaking on camera, especially live videos like the ones I do is the most authentic way to share your message with the world and to build a true fan audience. Kindred spirits who resonate with your energy signature, and just with you, your presence, and therefore are much more likely to be ideal clients for you. Because they connect with your authentic presence. And you don't have to pretend or to posture, or to be anything other than yourself on video. Now, it's of course, not natural for most of us to be comfortable and confident on camera, which is why I'm teaching this course. In this course, I'm going to go through how I prepare to be on camera. So you're going to come up actually with your own method through my guidance and the guidance of your fellow peers in the in the course to come up with your own preparation method that works well for you because you'll get to practice in the course as well. You'll get at least five opportunities to practice making video, and we're also going to have a private student group where you can post experimental videos in there. Things to try out and you'll get, you can have the mutual feedback with other students in that private group. So, who is this course for I'm going to talk to three types of people right now. Type one is somebody who knows the power of speaking in person, some of you have had the wonderful experience of being in person in an audience where you get to share your presence in your message and you know how powerful that is and how impactful it is to nurture relationships with a with a group of people right in course the pandemic has made that much less possible for a lot of us. And so video is the second best thing to be able to share your presence with an audience. And in fact, your audience is much much bigger online than it could ever be in person. So your availability of reaching thousands or tens of thousands of people with any video is any message is much more possible online than it is in person so that's the first type of person you, you know that speaking with people is very impactful of sharing your message and gathering potential clients and video is really the next best thing and probably allows you to reach many many more potential clients so so the second type of person. There are in this camp where you have already been creating content in terms of writings, maybe images with some writing, and you'd like to take it to the next level, which is to turn your written content into video message knowing that with video, you can better connect or have people connect with your energy signature, then you can with just writing, writing of course is wonderful, but video takes it to the next level of nurturing a warm audience and sharing a message in a way that's that's really memorable for a long time so So that's the second type of person you have some content you'd like to take the next level and make videos consistently and comfortably confidently and know how to spread those videos as well. All right. And the third type of person, which is also many of you watching this, you dream of being able to show up and create content whether it's written content or video content maybe you're still trying to figure out what you're trying to do. You would love to have a business where you know people are paying you to share your life's experience and skills, but you're not quite sure what your message going to be. Well, this might surprise you just to hear me say this maybe not because you've watched my videos showing up consistently on camera and learning how to express yourself is actually one of the most powerful ways to discover your calling. Why is that because your calling is the intersection between your genuine authentic expression on the one hand, and what the audience finds really impactful and meaningful. That intersection between your genuine expression of your passion and message and whatever comes through in the moment, in fact, and what the audience finds the most impactful that intersection is your calling. Because you are sharing your truth and your peak experiences, or what you find is really important anyway, and you find that the intersection with Oh, what other people find is important and meaningful to them. Well, that's your calling and through showing up on video especially live video which is why I talk. I'm going to talk quite a bit about live video in the course through live video. You experiment and discover more of your authentic voice. Now it's one thing to script everything out and to basically be talking the script. Right and then to edit things so that it looks really perfect and everything. That's not what this course is about. Now I will have in this course show you just a little bit of editing I do. It's more like trimming the beginning, maybe the end of needed. Maybe putting like a lower third this video this live video that I'm showing you won't have a lower third, but you'll see some of my vertical videos if you follow my YouTube channel or Instagram you'll see some of my vertical videos have a lower third meaning some words at the bottom, but that's that's really really basic to do and I'll show you how to do that, how I do it efficiently. But the power of learning how to do live videos is going to change her life I really believe that because it's changed mine. Being able to just go live and share I don't have a script right now I did come up with a couple of ideas I wanted to share with you. And I have those ideas in mind is 123 three types of people I want to talk to you right, but just being able to riff on live broadcasted video is a very powerful experience. If there's nothing like it for building your self confidence for building your channeling of your authentic self to the world. When