compulsory education in Europe The record of the development of compulsory education is a record of state usurpation of parental control over children on behalf of its own, an imposition of uniformity and equality to oppress individual growth, and the development of techniques to hinder the growth of reasoning power and independent thought among the children. Origins We need not linger long over the status of education in ancient Greece or Rome. In Athens, the original practice of compulsory state education later gave way to a voluntary system. In Sparta, on the other hand, an ancient model for modern totalitarianism, the state was organised as one vast military camp, and the children were seized by the state and educated in barracks to the ideal of state obedience. Sparta realised the full logical conclusion of the compulsory system, absolute state control over the whole child, uniformity, and education in passive obedience to state orders. The most important consequence of this system was that it provided the ideal for Plato, who made this educational system the basis of his ideal state, as set forth in the republic and the laws. Plato's utopia was the first model for later despotisms. Compulsory education and obedience were stressed. There was communism of children among the elite guardians, who also had no private property. And lying was considered a proper instrument for the state to use in its indoctrination of the people. In the Middle Ages, the problem of compulsory state education did not present itself in Europe. Instruction was carried on in church schools and universities, in private schools, and in private schools for occupational training. The first modern movement for compulsory state education stemmed directly from the Reformation. A prime force was Martin Luther. Luther repeatedly called for communities to establish public schools and to make attendance in them compulsory. In his famous letter to the German rulers in 1524, Luther used statist premises to reach statist conclusions. Quote, Dear rulers, I maintain that the civil authorities are under obligation to compel the people to send their children to school. If the government can compel such citizens as are fit for military service to bear spear and rifle, to mount ramparts, and perform other martial duties in time of war, how much more has it a right to compel the people to send their children to school? Because in this case, we are warring with the devil, whose object it is secretly to exhaust our cities and principalities of their strong men. In this spiritual warfare, Luther of course was not speaking idly of the devil and the war against him. To him, the war was a very real one. As a result of Luther's urgings, the German state of Gotha founded the first modern public schools in 1524, and Therungier followed in 1527. Luther himself founded the Saxony School Plan, which later became, in essence, the state education system for most of the Protestant states of Germany. This plan was put into effect first in Saxony in 1528, through an edict drawn up by Luther's important disciple, Melanchthon, setting up state schools in every town and village. The first compulsory state system in the modern world was established in 1559 by Duke Christopher, Elector of Württemberg. Attendance was compulsory, attendance records were kept, and fines were levied on truants. Other German states soon followed this example. What was the spirit behind Luther's call for compulsory state education? A common view is that it reflected the reformer's democratic spirit, and the desire to have everyone read the Bible, the presumption being that they wish to encourage each one to interpret the Bible for himself. The truth is quite otherwise. The reformers advocated compulsory education for all as a means of inculcating the entire population with their particular religious views, as an indispensable aid in effective war with the devil and the devil's agents. For Luther these agents constituted a numerous legion, not only Jews, Catholics and infidels, but also all other Protestant sects. Luther's political ideal was an absolute state guided by Lutheran principles and ministers. The fundamental principle was that the Bible, as interpreted by Luther, was the sole guide in all things. He argued that the Mosaic Code awarded to false prophets the death penalty, and that it is the duty of the state to carry out the will of God. The state's duty is to force those whom the Lutheran Church excommunicates to be converted back into the fold. There is no salvation outside the Lutheran Church, and it is not only the duty of the state to compel all to be Lutherans, but its sole object. As the great historian Lord Acton stated of Luther, the defense of religion became not only the duty of the civil power, but the object of its institution. Its business was solely the coercion of those who were out of the Lutheran Church. Luther stressed the theory of passive obedience, according to which no motives or provocation can justify a revolt against the state. In 1530 he declared, it was the duty of a Christian to suffer wrong, and no breach of oath or of duty could deprive the emperor of his right to the unconditional obedience of his subjects. In this way, he hoped to induce the princes to adopt and compel Lutheranism in their domains. Luther was expressly adamant that the state power be used with utmost severity against people who refused to be converted to Lutheranism. He required that all crimes should be punished with the utmost cruelty. The chief object of this severity was to be, of course, against the chief crime, refusal to adopt Lutheranism. The state must exterminate error and could not tolerate heresy or heretics, for no secular prince can permit his subjects to be divided by the preaching of opposite doctrines. In sum, heretics are not to be disputed with, but to be condemned, unheard, and whilst they perish by fire. Such was the goal of the initial force behind the first compulsory state school system in the western world, and such was the spirit that was to animate the system. No less ardent a despot was Melanchthon, Luther's principal aide in the drive for compulsory state schools in Germany. Melanchthon taught firmly that all sects must be put down with the sword, and that any individual who originated new religious opinions should be punished with death. This punishment must be levied against any difference, however slight, in Protestant teachings. All others than Lutherans, Catholics, Anabaptists, Servetians, Zvinglians, etc, were to be persecuted with the utmost zeal. The Lutheran influence on the political and educational life of the West, and particularly Germany, has been enormous. He was the first advocate of compulsory schooling, and his plans were the pattern for the first German schools. Furthermore, he inculcated Lutherans with the ideals of obedience to the state and persecution of all dissenters. As Acton states, he impressed on his party that character of political dependence, and that habit of passive obedience to the state, which it has ever since retained. A succinct estimate of Luther's influence on politics and compulsory education by an admirer follows. The permanent and positive value of Luther's pronouncement of 1524 lies not so much in its direct effects, as in the hallowed associations which it established for Protestant Germany between the national religion and the educational duties of the individual and the state. Thus, doubtless was created that healthy public opinion which rendered the principle of compulsory school attendance easy of acceptance in Prussia, at a much later date than in England. Aside from Luther, the other leading influence toward the establishment of compulsory education in the modern world was the other great reformer, John Calvin. Calvin went to Geneva in 1536, while the town was successfully revolting against the Duke of Savoy and the Catholic Church, and was appointed chief pastor and ruler of the city, which position he held until 1564. In Geneva, Calvin established a number of public schools, at which attendance was compulsory. What was the spirit that animated Calvin's establishment of the state school system? The spirit was the inculcation of the message of Calvinism, and obedience to the theocratic despotism which he had established. Calvin combined within himself political dictator and religious teacher. To Calvin nothing mattered, no liberty or right was important, except his doctrine and its supremacy. Calvin's doctrine held that the support of Calvinism is the end and object of the state, and that this involves maintaining purity of doctrine and strict austerity in the behaviour of the people.  He did not favour killing all heretics. Catholics and Jews would be allowed to live, but all Protestants other than Calvinists must be killed. In some cases however, he changed his position and advocated the severest punishment for Catholics as well. Calvin too was adamant in asserting the duty of obedience to rulers regardless of their form of government. Government has divine sanction, and as long as it was Calvinist it could pursue any course without deserving protest. Not only must all heretics be killed, but the same punishment should be meted out to those who deny the justice of such punishment. Calvin's leading disciples, such as Bezza, were at least as ardent in promoting the extermination of heretics. Calvin's influence on the western world was wider than Luther's, because with diligent propaganda efforts he made Geneva the European centre for the widespread diffusion of his principles. Men from all over Europe came to study at Calvin's schools and read his tracts, and the result was Calvinist influence throughout Europe. As the Calvinists became important throughout Europe, they agitated for the establishment of compulsory state schools. In 1560 the French Calvinists, the Huguenots, sent a memorandum to the king, requesting the establishment of universal compulsory education, but were turned down. In 1571 however, Queen Jean d'Albret of the Estates of Navarre, under Calvinist influence, made primary education compulsory throughout that part of France. Calvinist Holland established compulsory public schools in 1609. John Knox, who conquered Scotland for his Presbyterian church, was a Calvinist, although he had arrived at many of the principles independently. He established the church along Calvinist lines and proclaimed the death penalty for Catholics. Knox attempted to establish universal compulsory education in Scotland in the 1560s, but failed in the attempt. He advocated it in his Book of Discipline, which called for public schools in every Scottish town. One of the most far-reaching effects of the Calvinist tradition is its influence on American educational history. Calvinist influence was strong among the English Puritans, and it was the Puritan influence that inaugurated public schools and compulsory education in New England, from whence it finally conquered the whole United States. The history of American compulsory education will be treated in the next section. Prussia It is hardly coincidence that the most notoriously despotic state in Europe, Prussia, was the first to have a national system of compulsory education, nor that the original inspiration, as we have seen, was Luther and his doctrine of obedience to state absolutism. As Mr. Twentiment put it, state interference in education was almost coincident with the rise of the Prussian state. German education, as well as most of its other institutions and civilisation, was completely disrupted by the Thirty Years' War in the first half of the 17th century. At the close of the conflict, however, the various state governments moved to make attendance of children at school compulsory upon penalty of fine and imprisonment of the children. The first step was taken by Gotha in 1643, followed by such states as Heldersheim in 1663, Prussia in 1669 and Kallenberg in 1681. The state of Prussia began to rise in power and dominance at the beginning of the 18th century, led by its first king, Frederick William I. Frederick William believed fervently in paternal despotism and in the virtues of monarchial absolutism. One of his first measures was to affect a huge increase in the Prussian army, founded on an iron discipline which became famous throughout Europe. In civil administration, King Frederick William forged the centralising engine of the civil service, which grew into the famous autocratic Prussian bureaucracy. In the commercial world, the king imposed restrictions, regulations and subsidies on trade and business. It was King Frederick William I who inaugurated the Prussian compulsory school system, the first national system in Europe. In 1717, he ordered compulsory attendance of all children at the state schools, and in later acts, he followed with the provision for the construction of more such schools. It is perhaps appropriate that the king's personal attitudes were quite in keeping with his ardent promotion of despotism and militarism. As Caliphon Hayes states, he treated his kingdom as a schoolroom and like a zealous schoolmaster, flogged his naughty subjects unmercifully. These beginnings were carried forward by his son, Frederick the Great, who vigorously reasserted the principle of compulsory attendance in the state schools, and established the flourishing national system, particularly in his land shall regiment of 1763. What were the goals that animated Frederick the Great? Again, a fervent belief in absolute despotism, although this was supposed to be enlightened. The prince, he declared, is to the nation he governs what the head is to the man. It is his duty to see, think and act for the whole community. He was particularly fond of the army, spent public funds freely upon it, and inculcated a specially constant drill and the strictest discipline. Modern Prussian despotism emerged as a direct result of the disastrous defeat inflicted by Napoleon. In 1807 the Prussian nation began to reorganize and gird itself for future victories. Under King Frederick William the Third, the absolute state was greatly strengthened. His famous minister, Von Stein, began by abolishing the semi-religious private schools and placing all education directly under the minister of the interior. In 1810 the ministry decreed the necessity of state examination and certification of all teachers. In 1812 the school graduation examination was revived as a necessary requirement for the child's departure from the state school, and an elaborate system of bureaucrats to supervise the schools was established in the country and the towns. It is also interesting that it was this reorganized system that first began to promote the new teaching philosophy of Pestilossi, who was one of the early proponents of progressive education. Hand in hand with the compulsory school system went a revival and great extension of the army, and in particular the institution of universal compulsory military service. Frederick William the Third continued the reorganization after the wars, and strengthened the compulsory state school system in 1834 by making it necessary for young entrants into the learned professions, as well as all candidates for the civil service and for university students, to pass the high school graduation examinations. In this way the Prussian state had effective control over all the rising generations of scholars and other professionals. We will see in detail below that this despotic Prussian system formed an inspiring model for the leading professional educationists in the United States, who ruled the public school systems here and were largely responsible for its extension. For example Calvin E. Stowe, one of the prominent American educators of the day, wrote a report on the Prussian system and praised it as worthy of imitation here. Stowe lauded Prussia, although under the absolute monarchy of Frederick William the Third, it was the best educated country in the world. Not only were there public schools in the elementary and higher grades for pre-university and pre-business students, but also 1,700 teachers' seminaries for the training of future state teachers. Furthermore there were stringent laws obliging parents to send their children to the schools. Children had to attend the schools between the ages of 7 and 14 and no excuses were permitted except physical inability or absolute idiocy. Parents of truants were warned and finally punished by fines or by civil disabilities and as a last resort the child was taken from its parents and educated and reared by the local authorities. Religious instruction was given in the schools in accordance with the religion of the locality but the children were not obliged to attend these. However it was compulsory for them to receive religious instruction in the home or from the church in that case. Furthermore the Minister of Education had to be a Protestant. Private schools began to be permitted but they were obliged to have the same standards of instruction as the state schools and through these and the graduation examination requirements the state was able to impose its control on all of the schools in the country. Stowe felt that the Prussian methods of securing universality and uniformity of attendance were admirable. Another principle that he admired was that the Prussian state thereby imposed uniformity of language. Stowe asserted that the parents had no right to deprive their children of the unifying influence of the national language thus depriving them of the power of doing all the service to the state which they are capable of rendering. The system of compulsory state education has been used as a terrible weapon in the hands of governments to impose certain languages and to destroy the languages of various national and linguistic groups within their borders. This was a particular problem in Central and Eastern Europe. The ruling state imposes its official language and culture on subject peoples with languages and cultures of their own, and the result has been incalculable bitterness. If the education were voluntary such a problem would not have arisen. The importance of this aspect of compulsory education has been emphasised by economist Ludwig von Mises. The main tool of compulsory denationalisation and assimilation is education. In the linguistically mixed territories it turned into a dreadful weapon in the hands of governments determined to change the linguistic allegiance of their subjects. The philanthropists and pedagogues who advocated public education did not foresee what waves of hatred and resentment would rise out of this institution. The Prussian educational system was extended to the rest of Germany upon the formation of Germany as a national state. Furthermore, a decree in 1872 strengthened the absolute control of the state over the schools against any possible incursions by the Catholic Church. The spirit that animated the German compulsory state was well expressed in a laudatory work. Quote, The prime fundamental of German education is that it is based on a national principle. Culture is the great capital of the German nation, a fundamental feature of German education. Education to the state, education for the state, education by the state. The Volksschule is a direct result of a national principle aimed at national unity. The state is the supreme end in view. End quote. Another indication of the course that was set in the earliest and most eminent of the compulsory school systems, Prussia and Germany, is revealed in a book of essays by leading German professors, setting forth the official German position in the First World War. In this work, Ernst Trollsch characterised Germany as being essentially a militaristic nation, greatly devoted to the army and to the monarchy. As for education, quote, The school organisation parallels that of the army. The public school corresponds to the popular army. The latter as well as the former was called into being during the first great rise of the coming German state in opposition to Napoleon. When Ficht considered the ways and means of resurrecting the German state, while the country was groaning under the Napoleonic yoke, he advised the infusion of German culture into the mass of the people, through the creation of national primary schools along the lines laid down by Pestilosi. The programme was actually adopted by the different German states and developed during the last century into a comprehensive school system. This has become the real formative factor of the German spirit. There is in this school system a democratic and state socialist element such as Ficht intended. End quote. France Universal compulsory education, like compulsory military service, was ushered into France by the French Revolution. The revolutionary constitution of 1791 decreed compulsory primary instruction for all. The government could not do much to put these principles into effect at first, but it tried its best. In 1793 the convention prescribed that the French language be the sole language of the Republic, one and indivisible. Little was done until the advent of Napoleon who established a comprehensive state education. All schools, whether public or nominally private, were subject to the strict control of the national government. Dominating the entire system was the University of France, which was established to ensure uniformity and control throughout the entire French educational system. Its chief officials were appointed by Napoleon and no one could open a new school or teach in public unless he was licensed by the official university. Thus in this law of 1806 Napoleon acted to secure a monopoly of teaching to the state. The teaching staff of the public schools was to be routed through a normal school operated by the state. All these schools were directed to take as the basis of their teaching the principles of loyalty to the head of the state and obedience to the statutes of the university. Due to lack of funds the system of public schools could not then be imposed on all. By the end of the Napoleonic era slightly less than half of French children attended public schools, the rest largely in Catholic schools. The private schools however were now under the regulation of the state and were obliged to teach patriotism on behalf of the rulers. With the restoration the Napoleonic system was largely dismantled and education in France became predominantly a Catholic church affair. After the revolution of 1830 however minister Gizot began to renew state power in his act of 1833. Attendance was not made compulsory and the private schools were left intact except for the significant requirement that all educational institutions must teach internal and social peace. Complete liberty for private schools was restored however by the Fallot law passed in 1850 by Louis Napoleon. With the exception then of the revolutionary and Napoleonic periods French education remained free until the latter part of the 19th century. Just as Prussian compulsion and absolutism had received a great impetus from the defeat at the hands of Napoleon so did French compulsion and dictation receive its inspiration from the victory of Prussia in 1871. The Prussian victories were considered the victories of the Prussian army and the Prussian schoolmaster and France, driven by the desire for revenge set about to Prussianize its own institutions. In acts of 1882 and 1889 it inaugurated universal military