you practice and show up like this, that kind of confidence and authentic composure spills into the rest of your business and that your client relationships and your audience engagement. So this is why I'm really looking forward to to seeing many more of you try out and experiment and build your comfort level with being on live video and to do it, of course to build your confidence and comfort level, you have to do it consistently. And that's part of what we're going to talk about in this course and you're going to come up with a process through my guidance and through the interactions you have with your peers in the course, you'll come up with your process. That's tailored to you for doing this consistently and doing it authentically and powerfully. So if that sounds like a worthwhile experience. Let me check out the course. Let me just go ahead and show you some of the things that I'm going to cover in the course here. I'm going to show you on my screen. So authentic video creation make simple videos to share your message. There's a picture of a phone here, and you don't necessarily have to make it through your phone you can that's the simplest way of doing it but I do it, I do most of my videos through zoom which I also show you how to do. I'll just do a quick scroll over to, and by the way, what's my experience I've made over well over 1000 I actually made 1000 videos by 2018. So since 2018 I stopped counting so it's well over 1000 at this point. And so I just want to show you. So yeah, the kind of videos we're making in this course few takes, or only one if done on a live video for example this video you're watching is only one take. It's also very time efficient that way you learn how to do this and do it powerfully minimal to know editing this video will have no editing. Maybe if maybe I might cut out like one or two seconds in the beginning before I started speaking but that's pretty much it speaking from the heart as I'm doing now and longer than a minute and often shorter than 10 this video a lot of my Facebook live videos are actually longer than 10 minutes but the type of video I'm going to encourage you to practice making in our course is between one to 10 minutes so that you can begin building an audience with videos out of it shorter. Once you have more of an audience like I do, you, you have the luxury of going longer than 10 minutes and still having people willing to watch. I would say those that most of you are just beginning to build your audience or would like to build much bigger than your current audience and I would therefore recommend between one and 10 minutes. Now you might say, George, it's well known, maybe, maybe you've heard this, that videos up to one minute have much better chance of building a large audience and I agree with you. The audience that's built with tick tock, you know, videos that are shorter than one minutes or Instagram reels or Facebook stories. Those audiences tend to be very diluted and not farther and farther away from your true fan audience that's much more likely to become your clients. If you have a large audience that's diluted, the algorithm will not be kind to you when you make videos that are longer than one minute, because the audience won't be kind to you, not that they won't they'll be mean to you but they won't. They're not as well built for your offerings, the things that you actually want to sell, and the deeper messages that you want to say for longer than a minute. I'm not going to teach you how to dance on Instagram reels or to make clever entertaining one minute tick tock videos. That's not what this course is about. You can of course go to my course sales page and click on this video. This is a video showing you why I don't do Instagram. Of course I have and I have before I've experimented with. I've done several dozen one minute videos in the past years ago to try them out and to see what kind of audience builds and it's not the audience that I want to build and I've seen other people confirm the fact that they have built a very diluted audience that's harder to reach with their meaningful messages and their offerings going forward so it's not it's not my recommended strategy for most of you to make short videos. There are exceptions, which we can talk about in some q&a call but anyway I'm going to keep going on here. So, in this course, we're going to talk about speaking naturally on video like I do, how to remember what to say without using a script or teleprompter. For example, I don't have any notes right now. I literally began this Facebook live video with three thoughts in mind. I'm going to talk to these three types of people. And then, of course, if I have something longer than I want to say, I might just riff off of it, which I'm going to teach you how to do.   There's nothing more available to to your open heart than when you're doing a Facebook live video. And there's not also no more powerful way to show your unique personality, other than through video. Yes, with my guidance, you're going to find your optimal regular time and place for consistently making your videos because if you don't, you don't find that optimal time and place, it's going to be hard for you to stay consistent doing it. So, like I mentioned, there's going to be a private Facebook group for mutual support among fellow students.  