conscription on the Prussian model. Leader in the new policy was minister Jules Ferry. Ferry was the main champion of a new policy of aggressive imperialism and colonial conquest. Aggressions were carried on in North Africa in lower Africa and in Indochina. Demands for compulsory education arose from the goal of military revenge. As a leading politician Gambetta put it, the Prussian schoolmaster had won the last war and the French schoolmaster must win the next. To this end a clamour arose for extension of the school system to every French child for training in citizenship. Also there were demands for compulsory education so that every French child would be inoculated in republicanism and immune to the lures of monarchial restoration. As a result Faye in a series of laws in 1881 and 1882 made French education compulsory. Private schools were nominally left free but actually were greatly restricted by the compulsory dissolution of the Jesuit order and its expulsion from France. Many of the private schools in France had been run by Jesuits. Moreover the laws abolished many monastic orders which had not been formally authorised by the state and forbade their members to conduct schools. Attendance at some school was compulsory for all children between six and thirteen years of age. The effect of the new regime was to dominate the private schools completely since those that were not affected by the anti-catholic laws had to subsist under the decree that private schools cannot be established without a licence from the minister and can be shut up by a simple ministerial order. Private secondary schools were severely crippled by the Wallach Rousseau and Combes Acts of 1901 and 1904 which suppressed all private religious secondary schools in France. Other Countries. The story of compulsory education in the other countries of Europe is quite similar with the added element of compulsory languages in most of them. The Austro-Hungarian Empire strove for a uniform, centralised absolute monarchy with the language to be solely German while the Hungarian segment of the empire attempted to magyarise its minority nationalities and abolish all languages except Hungarian within its borders. Spain has used its compulsory school acts to suppress the Catalan language and to impose Castilian. Switzerland has a system of compulsory schooling ingrained into its constitution. In general every country in Europe had established compulsory education by 1900 with the exception of Belgium which followed by 1920. To Herbert Spencer China carried out the idea of compulsory education to its logical conclusion. Quote. There the government publishes a list of works which may be read and considering obedience the supreme virtue authorises such only as our friendly to despotism. Fearing the unsettling effects of innovation it allows nothing to be taught but what proceeds from itself. To the end of producing patterned citizens it exerts a stringent discipline over all conduct. There are rules for sitting, standing, walking, talking and bowing laid down with the greatest precision. End quote. The imperial Japanese system of compulsory state education is worth noting carefully because of the many similarities which it displays with modern progressive education. As Lafcadio Hearn observed quote. The object has never been to train the individual for independent action but to train him for cooperative action. Constraint among us begins with childhood and gradually relaxes which would be the best for the child as his reasoning powers develop and he could be allowed more freedom and less guidance. Constraint in far eastern training begins later and thereafter gradually tightens. Not merely up to the age of school life but considerably beyond it a Japanese child enjoys a degree of liberty far greater than is allowed to occidental children. The child is permitted to do as he pleases. At school the discipline begins but there is no punishment beyond public admonition. Whatever restraint exists is chiefly exerted on the child by the common opinion of his class and a skillful teacher is able to direct that opinion. The ruling power is always the class sentiment. It is always the rule of the many over the one and the power is formidable. End quote. The spirit inculcated is always the sacrifice of the individual to the community and a crushing of any individual independence. In adult life any deviation from the minutiae of state regulation was instantly and severely punished. England. The tradition of volunteerism was at its strongest in England. So strong was it that not only was there no compulsory education in England until the late 19th century but there was not even a public school system. Before the 1830s the state did not interfere in education at all. After 1833 the state began to make ever increasing grants to promote indirectly the education of the poor in private schools. This was strictly philanthropic and there was no trace of compulsion. Finally compulsion was introduced into English education in the famous Education Act of 1870. This act permitted county boards to make attendance compulsory. London County immediately did so for children between five and thirteen and other large towns followed suit. The rural counties however were reluctant to impose compulsory attendance. By 1876 50% of the school population was under compulsion in Britain and 84% of the city children. The act of 1876 set up school attendance boards in those areas where there were no school boards and attendance was compulsory in all of those remote areas except where children lived more than two miles from school. Finally the Act of 1880 compelled all the county school boards to decree and enforce compulsory attendance. Thus in a decade compulsory education had conquered England. The great legal historian A. V. Dicey analysed this development in no uncertain terms as part of the movement toward collectivism. Quote It means in the first place that A. who educates his children at his own expense or has no children to educate is compelled to pay for the education of the children of S. Who though may be having means to pay for it prefers that the payment should come from the pockets of his neighbours. It tends in the second place as far as elementary education goes to place the children of the rich and of the poor of the provident and the improvident on something like an equal footing. It aims in short at the equalisation of advantage. End quote Quote The compulsory collectivist principle represented quite a clash with the individualist tradition in England. The notable Newcastle Commission in 1861 rejected the idea of compulsory education on the grounds of individualistic principle. Trenchant criticism of the compulsory state education plan as a capstone of growing state tyranny was levelled by Herbert Spencer and by the eminent historian and jurist Sir Henry Main. In recent years Arnold Toinby has pointed out how compulsory state education stifles independent thought. The movement for compulsory education in England and Europe in the late 19th century was bolstered by trade unionists who wanted more popular education and upper classes who wished to instruct the masses in the proper exercise of their voting rights. Each group in society characteristically wished to add to state power, with their particular policies hopefully prevailing in the use of that power. The change of opinion in England was particularly swift on this issue. When Dicey wrote in 1905, he declared that scarcely anyone could be found to attack compulsory education. Yet when John Stuart Mill wrote his On Liberty in 1859, he declared that scarcely anyone could be found who would not strenuously oppose compulsory education. Mill curiously enough supported compulsory education but opposed the erection of any public schools, and indeed it turned out that in England compulsion came before public schools in many areas. Mill however at least recognised that compulsory state schooling would abolish individuality on behalf of state uniformity and would naturally make for obedience to the state. Mill's argument for compelling education was successfully refuted by Spencer in social statics. Mill had asserted that in education the consumer does not know what is best for him, and that therefore the government is justified in intervening. Yet as Spencer points out, this has been the excuse for almost every exercise in state tyranny. The only proper test of worth is the judgment of the consumer who actually uses the product, and the state's judgment is bound to be governed by its own despotic interests. Another common argument in England for compulsory education was also prevalent in the United States. This was Macaulay's argument. Education would eliminate crime, and since it is the duty of the state to repress crime, the state should institute compulsory education. Spencer showed the speciousness of his argument, demonstrating that crime has little to do with education. This has become all too evident now. A glance at our growing juvenile delinquency rate in compulsorily educated America is proof enough of that. Spencer investigated the statistics of his day, and demonstrated that there was no correlation between ill-educated areas and criminal areas. Indeed, in many cases, the correlation was the reverse. The more education, the more crime. Fascism, Nazism, and Communism. It is a grave and unanswerable indictment of compulsory state education that these modern totalitarianisms were eager to institute compulsory state schooling in their regimes. Indeed, the indoctrination of the youth in their schools was one of the chief mainstays of these slave states. As a matter of fact, the chief difference between the 20th century horrors and the older despotisms is that the present ones have had to rest on mass support more directly, and that therefore compulsory literacy and indoctrination have been crucial. The compulsory state system already developed was grist for the totalitarian mill. At the base of totalitarianism and compulsory education is the idea that children belong to the state rather than to their parents. One of the leading promoters of that idea in Europe was the famous Marquis de Sard, who insisted that children are the property of the state. There is no need to dwell on education in communist countries. Communist countries impose compulsory state schooling and enforce rigid indoctrination of obedience to the rulers. The compulsory schooling is supplemented by state monopolies on other propaganda and educational fields. Similarly, national socialist education subordinated the individual to the state and enforced obedience. Education belonged exclusively to the national socialist state for indoctrination in its principles. A similar use of state schools and indoctrination for obedience to the absolute state was employed in Fascist Italy. Italy is particularly interesting for the activities of the first Fascist Minister of Education Giovanni Gentile. For in lax old Italy, education had stressed the intellectual development of the individual child and his learning of subjects. Gentile's Fascist regime instituted the methods of modern progressive education. He introduced and emphasised manual work, singing, drawing and games. Attendance was enforced by fines. Significantly, Gentile taught that education must be achieved through experience. It must be achieved through action. The children were free to learn through their own experiences, of course, within the limits necessary for development of culture. Curricula were therefore not proscribed, but children were free to do as they wanted, with the only emphasis of study placed on the study of heroes, such as Mussolini, as symbols of the national spirit.


M-M-M-M-Muthon. I thought you were gonna have a moment there, like you were constipated. Hey, welcome back to FirstDVD, it's I'm Corbin. I'm Rick. And you follow me on Instagram, Twitter, more juicy content, juicy content. And um... Take a rehearsal as a facial to polish your Twitter account. This is a South Indian trade-off. Sweet. Tamil. I think it's... Malalium. This, whatever this is. Malalium. Malalium. This is a Malalium. A Malalium trail. Malalium. It's called... M-Muthon? Muthon? Muthon? Muthon? Muthon. Muthon. Muthon. Muthon. Muthon. Muthon. Are we doing the game? Muthon. That was a weird thing I gave you. It was almost like you were learning with me. I don't have Rithik's underwear. Muthon. There it is. But yeah, no idea what it's about. Well, it's the word Muthon is like, we're ruining it and it's sacred and... Wow. We've offended 10 people already.  I am aware multiple times a day.  Send us more hate now. I love you. Here we go. Wow. Music. Some chills. Great job. What a great trail. It reminded me of... Family gatherings. No, remember the trailer for Super Deluxe? And how it was really intense. Yes, yes, yes. And pretty. Like, cinematically it was beautiful. Yeah. That's what it reminded me of. Very different. Of course, but... I was waiting for the... You know, when they throw the quotes in there from critics. Yes. And the seals from the Film Festival fans. I was waiting for the riveting. A powerhouse of... I was waiting for those expletives. It looks like it. It looks great. It looks really, really good. Is this... It's new. It's coming out. It just came out this morning. Awesome. Man. I'm not happy because... A lot of these don't pop. The good thing is we're in award season right now. And we're more likely to get it right now. If it's part of the conversation in any of the award situations. Yeah. So... Which I don't know. But... It looks great. Okay. Muthan means the elder one. Okay. Here's what that means. A ten-year-old boy living on an island, sets off on a journey in pursuit of Akbar, his long-lost elder brother. Looks intense. It looks very intense. Oh, female director. And she wrote it. What's her name? Humohandis. Ah. Okay. There you go. There you go. Oh. The writer and producer. Yeah. The writer and the producer is... There you go. The legend. Like, I know we haven't explored him enough. And I'm sorry. We will. But we know who he is. We know who he is. So we know who he is. But him... Like a lot of people, like him and Vishal... Right. To like the ones that give you the gritty... Yeah. Nitty gritty. Okay. She looks extremely young. The director. Yeah, she does. She's on this. Right? Yeah. She looks... She's on TV. And is that just an older picture? She just looks very young for... Yeah. She's only 37 years old. Good for you. She looks great for 37. Good for you. But yeah. The... Man, this looks great. This looks very... There was a guy in Fast 7 in this one. Cool. Yeah. Totally interested. Yeah. Very interested. The... Whoever did the cinematography? Rajiv Ravi. I know that name. No. Okay. He gained a lot of masterpieces. So that makes sense. But the cinematography was obviously outside of the... I have a lot of elements that I really love in it. Yeah. Obviously, because a lot of... A lot of... Quirky weird... Quirky weird... I love weird stuff like that. Yeah. I like to bring little weird quarks to different characters. It's really great. It's only 110 minutes. So not... Good. What is that? That one... No. It's an hour and 50 minutes. It's under two hours. And I know... Since it's a Malayali film... I know all you Malayali people are like... We put out like 15 of these films a year. We know. I'm sorry. We'll get to them. I'm sorry. We are aware of the fact that the totality of Indian cinema from all industries approximates 2,000 films a year from all industries. We know. We've seen 49 films this year. Please give us time. We're getting married. We'll catch up one day. One day by Dingo in the year 2053. We will have watched everything from 2019. When does this come out? Did it say? It says it was released in September 9th in Canada though. No, because it's not released here yet because this trailer just dropped. So why did Canada get it like a month ago? Canadians deserve a lot. They're great people. I can't even see when it's going to be released. You know what's funny about Canada? What? The joke for Canadians is how they always say sorry, sorry. They always apologize and say I'm sorry, I'm sorry. That's why they're so great. The first time I ever went to Canada, I'm up there in Vancouver Bridge, Columbia and every bus that drives by that's out of service. The sign on the bus says out of service. Sorry. I'm not kidding. Every one of them. Canadians are amazing. Amazing. I love Canadians. It doesn't give me a release date at all. You know what? So somebody in the comments, please tell us when it's coming out and for me because I would really, because IMDb again isn't doing their job. That's a problem I found with new Indian cinema, especially non-Bollywood cinema. IMDb will usually always have updated right away for any American. Anything in the literature here? They have it. Yeah. I don't know if they don't care enough if they've got one guy in the basement named Lorenzo. He works two hours a day. Damn it Lorenzo. In the dark. So he finds one film and just cuts and pastes and puts it in there and then he clocks out. Damn it Lorenzo. Come on Lorenzo. You can do a lot better than that. What's the date today? Today? Yeah. Like when we're, this is on or like when we're filming it. Okay. It's October 11th today. It's Big B's birthday. Okay. So I looked up the release date because the trailer was released October 11th, it was in 19. It says it was released in India on September 11th. This would be the first time I've ever heard of a film releasing its trailer after the film was put in theaters. Gotta get that buzz off. It's a very, very new concept. This over here says, so this is the weekend. October 17th, initial release. Initial release. We've got one that says September 11th and one that says October 11th. It can't be. So it's opening in seven days. October 17th, so in seven days. I go with that. Which is crazy. You've never heard of a film and then a week. Yes. And you have, I guess it's normal I guess though. I guess. They've released their trailer so late in India. One month basically out is when that was the first trailer. Blockbusters here, the trailer is released one year before the film comes out. During the joke, I don't know if you saw it. I saw a Nolan trailer. Christopher Nolan trailer. For next, what is it? July? Yeah, I think he's still, he's like, I'm gonna be it, I bet it's in production. He's probably filming right now. Which I think is too soon. I agree. I mean for certain films, whatever, like Joker did it almost a year, but they just released like a makeup test. You gotta get the hype up. Christopher Nolan film. I guess that's the same thing. Yeah. But sometimes it's too soon. It's a little bit. It's way too soon. Because you can forget. Yeah, yeah. But please let me know in this release because this looks really, really good. And I'm sure there's a bunch of legends in it that we don't know. So I'm sorry. And I hope it gets released here. Yeah, I wanna see it. I don't know. Yeah, but that looks really good. Let us know what you thought of it. Yeah. See it. Let us know what you thought in the comments below. Mahalo.


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7. Signs that you are not cut out to be an entrepreneur Nearly everyone dreams or wishes to own a business or company of their own, in the future, but maybe everyone isn't cut out to be an entrepreneur. Start in a business is like planting a tree. First you prepare the soil by tilling and rigging it, then you plant your seed. However, planting isn't the last step. You have to keep watering, weeding and shielding the plant from pests and other potentially dangerous animals, including harsh weather conditions and the likes. Constantly doing this will eventually lead to the growth of a tree, your trees. In the case of business, you start by researching and developing yourself, seek funds and finance before proceeding with plans to start the business. Sounds pretty easy, right? Unfortunately, it takes more than that, which is why too many businesses fail or never grow beyond startup level and eventually the owners are forced to give up and shut the business down. So how do you know if you are cut out to be a successful entrepreneur? In this video, I'll share with you 7 signs that you are not cut out to be an entrepreneur. This I believe will help you become a successful person. If you're new here, consider subscribing so that you won't miss other interesting videos like this. 1. You prefer to stay in your comfort zone Roy T. Benets, chairman of the Ohio Republican Party, defines comfort zone as a psychological state in which one feels familiar, safe, at ease and secure. Since your comfort zone is everything but stressful and uncertain, why should anyone want to leave such comfort? If you find yourself asking this kind of question then maybe being an entrepreneur isn't something for you to consider. Entrepreneurs put themselves out there and they are ready to take calculated risks that can lead to their success, even if it means being uncomfortable for a while or at least until they achieve their goals. When was the last time you did something that scared you? Think about some of the greatest leaders in different industries. How did they become so good and successful in their businesses? Well, they took all risks and ventured into the business world despite the fair of the unknown. So if all you'd rather do is go to the office, do your job and then go enjoy a peaceful day afterwards then being an entrepreneur isn't for you. 2. You don't believe in marketing Marketing is an important part of entrepreneurship. So even if you have the world's best product, without marketing you'll likely not make sales and when you don't you'll eventually get tired and frustrated with the business. You can have a truly amazing product but without the right marketing no one will ever know about it. Marketing is a business process of creating relationships with and satisfying customers. Hence, every entrepreneur must learn how to market their product or service to achieve success. 3. You think entrepreneurship is the way to make quick money Contrary to what a lot of people think or assume, entrepreneurship takes time, energy and money. So if all you think about is how to make quick money then you shouldn't consider being an entrepreneur. In business, nothing is guaranteed for tomorrow. Which is why you can't expect to start a business today and begin to make millions in a month or two. It takes a lot to generate such. First of all, when you put out your business, people try to understand what and why your product should be considered better than existing ones. After which, you begin to convince them to try it and highlight some of the things they like so you can focus on those features when marketing your product. It is at this point, you begin to make money depending on how many people are willing to buy this updated version of your product. You see, it takes a patient and hard-working person to be an entrepreneur and if you are anything but patient then maybe this isn't something you should consider. 4. You procrastinate a lot Successful entrepreneurs understand the value of time. Alan Lachin once said, time equals life.  Time management is a skill that can be nurtured and successful entrepreneurs have learned how to effectively manage their time because being a business owner requires attending to so many things all day long and still achieving your overall goal without getting distracted. If you always find yourself pushing tax to a later time in the future or if you can't manage your time effectively then perhaps you aren't cut out to be an entrepreneur. 5. You make a lot of plans but do nothing to achieve them. One of the habits of entrepreneurs is that they know how to set goals and make plans to achieve their goals. Also, entrepreneurs know how to prioritize their daily tax so that they can achieve their goals at the end of the day. A lot of people think that creating a business plan is all that is needed to start and run a successful business but the truth is that it takes action. Planning isn't enough. For instance, if you plan a meal table that doesn't automatically mean that you achieved your goal unless you actually cook and ate the meals accordingly. As an entrepreneur, you must be willing to set goals and take actions to achieve your dreams. 6.  Being an entrepreneur requires being committed to a cause. The truth is that obstacles will arise but if you are not committed to fulfilling your dreams irrespective of the hurdles you encounter, you're likely chicken out. If you are someone who prefers jumping from one project to another without fully committing to any, then the entrepreneurship life might not be for you. 7. You give up too easily. Running a business isn't one of the easiest things to do. It's like running a marathon. You feel energetic at some point and at other times you feel tired and weak. That you just want to give up but you can't because you haven't reached the finish line yet. However, if you are someone who gives up easily whether you achieved your goal or not, as long as you don't feel motivated anymore, you'd let go of everything, then you probably aren't cut out to be an entrepreneur. As much as everyone wants to be their boss, not everyone is cut out to handle entrepreneurship. Thank you very much for watching our videos. We'd like to give you another interesting video for you to enjoy next. But before then, our team will be very happy if you can like this video and share it with your friends on social media. If you're new here, don't forget to subscribe so that you won't miss other interesting videos like this. Look at your screen now to see two other videos we handpicked for you to enjoy next. 