I'm going to say that again. I am not giving you feedback on videos. I can't mean all the students imagine me trying to get feedback on everybody. There might be several dozen or maybe a few low, low hundreds of students who take this course and I'm not going to give feedback to everybody. However, here's what I promise though. So finish taking the course, and then you come to one of my bonus Q&A calls and say, Hey, George, I finished taking the course I've implemented the course, and I would like your feedback on this video, I will give you feedback. So that's my, that's my promise to you so finish taking the course, implement, you know, basically I don't, you know, require you to implement every single thing I say but at least finish watching the course and just doing what you can to implement it. So make your videos, and then come to my bonus Q&A and ask for my feedback on on your, your latest video which you will have made at least five. If you have finished taking the course and then be happy to give you the feedback. Okay, so I have some supplemental video segments that have already recorded with over 100 common questions about making videos and I just want to show you some of the questions that came up. I will talk with video ideas difference between what to put into free videos versus paid courses because they're it's important to separate the difference in your content. I see too many of you making videos or just creating content that really should probably be will be better done in paid courses. So we'll talk about the difference between that. So I'm going to share with you my, my low cost options the ones that I'm doing that I use right now as I make video how to be friend the camera lens you'll notice that I, I do a good job of looking at you in the eyes, and that's not natural. So when you talk to me in person it's natural to look someone in the eyes. Well, let me show you what it looks like when I look at my, because right now I don't see any of you on on video right now right, the only person on screen is me. So if I look myself in the eye here's what happens. Okay, so now I'm looking at myself in the eyes. It feels natural look at myself in the eyes, but but now it doesn't look, it doesn't feel to you. I'm looking at you in the eyes as I am now, but I'm actually looking at the camera lens. So there is a practice of befriending the camera lens which we will talk about in our course as well let me go back to the screen share. Whether to record on phone or laptop live videos were pre recorded, I'm going to advocate mostly for live videos of course, but I'll also talk about the times where pre recording makes sense. I'm going to talk about befriending video thumbnails will talk about that how to upload them to the various platforms, how to set up a YouTube channel on and optimize it, and how to get more people to watch and engage with your videos. Now, this is a relatively minor point that I'll talk about in the course so if you are already really good at making videos on a consistent basis and you're just wanting my feedback on how to make your videos go far. So I'm going to take this course, take my Facebook ads course instead. And I have an upcoming course on LinkedIn ads that is also away but so essentially, I'll just give you a quick quick summary. The way to spread your videos is through ads. I'm sure about YouTube ads. No, I've played around with YouTube ads and to be honest, I don't recommend them because to it's a mass audience type of ad service. It's not. It's really hard to discover exactly who you're reaching through YouTube and Google ads. It's much easier to do it through Facebook ads, Instagram ads and LinkedIn ads because you can literally see the profiles of the people who liked your ads.  You have no idea who they are. Obviously, you would target YouTube ads through particular channels or particular keywords but still, it's really hard to find out if you're reaching the correct audience. There's a lot more money and experimentation so before you do YouTube ads, you might as well learn to do Facebook Instagram ads because it's much more targeted audience, as well as LinkedIn ads so anyway, that's for short. But I will still, I'm not going to be talking about Facebook Instagram LinkedIn ads in this course not the details of it, but I will talk about how to do it organically. I will talk a bit about YouTube SEO. And I'll talk about how you should spread your videos to your existing warm audience so we'll have a plan for a very basic organic reach plan, by the end of the course that you can use. But like I said, if reach is your main issue, I would just say go and take my Facebook ads course implement that and my upcoming LinkedIn ads course. Some of the questions that I've received from students that I covered in the course that I covered in my supplemental segments but we can also talk in this upcoming course. How do I get over the fear of making videos have my face shown in public. How to convert info that was written into a blog post or a format. What's the right right kind of chunking down for videos. How do we start the video and the video dealing with nervousness, remembering what to say.  That's not the typical kind of videos we make in our course but I will talk about that and answer questions there for students who are more interested in that video background we'll talk about that. So here we go. Let's see here showing up well on camera and how to do captions I will show you how to how I do that very simply as well. And lots of other questions will be covered in the course. This sounds interesting to you if you would like to have a peer group, private group to kind of experiment with videos and have mutual feedback. That alone I think it's worth the cost of this course but you want to learn kind of in a step by step way with guided exercises to get you confident and consistent and making videos well this is, this is my course for you on that. I hope you'll check it out. And if you have any questions about the course, go ahead and comment below as well. So thanks so much for considering it. And maybe I will see you in the course. I wish you well.