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Hello and welcome to this Cordic overview video presentation which aims to introduce you with the basics of Cordic needed for a good understanding of the video series, presenting how to use some of the Cordic functions. During this presentation, I will give you an overview of the Cordic peripherals, its parameters and the numerical representation used by the different mathematical functions. I will show you some radiance to fix point representation conversion examples. Finally, I will discuss the different operating modes. Cordic, which stands for Coordinate Rotation Digital Computer, provides our acceleration of mathematical functions such as trigonometric, logarithm and square root. It is a slave to the AHB bus and provides transparent synchronization with the software by inserting wait state until result is available. It provides 4 operating modes such as polling, zero overhead, interrupt and DMA. Zero overhead mode allows to rely on the wait state insertion mentioned earlier instead of polling on the control status register. The Cordic peripherals, which operate in fixed point format, allows to pipeline operation or flow the CPU, thus reducing the power consumption and improving the performance by getting result in a deterministic timeframe faster than when using the optimized ARM CMC smart library. It supports sine, cosine, hyperbolic sine, hyperbolic cosine, inverse tangent, phase, hyperbolic tangent, modulus, square root and natural logarithm. It can take up to 2 32-bit input arguments passed to the Cordic peripherals through the W data register and generate up to 2 32-bit output results retrieved from the Cordic peripherals using the R data register. The Cordic operates using fixed point numerical representation such as Q115 and Q131. In Q131 notation, numbers are represented by one side bit and 31 numerical bits. The numeric range is there for minus 1 or 0x800000 to 1 minus 2 to the power of minus 31 or 0x7FFFFFF. The precision is 2 to the power of minus 31. In Q115 notation, numbers are represented by one side bit and 15 numerical bits. The numeric range is there for minus 1 or 0x800000 to 1 minus 2 to the power of minus 15 or 0x7FFFF. Beside the loss of precision, which is 2 to the power of minus 15, it presents the advantage of taking 2 input arguments that can be packed into a single write and fetching 2 results in 1 32-bit 3. The 32-bit floating point numbers can be converted to and from fixed point representation using the function F32 to Q31 or function Q31 to F32 and is defined as follows. This figure is giving some angle conversion example from 0 to 2 pi in radian. Angles are divided by pi for efficient fixed point representation. Minus 1 correspond to minus pi and plus 1 correspond to plus pi. Increasing the angle pass plus pi automatically causes it to wrap to minus pi. The Cordic offers 4 operating modes. 0vn mode or single shot mode is the fastest way of performing a single calculation. Polling mode takes a longer time due to the delay between reading the radi flag high and reading the results. It allows the processor to be interrupted while waiting. Interrupt mode allows the CPU to be interrupted when the results are available. Unlinked interrupt takes extra cycles, but this mode allows the priority of the Cordic to be set with respect to other tasks. As a remainder, it takes 12 clock cycles to start executing an interrupt handler after it has been asserted and 12 cycles to return upon its completions unless state shilling is being used. DMA mode can be used to pair for multiple calculations using the same setting. It can also be used to write arguments to the Cordic and similarly it can be used to read the results. As an example for performance comparison, the Cordic in 0vn mode needs CIP 29 CPU cycles when the ARM CMC's library needs 405 CPU cycles for cosine sine floating point operations. The Cordic is 5 times faster for cosine sine operations compared to the ARM CMC's library. The Cordic in 0vn mode is taking about the same time as the ARM CMC's library to compute a floating point square roots. Pour plus d'informations, please refer to the STM32 G4 OLT29 system Cordic Processor. This resource was the main source of information for this video. You can also have a look to the AN5325 getting started with the Cordic Accelerator using STM32 CUBE G4 MCU package. You can also refer to the usual reference manual ARM0440, chapter 17.3, Cordic Functional Description for a complete Cordic Peripheral documentation. Thank you.


Today we're talking with Tom Drivis, the CEO of Apia Resources in Saskatchewan and this is a company I have not covered before so I'm very interested in finding out some information and I also have some information to impart to Mr. Drivis. Tom, can you tell us about your company, the deposit, and why your company should be a standout in the weather field? At Apia, we're excited. We're a company based in Toronto. The last two or three years we're concentrating on our project, the Auschwitz Lake project that is located in northern Saskatchewan. The Auschwitz Lake project has, as you mentioned, the highest great, it's the highest occurrence of rare earths in Canada, possibly in North America and in terms of monazide, possibly in the world. We shown samples to a SGS of the pictures of the samples of monazide and they haven't seen anything like this. As you know, SGS has done quite a bit of work for a lot of the world rare earth projects. It is unique. We're getting up to 85 percent monazide, that's on the surface. In addition to that, we're getting up to 50 percent total rare earth station, 49 percent rare earth over a few meters. It's not just grab samples. We're now talking about grab samples. We've got six or seven zones right on surface and then with some drilling that we did, we hit some blind zone surface. It is quite exciting. In addition to that, when we got involved with this property, I staked it. A few years ago when rare earths were basically again in high demand, the Saskatchewan government geologists went and looked at all the projects, rare earth projects in Saskatchewan. The Auschwitz Lake project came out as number one. From some old trenches, they were getting up to 27 percent of rare earths and then they went back the following year and then we start doing exploration and as I mentioned, we're getting up to 49 percent total rare earths. Let me just make a point here for our viewers, Tom. Let's say that the highest grade I ever heard of in my life as monazide was at Mount, well, Australia, a large deposit, which is something I believe 12 over 15 percent or closer to 12. The Bassensite deposit at Mountain Pass is six and a half or seven percent. You're talking about some very seriously high grade stuff. Now, the issue will be, of course, how much of it is there. Let me say one more thing. The highest grade deposit I know of of rare earths on this planet is in the nation of Burundi and it's a company called Rainbow Rare Earths, developing it. They actually send out 50 percent concentrate, which is done mechanically, but the point is it's a very small deposit with a very short mine life. Now, you need to prove the extent of your deposit and, of course, the size of the resource reserve and for an indicator, etc. Where are you on that and what do you need to go forward? We're convinced that you've got a fantastic deposit, but we need to know how big it is. The stuff on the surface is fabulous because it's obviously very easy to get at. I'd like you to talk about what you need to prove that deposit and then we're going to get into another big plus I understand you have with processing. We have been exploring there for the last two, three years. We have two years of summer exploration basically. The first year we had to establish camp and we did some stripping and limited exploration and some drilling. Last year was a year that we did did about 40 drill holes and we're excited again from what we see. Now, it's a large property. We have 35,000 acres up there. We only looked at a very small area and we've got other areas that have a lot of potential. So, yes, the question to answer is how much is there or at least an initial resource because it's going to take a lot of years to explore the whole property and the whole project. But we want to get it to the point where we want to go back this year and we have an active program drilling and exploration program to see if we can really bring our first resource and basically put a PEA and then put some numbers pen and pencil and come up with an initial resource. So, we definitely need some more drilling. Now, what we've done so far is we've got, as I mentioned, we've got six or seven different zones on surface. We have, we drill very short holes down to 50 meters only and we hit the subsurface last year. Basically, we hit a zone that was running roughly 15 meters, about 16 percent total rare earths and within that was 3.7 meters of 49 percent total rare earths. The other crucial thing here is the mix of rare earths. We've got a quarter of our total rare earths are critical rare earths, neodymium, prisodymium, which is needed for the magnets and all this. So, in addition to that, before we got really excited about this project because we know there's a lot of rare earth projects. It's just that the mineralogy is very important. So, before we even started two years ago to get really excited about this, we did mineralogy studies at the University in Saskatchewan and University of Toronto and we were surprised to find out that all our rare earths are contained within monazite and it's coarse-grained monazite and as you know, the process of extracting rare earth from monazite is well known. So, we've got a, not only we've got high grade, but we've got the right mix of rare earths and we do also have the coarse grain and all in monazite. So, that's sort of exciting. So, yes, what we want to do is we want to jumpstart, we want to basically go in and hit it really hard with exploration and drilling to see if we can really come up with an initial resource. Okay, the University of Toronto is probably the outstanding rare earth R&D place in Canada for certain, probably in North America, in my opinion, but I also understand that the Saskatchewan Research Console already has in place a solvent extraction system, public plant size, built for them by ex-Chinese scientists and engineers, which you have, which has looked at your material and believes they can run it. Is this correct? Yes, it is correct. The SRC, the Saskatchewan Research Console, basically is doing all our saying and they've looked at our deposit and over the years they have a plan, a pilot plan, a 2000 ton a year pilot plan that is available. They did quite a bit of box samples and sampling for other companies in the past for rare earths. So, it is in place and they also have a couple of Chinese engineers or metallurgists from China that work in the deposit in China that are working with the SRC. So, it is unique and it's a big advantage for Appiah because it's right in Saskatchewan and not in addition to that we have this potential of a huge high-grade rare earth source, their expertise are there to process. My understanding is that the third item on your Charm bracelet is the fact that Saskatchewan, being Canada's premier producer of uranium, says that the normal thorium and uranium in the Montezai won't be a problem up there because it will be handled by the uranium industry of Saskatchewan. It will be disposed of properly or sold if you want. The location of where the deposit is crucial. Saskatchewan is one of the, you know, within the three top rated world mining jurisdiction or exploration. So, that's good and they're producing 20% uranium, like they've got high-grade uranium so they're very familiar with radioactivity and they can handle that. SRC has a license to handle radioactive material or radioactivity and so we're lucky in that respect that the deposit is located in a province that is pro-mining. They understand uranium and thorium and so that's a big plus for us so we feel that, you know, if this deposit was located in another jurisdiction, you know, it could be questionable. I agree. And I can tell you that this sounds to me like everything that can go right. You know, when Molycorp got started, their biggest problem was how do they process the material at the very beginning, way long ago before Tracy was born. They could not figure it out so they had to go through decades of building a sovereign extraction plant. Now you've got a great deposit, you've got technology right there and you've got the biggest problem handled. The biggest problem for any monocyte mining is that radioactivity. What do you do with it? So, I'm going to guess, Tom, that you only have one problem remaining and that is you need to raise capital to move this project forward. So, is that correct? This is correct, basically. And because of the timing, you know, like the interest of developing sources of supply of rare earth supplies outside of China is now, we don't want to take a long time to develop this. So, Jack, yes, the key is to raise enough money to do some serious work here to get this project to a development stage. Now, because of the uniqueness of the deposit, there's a lot of interest from, not only from industry, but also from academia, from the academia where they, there are, we're doing quite a few studies right now in universities here in Canada, in the U.S., potentially, and also in Europe, that we have some two or three PhD students doing studies and we're trying to understand the nature and the genesis of the deposit and all this. But again, the key is we need to raise enough capital to get to a first resource and then move it to the next level.  Not in terms of how much, in terms of a detailed plan or production, because we want to get to a source and we want to do a PEA. But because of the grades, we don't need millions and millions of tons, something like this. We'll be happy with 100,000 tons or 200,000 tons on the initial resource. Yeah, just for people to understand where we're looking at a ton of our ore at Wilson's zone, we're looking at sort of 8, 10 percent. I'm not talking about 30 and 40 and 50 percent. Just 9, 10 percent will contain about 90 to 100 kilos of total rare earths, of that 25 kilos would be basically critical rare earths.  It looks very, very exciting. You would then be out producing by tonnage ratio molecule. And quite frankly, you would be doing a little better than Mountain Pass. Look, Tom, I wish you all the luck and I'm going to follow this because quite frankly, I don't want to be caught out here as a rating scale, but you're in the top one or two in North America, in my opinion, of deposits. And if it proves out to be of the right size, because we know the processing chemistry is well known, then you've got a winner, a real winner. And thank you very much for it. Thank you so much. We're very excited and thank you for your time.


Hey what's up everyone welcome to another video my name is Dylan and I'm a cycling coach at CTS and today we're going to be talking about how to improve your endurance as a cyclist. Improving your endurance is something that's useful for almost every cyclist whether you're trying to complete your first century or still have enough snap in your legs to win the sprint at the end of a race. This video is going to cover a range of topics from how to structure your training to whether or not going to the gym improves your endurance to what you should be eating on the bike to keep you going all day and whether or not fasted training has an effect on endurance. The last tip is probably the most important and it has nothing to do with your physical preparation so be sure to stick around for that. If you're new to this channel I make weekly training, racing, and gear related videos going over tips and tricks that I've learned in my 12 years of training and racing experience that have gotten me to the top of the ultra endurance mountain bike game in the US and as a cycling coach at CTS. If you want to learn how to get faster or just more about the science of training in general then be sure to subscribe and if you have a training question or a topic you'd like to see me cover in a future video then be sure to leave it down in the comment section below. I do my best to get to all the questions in the comments. If you're going from being a couch potato to riding regularly then your endurance is going to improve dramatically no matter what you do and probably the best advice in this situation is to simply ride your bike more. Ride your bike more? Is that what you tell the athletes you coach? For more seasoned riders however you start to realize that there's only so many hours in a week that you can dedicate to riding so the question becomes how do you arrange these hours to improve your endurance? Let's start with the high-intensity work. The reason why high-intensity work is important for endurance is because it significantly improves your FTP. If two riders are riding in a group and it takes 200 watts to stay with that group the rider whose FTP is 250 is going to stay with them a lot longer than the rider whose FTP is 210. This is why even if you're training to ride all day long you shouldn't ignore high-intensity work. Before you get into your high-intensity work though you want to make sure that you have a solid base of endurance fitness to work from. Think of the high-intensity work as the icing is the cake to boost your performance right before a big event. A review on the best practice for training intensity and duration distribution in endurance athletes stated that an established endurance base built from high volumes of training may be an important precondition for tolerating and responding well to a substantial increase in training intensity over the short term. Once you do start incorporating intervals into your training program about two months before the season starts you want to make sure that you're planning them appropriately in your training week. That same review stated that two high-intensity training sessions per week seems to be sufficient for inducing physiological adaptations and performance gains without inducing excessive stress over the long term. It's important that these high-intensity days are scheduled at times of the week when you're the freshest so after a rest day for example this is because you want these workouts to be as high quality as possible. Once we have our intensity for the week set then we need to schedule our endurance rides which are lower in intensity but equally important. A review on high-intensity versus high-volume training stated that both high-intensity and low-intensity training are important components of the training program. They went on to say that short-term periods of high-intensity interval training can elicit improvements but also that important adaptations appear to occur with low-intensity continuous training that are not observed with mixed or high-intensity training. When training does not have an appropriate blend of both high-intensity training and high-volume training inserted into the program performance ability can stagnate. So how do we arrange these endurance rides throughout the week? Is it better to spread the volume evenly throughout the week or have at least one longer ride in there? The answer is that you want to have at least one long ride in your week and two is even better. Even if your total weekly volume is the same having one long ride in there does a couple of things. First it teaches your body to use fat as a fuel source instead of carbohydrates as your glycogen levels deplete. This has been shown in fasted training trials where subjects trained in a low glycogen state and saw a lower reliance on carbohydrates. I'll touch more on these studies in a minute. Of course you can also do this by riding longer and depleting your glycogen that way. Also once your slow twitch fibers fatigue towards the end of a long ride then your fast twitch fibers are forced to do endurance work which they don't like to do. If you've got a tight schedule if you can fit in at least one really long ride during the week that'll help tremendously with your endurance. If you want to see more videos about how to arrange your training schedule I've made quite a few of them and I'll leave them linked in the description below. Now let's get into whether or not lifting will improve your endurance. Common sense would dictate that a strength activity that doesn't tax your aerobic system that you do for a relatively short amount of time wouldn't have any effect on your endurance. However when we look at the science it actually appears that it does. This study on whether strength training improves cycling economy and competitive cyclists assign subjects to a lifting group which performed heavy squats three times a week on top of their normal training or a control group which just continued endurance training during this period. The results showed that the weight trained group showed a 17.2% increase in time to exhaustion while the control group saw no significant increase. The reason that lifting improves cycling performance is for a number of reasons but the most notable for improving endurance are delayed activation of less efficient type 2 fibers and conversion of fast twitch type 2x fibers into more fatigue resistant type 2a fibers. In a nutshell what this means is that your muscles become more resistant to fatigue less fatigue means better endurance. Now incorporating gym work into your program can be tricky because it takes a lot out of you especially if you've never lifted before or it's been a while since you've lifted. This is why you want to incorporate gym work into the off season and then taper it off to a maintenance level or cut it out completely once you get into the race season. As with your interval work during the season you're looking for about two gym sessions per week during your off season. I have a couple older videos on gym work for cyclists but I plan to do an updated version of these videos going over everything from what to do in the gym, how many sets, reps, etc and of course go into the science so be sure to stay tuned for that. All of this means nothing if you don't properly fuel yourself on the bike. For those of you who watched the men's road world championship race this past weekend you got to witness this when Vanderpole bonked with 11k to go and went from being in contention for the win to off the back in a matter of minutes. You can be the fittest rider in the race but if you run out of glycogen you're going to have a hard time keeping up with your four-year-old nephew on his tricycle. So how do we ensure that this doesn't happen? Well this internet blogger told me that if I eat a lot of butter and bacon that should help. I think he called it keto or keto or something like that. Anyway it seems to make a lot of sense. Exactly what and how much do we need to eat to prevent a bonk. Unfortunately it's not as simple as giving a blanket recommendation that'll work for everyone. A study on marathon fueling techniques stated that regardless of what research demonstrates or how complex a formula may be each athlete must be treated as unique. An endless list of factors all affect fueling needs. Unfortunately no clean universal formula exists to calculate such precise expenditure. The reason why it's hard to recommend a fueling strategy is because the correct fueling strategy is different for everyone. Some people's guts can handle more food than others while they're riding and some people can simply get by with less calories. However there are some general recommendations that you can use as a baseline. Carbohydrates are your fuel source as an endurance athlete. Carbohydrate consumption has been shown to significantly increase endurance performance. The question then becomes how much carbs do we need? This review article on carbohydrate intake during exercise performance found that one gram of carbs per minute or 60 grams per hour is the limit of how fast carbs can be absorbed even when large amounts of carbohydrates aren't ingested. This would suggest that you want 60 grams of carbs per hour or 240 calories any more than this and you're just risking GI distress for no extra fuel. However combining different carbohydrate sources such as glucose and fructose have been shown to increase carbohydrate oxidation rates by 20 to 50 percent because fructose can utilize a different transport pathway. This review confirms these findings stating that a 2 to 1 multidextrin to fructose ratio appears to be optimal and benefits endurance performance. If you combine 60 grams of multidextrin or glucose to 30 grams of fructose then you could potentially bump that absorption rate from 60 grams per hour to 90 grams per hour.  