Hello and welcome to the session. In this session we are going to discuss types of samples. Samples chosen can be of two types one is biased sample and the other is unbiased sample. Now we shall discuss what an unbiased sample is. An unbiased sample is a random sample which is chosen without any preference. An unbiased sample is chosen so that it can accurately represent the entire population. There are three ways in which an unbiased sample is chosen. First is simple random sample. Second stratified random sample. And the third is systematic random sample. Now we shall explain each one with the help of an example. So first we have simple random sample. Now in this method of choosing sample any item or person is chosen from the entire population here all have equally likely chances to be included in the sample. For example a teacher chooses any 10 students from the class without any preference is an example of simple random sample. Next we have stratified random sample. In this method the population is divided into similar non-overlapping groups and then a simple random sample is selected from each group. For example the students in a school are the population and they are divided in grade levels. We randomly select two students from each grade level. The selected student from each grade will form a sample. Next we have systematic random sample. In this method items or people are chosen according to a specific time or time interval. For example every 15th customer is chosen for a free gift in a shopping mall. It means after the interval of 15 customers the 15th customer is chosen. Here we have seen the three ways in which an unbiased sample is chosen that is simple random sample, stratified random sample and systematic random sample. Now we shall move on to biased sample. Now in a biased sample one or more parts of the population are favored over the others. There are two ways of choosing a biased sample that is convenient sample and the other is voluntary response sample. Now a convenience sample consists of numbers of the population that are easily accessed. For example to know how many students are attending the school the principal surveys the students in one math class. It means the principal surveyed according to their convenience so a biased sample and the conclusion he draws from this sample may not be accurate. So it cannot lead to a valid conclusion for the population of entire school students. Next we have the voluntary response sample which is another way of choosing a biased sample and it involves only those people who want to participate in the sampling. For example when an online survey is done those who wish to express their opinion completely survey online. From all this we conclude that we can determine the validity of the conclusion if the sample chosen is unbiased and if the sample chosen is biased then conclusion in case drawn are not valid. Let us consider an example a such sandwich store owner wants to make sure that his employees are weighing the meat correctly to put in the sandwiches. He watches the meat being weighed by an employee for 1 hour during the day. Now here we notice that the sample is biased since he is watching only one employee and that too for only 1 hour during the day it cannot draw valid conclusion because there are other employees too who are doing the same job. Let us have one more example. Classify the sample as systematic, simple or stratified. Jason derives his baseball cards by team. Then he randomly selects cards and records the player's IBI that is runs battered in. Now in this example we know that Jason derives his baseball cards by team that is Jason has divided cards in non-overlapping groups and then he randomly selects cards from each group. So it is a stratified random sample. This completes our session. Hope you enjoyed this session.


There has not been a major terrorist attack in the U.S. since 9-11. Osama bin Laden is dead. The Islamic State's caliphate lies in rubble. So what's the problem here? Why should policymakers be talking about preventing extremism now? And why would you, with all the things you could do, why would you then pick up the co-chairmanship of this task force? Well, when we did, our commissioners did the 9-11 report. We basically talked about three things that needed to be done. One was obviously that a sanctuary in Afghanistan reached those people who did it and destroy them. That was number one. Secondly, we didn't want this to ever happen again or anything like it. So the second recommendation really was to harden our defenses to create encodes and people of that stature to really coordinate our intelligence operation and make sure that we had the best defenses in the world as from a terrorist attack. And the third thing we said was when we've got to do some preventive measures to get at the ideology itself so we don't create more terrorists. Well, the first two we did. We've done pretty successfully. The last, not so much. So this is really, in a sense, a continuation of the 9-11 work. It's to look and see where terrorists come from, where they breed, which is in failed states or fragile states, and see if we can do something about the breeding ground. What we said in our London report, we would not have had an attack if those terrorists hadn't been allowed to organize and be left alone for three years in Afghanistan to plot and to plan. If they hadn't been able to do that, they couldn't have pulled it off. We said don't ever allow that kind of place to exist again. We have to disrupt it. So this is an effort and a continuation of our work. Sooner or later, these people, as they continue to spread, and there are 10 times more terrorist attacks last year than they were after 9-11, find a way to prevent terrorism. A way to prevent terrorism is to work in these failed states or fragile states and make sure they're strong enough to prevent terrorism in those states themselves.