So how do you do this? Well it's important to make sure that the fuel product you're using has multiple sources of carbohydrate. For example this flow formula's drink mix that I've been trying out lately already comes with this ratio so you don't have to think about it and some other drink mixes do as well. Now I want to stress here that this takes trial and error. Different people respond differently to eating on the bike and you want to try out your nutrition strategy before race day. A hard training ride is also a good time to train your gut to handle higher carbohydrate loads. You don't want to be trying it for the first time on race day. If you want to see me go into even more detail on ride nutrition in a future video let me know down in the comments and I'll add it to the list of videos that you guys have been requesting which includes a hydration video. No I haven't forgot. Some riders have also tried fasted training as a means to improve endurance. The theory being that if you ride with low glycogen stores then you teach your body to use more fat as a fuel source and you spare your carbohydrates. And there is some evidence to suggest that this may work. This study examining the sleep low method took 21 triathletes and split them into an intervention group or a control group. The intervention group would do a high intensity interval session which would deplete their glycogen stores and then restrict carbohydrates overnight to induce low carbohydrate availability in the following morning's low intensity training session. The control group would perform the same workouts but their carbohydrate consumption was spread evenly throughout the day. The result was that the sleep low group improved their 10k running time, submaximal cycling efficiency and time to exhaustion at 150% of peak aerobic power while the control group saw no significant improvement. However it's important to note that not all studies on fasted training show benefits and in fact the results are somewhat mixed. This review on fasted training concluded that despite reduced reliance on carbohydrate utilization there is no clear evidence that fasted training increases performance and this conclusion seems to be echoed in multiple reviews. If you're preparing for an ultra endurance event where the chances of running out of glycogen are high then fasted training could be beneficial to you. However if you do decide to try fasted training make sure that you do it strategically. You never want to do your high intensity sessions fasted because you want those sessions to be as high quality as possible. Save your fasted training days for your lower intensity endurance rides. The last tip is probably the most important for anyone doing extremely long events or really any kind of racing or pushing yourself in this sport for that matter and that is developing your mental toughness. Mental toughness in general has been associated with higher performance in sports. In this review on mental toughness in sport they found that research into the relationship between mental toughness and performance has consistently shown that better performances are associated with a higher level of mental toughness and that elite athletes have higher mental toughness than lower level performers. This shouldn't come as much of a surprise but I'd argue that it's even more important for endurance or ultra endurance athletes. Over the course of a long day on the bike you're going to go through waves of feelings. Oftentimes riders hit a wall either physically or mentally and the natural reaction here is to quit. However most of the time this will subside and you'll start to feel better.  Yeah man I just wasn't feeling it today so I pulled out but you know it's no big deal. I'll probably just go home and think about this obsessively non-stop and get pissed for the next month or two. Now obviously you don't want to do damage to yourself but if you're thinking about quitting because you're not feeling good on the bike at that moment then you need to take a step back and assess what you need to do whether it be fuel or slow your pace down or fix that flat or whatever it is. You'd be surprised at how you can turn things around. I'll give you guys an example. Last year at Dirty Kansa I was with the lead group until about mile 110. At that point two riders went up the road including the eventual race winner Ted King. I decided to go with them and this turned out to be the mistake of the race. The pace that they were setting was too high and I'd blown myself up after about 20 minutes and got dropped from their group and the next group on the road. For about 60 miles there I was really hurting and I started to develop gut issues so I wasn't eating which caused me to go in and out of bonking. At mile 180 it got so bad that I actually stopped on the side of the road where a farmer gave me food and water. With about 10 miles to go I was caught by another group but then things started to turn around and I started to feel good again and I actually won the sprint out of this group and managed to finish in ninth place. I can't tell you how bad I wanted to quit. For about 60 miles I felt the effects of bonking, cracking, overheating, and a whole list of other bad things that happened to cyclists on long rides but I didn't quit and I can say that I got a top 10 finish at dirty cons of that day. You can be very strong physically but surviving a long race or even a short race for that matter when things start to turn requires immense mental strength and it needs to be worked on just like everything else.  You'll be happy you did. Alright that was a lot of information so let's do a quick review. High-intensity work is important but you want to make sure that you have an endurance base built up before you jump into it and you want to do around two to three high-intensity sessions per week. When planning out your weekly volume, having one really long ride in the week is better than spreading your volume evenly throughout the week. Weightlifting will enhance your endurance by increasing the fatigue resistance of your muscles. You want to start lifting in the off season and then taper that back during the season. Fueling is very important and your body can process 60 to 90 grams of carbohydrates per hour depending on the carbohydrate source. However, fueling strategies are very personal. Some people's guts can handle more food than others and some people simply need more or less food than others. Fasted training has shown mixed results in the literature but it does seem to decrease your reliance on carbohydrates which could be important for ultra endurance racing. If you do decide to try fasted training make sure you do it strategically and do it on your lower intensity days.  Bad things happen to everyone over the course of an ultra endurance event or really any sort of cycling event for that matter and the ones who are successful are the ones who pick themselves up and keep going. This has been a longer than normal video and statistically only 20% of you are still watching so if that's you then thank you. Honestly dude I stopped watching after like 20 seconds when you started quoting that first study. Talk about a snooze fest. If you like this video be sure to give it a like share with a friend and subscribe and if you want to be notified every time I put out a video be sure to hit the notification bell as well. If you're looking for a coach if you sign up through CTS be sure to use my code CTSDJ to save $40 by waiving the registration fee. Details are down in the description.


Zero months. We did it two thousand eight hundred months like nothing and now we're free revenge is coming Well, well Well, well, well Hello, whoever you are. Wait for me for me. What? I'm trying to hide from who? Well, mr. K. Apparently he's trying to come shoot me. That's what we were Well, did you not see the water?  I think he's after blonde cops.  Yeah, yes, why do you think we've been outside searching?    Mr. K. Got out of jail. I think he wants to shoot me because that's what I heard. Oh, okay. Yeah, how's your day? I'm just getting on duty. I just I was on the roof. I heard other but sirens. I'm like, damn I must be getting on duty at an interesting time.  Yeah, pretty much. All right.  I can't wait to get shot at today He's like, why don't we just shoot first? Would you just shoot first? I know.  Listen, I mean as long as your your following Tennessee v.     I'll see you out there in a few. Hey, you know what I was thinking about doing Okay, took me off the house that I partially owned so he says apparently the contract wasn't void It was voided because we didn't have it notarized So does that mean you own the house or does that mean you got fucked out of a contract where you own the house? I got screwed.  Why didn't you notarize it? Well, this was this was months ago Yeah, I don't wish to leave cuz he might be outside. I am in your steered You see the photo on Twitter and the hunting or he had something scoped up on the workers head Yeah, so that one should I call mr. Kane ask for my money back Are you doing cutie?   Let me tell you that gun show Yeah, hello.  Kane jail for a few days then mr.  No, hey I'm just right here and then who a who wants to use my car. It's just that just like this So I'm just walking around gonna are the we're the consequences for people's actions Yeah, like how well how am I the bad guy here?  I'm done. This thing was linked to the canter shooting the judge Jackson shooting There's like six different things And he had possession we had his DNA on my gun I'm oh that the gun the gun had the gun was in the water. How'd you get DNA water doesn't get rid of DNA? Scientists they just think you oh anything I piss on is just gonna get rid of my DNA welcome as long as I say we People are threatening officers.  Yeah Why if I see officers alone? I think over the next maybe a couple days I'm just gonna be well for checking people as much as I can Hello, Adam. Mr. Simone. Did you still want to meet about about the sheriff's office? Yes, I will so we're gonna have our meeting in 20 minutes. Oh, okay Yeah, I will talk to max about it and I'll figure it out because I haven't seen max since last on my song Which is like three four days ago. Okay, sounds great. Appreciate it Someone just whacked his ease down one suspect down 70. I need 77 to meet the orchards of alzheimer flat 100 I'll do I'm with them suspects is down. There's another bike in the area. I got another car in the area I'm one my cow.  He's been very heavily from the F in the head right EMS are tied up at the moment one of them just restart shot in the head at the hospital So as far as in your effect, there should be some cotton gauze pull that out and just kind of Hold pressure on it and wrap his wound. Yeah, I'm working on it right now Aziz Jim Okay, I'm packing up right now. All right section there with you. Thanks. You're not allowed to die. Okay Aziz what's here for you, okay?  Yeah, I saw you 311 is your birthday. You're not a lot of tiny birthday Okay, Aziz you got to take it easy today, okay, so, you know, we can use these amazing We have to keep your we got to keep your shift down to 12 hours. Okay, only 12 I need money I need to go I got bills to pay You know doctor's order says like 48 Under the 60 mark. We're good. Oh, okay.  Well, then you're fine I mean, well, you know, we're gonna keep it to a 16 and that's it. Got a good shift then.  What's with his back? No the other time The kind the kind that's the kind that's actually not as bad Yeah, cuz you know mr.  I've been thinking about it some more and I think instead of like a subdivision What if the sheriff's office and the Rangers is just like a hybrid office? It's both. Yeah Hi there, mr.   You kicked me out of the room before I could even hear the story No How did I do this you try to rob me?  No, you did maybe they were right about you. Oh my Lord who who is right about me? Oh my Lord mr. K Moe is me. Okay.  You want to get that big promotion? I thought you were one of the good guys.  Oh my Lord, mr. K Oh My Lord, you know, I got a question for you. I still never got paid last week again for that investment from a few weeks ago From a couple months.  Oh my Lord.  I don't need to sue you Anyone able to get on my money now, you could thanks to diamond crane for that one. Okay. Well, look, mr. K Just please don't do crime. All right, and if you do I'm reformed. I went to jail. That's what it does, right? Oh, okay.


In this presentation, we're going to take the information from the payroll register for the first pay period of August and enter that into a journal entry to enter it into our accounting system. So we're going to create a journal entry from this payroll register. This is going to be a really important process and something that may not be concentrated as much on in some payroll classes, but from an accounting standpoint from debits and credits, really important journal entry to look at, and it's one of the longer and more complex journal entries to look at, whether we do payroll in-house or whether we do it externally, we still need to do something like this in order to get this information into our system. So it's really useful to know. So to do that, we're going to go to the next tab, this GL tab. And the GL tab is going to have a few different data inputs. These are the journal entry areas. Now I've left them all unhidden. We're going to hide some of them just to note that we're going to have one set of journal journals for each.


Are you one of the types of people who need more vitamin D? Well, first of all, it's important for you to know that vitamin D is one if not the most essential vitamins for good health. In fact, vitamin D is actually not a vitamin at all. It's a hormone that has effects on almost everything that happens in you and to you. Interestingly enough, we know that people who have the highest levels of vitamin D in their bloodstream have the longest telomeres, those little end caps on chromosomes. And if you like the telomere theory of longevity, then long telomeres are much better for you than short telomeres. And vitamin D level correlates with telomere length. Interestingly enough, all five of the blue zones are in high sun exposure areas, including my blue zone loma Linda, where I spent half my career as a professor. The other thing that's fascinating is that vitamin D is essential to activate the differentiation of stem cells in your gut to provide gut cell lining. And without vitamin D, the stem cells that repopulate your gut lining, which is damaged every day by all the things you eat, by all the things we do, by all the toxins in our food and by glyphosate, the active ingredient in Roundup, we are very deficient in replacing the wall of our gut. And early on in my career in leaky gut, I noticed that most of my patients with autoimmune diseases and leaky gut had extremely low levels of vitamin D. And it wasn't until we got their vitamin D levels higher and higher and higher that they began to repair their leaky gut and their autoimmune diseases began to dissipate. Now, unfortunately, vitamin D deficiency is a common global issue. And it's safe to say that pretty much everyone can benefit from more vitamin D. Now, that's not just me talking. I'd love to tell you about the story of Professor Hollick from Boston University, who was a professor of dermatology who came out with the bold statement that most of us should not use sunscreen and that we should expose ourselves to the sun. Now, for a dermatologist, a tenured professor of dermatology, that's heresy. And in fact, poor Professor Hollick was fired from his job, which you can't do to a tenured professor, and it spent him years in the courts to get his job back. Why was he fired? Because telling people to avoid sunscreen and to get more sun, if you're a dermatologist doesn't seem like a very good idea. But Dr. Hollick's research substantiated the fact that vitamin D and sun exposure is critical to our functioning as a human being. Now, his research has subsequently been confirmed by the University of California, San Diego, which has one of the biggest research units in vitamin D. And they've published papers showing that the average American should be getting 9,600 international units of vitamin D3 per day to have a safe level of vitamin D, not only for health, but in their studies to diminish the chance of cancer. Yes, you heard that right, diminish the chance of cancer. In fact, the same study, the same center, has shown that they have not seen a case of vitamin D toxicity up to 40,000 international units a day. Now, you heard that right. They've seen patients taking 40,000 international units a day of vitamin D3 and not experiencing any vitamin D toxicity. I've now been measuring vitamin D levels every three to six months in all of my patients for 25 years, and I've yet to see vitamin D toxicity. And you would think that I would see it, because as many of you know, we use a lot of vitamin D, particularly in our patients with cancer and with any autoimmune disease. Now, interestingly enough, as you might imagine, studies have shown that people with darker skin pigmentation are at greater risk for vitamin D deficiency. In fact, a few years ago, it was found that over 80% of black people have profoundly low levels of vitamin D. Now, it should be obvious that melanin in our skin blocks UV light from forming vitamin D in us. So that's how we convert the sun's rays into vitamin D. So if you have dark pigmentation and more melanin, it would seem obvious that you would have less vitamin D. And yet knowing that, we have not gotten out the word to anyone with dark skin, brown skin, that they are probably from the start vitamin D deficient, even if they work outside. In fact, early on in my career, I found that 80% of Southern Californians are vitamin D deficient. And you go, well, wait a minute, how in the world could that be? Because, sadly, most Southern Californians are putting sunscreen on themselves or are covering up to protect ourselves from sun. And that's hurt us because of what we now know about how important vitamin D. Well, so what can you do? Certainly sun exposure is a reasonable thing to do. And I've recommended to my patients that early day and late day sun exposure for about 20 minutes at a time is certainly a good place to start. Now, obviously, you don't want to go out in midday sun and spend hours in the sun. That's not what I'm saying. You want to play safe with the sun. I haven't used sunscreen in over 20 years. And yet I spend a great deal of time out in the sun. How do I accomplish that? Well, before the days of sunscreen, my parents were pretty smart and allowed us to gradually increase our time in the sun. And we would get 15, 20 minutes in the sun and work our way up. We would build a what was called a sun callus. We would tan. And as that tanning increased, we would spend more time out in the sun. And that's still a reasonable way to do it. But we're much too eager to get into the sun. So one of the things I do is eat my sunscreen. I take time to release vitamin C. So they constantly have vitamin C in my skin. I take polyphenols, which have been shown and I eat polyphenols like olive oil. Polyphenols increase the repair and blockage of UV light. There are even products that are made from ferns that have been effectively shown to block UV light absorption in the skin. Now, why shouldn't you use sunscreen? Well, besides the obvious effect that we need sunlight, most of these sunscreens contain hormone-disrupting compounds that have now been shown to be absorbed directly through our skin that produce some really bad estrogen-like effects in boys and girls and adults. If you've got to use sunscreen, please use a zinc or titanium-based sunscreen that doesn't have all these other ingredients. Now, doesn't the sun cause wrinkles? Well, interestingly enough, sunlight can damage collagen. And collagen can break. But collagen can be re-knit together with vitamin C. One of the interesting things about smokers, and smokers, as most of us know, have a lot of wrinkles. Smokers, the oxidative stress of tobacco smoke uses up all the vitamin C in smokers. And so there's no vitamin C left to re-knit the collagen breaks that occur from sun exposure. And interestingly enough, as I've written in my books, one of the reasons smokers get a typical type of blockages in their coronary arteries is that it's caused by the collagen breaking in flexible areas in coronaries that doesn't get repaired with vitamin C. So, eating your vitamin C in the form of time-release vitamin C is one of the smartest ways to protect yourself from sun damage. And let's take a tip from Sophia Loren, who always attributed her great skin to consuming huge amounts of olive oil and using olive oil on her skin. The benefits of olive oil on your skin when you're out in the sun or after your sun will really go a long way at making you tolerate sun. Okay, so how do you get vitamin D? Vitamin D is easy to purchase. Vitamin D in general comes in 1,000 international units, 2,000 international units, 5,000 international units, there are now 10,000 international units, and there's even 50,000 international units. Right now, the University of California of San Diego says the average American should take 9,600 international units a day. I certainly find that's true in my practice. I take 10,000 international units a day. I have for the last few years for obvious reasons as a defense against viral illnesses. Mushrooms contain a good amount of vitamin D. Now, I personally believe that most people taking vitamin D should also supplement with vitamin K2. Vitamin K2 is very different than vitamin K1. Vitamin K1 is prompt clotting factor formation in us. Vitamin K2, on the other hand, takes the calcium that we eat and the calcium that could potentially deposit in our coronary arteries and deposits it into bones. And in my patients with osteopenia, osteoporosis, vitamin K2 is a major part of our regimen. Now, the good news is you don't need much vitamin K2. 100 micrograms will usually do it. If you want to take more, it's not harmful. But the combination of higher vitamin D and vitamin K2 is a win-win. Now, can vitamin D bother you? I have some women who swear that vitamin D makes their stomach queasy and even gives them diarrhea. If you are one of those rare people and I have you as my patients, I like you to try a sublingual form of vitamin D, vitamin D drops. Interestingly enough, I don't find the drops as effective in elevating vitamin D levels, but it does seem to ward off those few instances where vitamin D seems to give you queasy stomach. Lastly, I've seen a couple of women, not men, who they swear that vitamin D gives them palpitations, skipped heartbeats. And we've done the experiment where we've lowered their vitamin D and their palpitations got better. Is that a placebo effect? I don't know, but their vitamin D levels in their blood really didn't change very much. So, if you're one of those rare people who notice either the queasy stomach or palpitations, skipped heartbeats, then consider lowering your vitamin D dose or trying it under your tongue. But in general, most of us should be taking somewhere between 5,000 and 10,000 international units of vitamin D3 and you'll be in great shape going forward. I think you're going to love this one.