good morning world! after 100 days on the road in our tiny campervan red tornado driving all over europe and covering 15 000 kilometers this in our opinion is the best country for freedom or world camping in the whole of europe that we've experienced so far and that country is hi i'm lavi and this is ollie over the past four years we have been on some epic adventures around the world now after converting an old van into our new home on wheels we are ready to hit the road and explore the wonders of europe click the subscribe button to follow our journey and let the adventure begin this in our opinion is the best country for freedom or world camping in the whole of europe and that country is france here's why number one it is full of airs now if you don't know what an air is air just means area but in france the airs are places basically where you can spend the night they often have water they often have toilets and they are literally located all over france you are never more than about half an hour's drive from an air it is always really nice because you can meet other campers as well and you have a good feeling that you know you can stay there and you can just get your shares out and your table and you can enjoy the whole place and it's all for free it's so cool that in france they are so welcoming and so open that they make these areas in towns all over the whole country it just makes this country an absolutely awesome place to drive around in a camper van feeling welcomed wherever you go and always having the facilities and a free place to stop for the night there and accessible it's awesome reason number two why france is the best country for freedom camping in europe so finding places to fill up water can be a challenge especially if you have a micro camper like us and we can't store very much water in this camper van almost every few days you need to be trying to find a new source of water to fill up for everything that you need now in france that problem has a solution and that is cemeteries now cemeteries they nearly always have a tap where you can get fresh drinking water on demand without hassling anybody reason number three very cheap supermarkets so france has aldis and ledes all over the country literally everywhere literally everywhere and you know they actually do a surprisingly good pastry section especially in france you can have croissants panochopolas and they're actually really delicious and super cheap so not only you can do your regular food shop but you can get your special french patisserie breakfast it's really cool when you're on a long journey in a foreign country finding reliable places of refuge can be difficult but france have an amazing place and it's called mcdonald's now especially in france there are mcdonald's literally everywhere and in mcdonald's you always have a place to park you always have free wi-fi if it's really hot outside you can go in they always have air conditioning places to sit we can always charge up our computer there we can do some editing which is very useful as well they have always a toilet just in case it's really like urgent you know quit as the closest mcdonald's exactly no seriously we're not a mcdonald's fan definitely not but for this reason i love mcdonald's i would prefer to go to a library or something like that but in france the opening hours for libraries are maybe three hours a day so that's what makes mcdonald's uh such a great place for campervaners on the road always that reliable source of wi-fi electricity just a place where you can stop and chill out if you have any other suggestions where you can park up have wi-fi uh you can use a toilet and all of these things then please let us know yeah it's always good to find extra places where you can do these kinds of things those are our main reasons why france for us is the best country for freedom and wild camping in europe you have places to stay places to fill up water places to have wi-fi and chill places to park literally all the needs that you have as a campervaner all for free all within one country it's amazing france has a lot of really really beautiful places to visit as well and nice mountains nice rivers like a lot of awesome places france is awesome so we obviously know that this is just our opinion so if you have another opinion or other reasons why you think other places are absolutely the best places for freedom camping in europe then please let us know in the comments and we will happily go and drive over there check it out because everything that we can do to remain free freedom campers driving around europe we absolutely love it we support it but if you liked this video please give it a thumbs up and don't forget to subscribe to the channel we will see you next time if you enjoyed watching this video you would help us a lot by subscribing to the channel by clicking here thanks so much for watching guys we will see you next time