Remarking of picture from zone 404, or maybe Kursk, the soldier’s weapon seems to be a very pretty “goose gun”, which is a pump action 12 bore (or maybe a 10 bore, which would be even better!) with a very long tube. Evidently these weapons are handy for small “drones”. It would be my choice, though a simiauto 10 bore would be ideal. These are very spendy weapons. “Geese” fly pretty high, y’a gotta reach out tagit’em. (I never hunt, btw. killing is not nice)

https://t.me/intelslava/66221

…………

Not to belittle another method> https://t.me/intelslava/66230

“A Russian soldier shot down an enemy FPV drone using his machine gun.”

…….

The Yuzhnodonbasskaya No. 1 mine near Ugledar came under the control of Russian forces. The operation to drive the enemy out of Ugledar continues. https://t.me/intelslava/66231

It came to mind, and I’d add, that language and reading are in fact a subset of cryptography. As such, basic cryptographic strategies are useful. For example, a word frequency analysis of a given document, such as a favorite story, is a simple way to form a set of words to learn by eye recognition, and inform a flash card set. Modern computers make this easy to do. Recognizing a word is a reinforcement.

Well, first, I think they’re not teaching English, but reading it aloud, and by a pedagogical approach called, I think, “phonics”. English isn’t really an integrated language, broadly I believe it’s three, although that’s only generally true. There are bits from Sanskrit and Athabaskan, Latin, Greek – all sorts of “borrowed” words. This makes “phonics” of very limited value in teaching reading of English beyond a primitive level. What we might call “simple English” might be deciphered fairly well, albeit slowly, by “phonics”  – which is what we see in the video. Such an approach limits the student’s scope of future ability, and very much retards reading speed and comprehension. It’s somewhat useful in pronounciation of complex compound words, which may be unfamiliar, after the kid learns to read at a basic level.

Reading slowly but with continuity, aloud with the child, pointing to each word as it’s spoken, the child being constantly rewarded for following with her eyes, probably repeating, (as children tend to do) opens broader vistas and avoids the plodding odium of phonics. Pausing when the child shows curiosity about a word, pausing to explain meanings of unfamiliar “big words”. Children’s stories, which may be favorites previously or simultaneously read aloud, ought to be read in concert, as kids quickly learn the full story, and a game of leaving a word unspoken by the teacher making a “mistake” adds to the fun, the kid will spot the “error” and enjoy changing role: “you missed a word, Daddy!”. Pointing with the reader’s moving finger encourages first reading of whole words, not letters (https://www.merriam-webster.com/dictionary/phonetic). As time and the student advances she’s liable to read lines at  a glance, or at least several words at a glance. This enables 1,000+ words per minute range of reading, while the video-shown method precludes it. Many times reading the newspaper, which of course consists of stories, works very well. Simply having the attention of the parent is a reward in being. Kids learn to do what the adult does, or better, what they see the adult do. It’s “species predictable behavior”.

Whole-word flash cards, recognized by the full word, in a set of perhaps 50 or 100 cards, which set may be expanded, read aloud in a game is also useful, a reward cue, which may be a simple eye contact with a smile (see Skinner), and, after a few minutes a light treat like a jelly bean, also makes a useful method of teaching a small basic vocabulary. Words such as “small”, “large”, “Dog’, “cat”, “house”, “and”, “go” “yes”, “no” can move toward word-cards such as “justice” or “tower”.  Past about 6 letters the cards get less valuable, they become awkward. You can spell thousands of words with 6, maybe 7 letters. If a kid can differentiate between faces she can tell whole words from one another, and name the “faces”.

If the kid’s not having fun, stop the game and do something fun, maybe a short walk or asking the kid to tell a made-up story. Above all avoid negative atmosphere or “discipline”. It’s poison. Positive feed-back is essential. In a sense, it’s a duality, the “student” actually instructs the teacher as to what’s “good”. Pay attention to the student’s “tells”, it’s your guide to success.

There is, and here I’m way into opinion, no particular value in teaching languages as separate. There’s no reason not to teach whole language at once. In a 3 hour interview Dr Wolff, speaking of his youth _ https://youtu.be/hQsIOcDemPc  learned three. My own was abbreviated but was English, German, and French with plenty of Latin, all mixed. Of course that greater-language had to be restricted in public, people’d get funny ideas an’ all that.

So, that’s what I think.  Good luck!

For the old times from VK post:

> Vladimir-V Panov
22 Jun 2019

World War II
22 June 1941:
“Attention, says Moscow. We’re transmitting an important government message. Citizens of the Soviet Union! At 4 a.m. today, without any Declaration of war, the German armed forces attacked the borders of the Soviet Union. The Great Patriotic war of the Soviet people against the Nazi invaders began. Our cause is just, the enemy will be defeated. Victory will be ours!»
.
We are the Russian people of different nationalities and religions, who saved the World from fascism! Only we saved, we remind…. We won the Great World War II

……………..

Germs> “Biological Warfare Department — RTD”

(Wash your hands a lot with soap an’ water y’all)

https://rtd.rt.com/films/biological-warfare-department/

Japan Declares State of Emergency After ‘Nanobots’ Found in 96 Million Citizens

https://www.ijvtpr.com/index.php/IJVTPR/article/view/102/291

View of Real-Time Self-Assembly of Stereomicroscopically Visible Artificial Constructions in Incubated Specimens of mRNA Products Mainly from Pfizer and Moderna: A Comprehensive Longitudinal Study

https://doi.org/10.56098/586k0043
Abstract
Observable real-time injuries at the cellular level in recipients of the “safe and effective” COVID-19 injectables are documented here for the first time with the presentation of a comprehensive description and analysis of observed phenomena. The global administration of these often-mandated products from late 2020 triggered a plethora of independent research studies of the modified RNA injectable gene therapies, most notably those manufactured by Pfizer and Moderna. Analyses reported here consist of precise laboratory “bench science” aiming to understand why serious debilitating, prolonged injuries (and many deaths) occurred increasingly without any measurable protective effect from the aggressively, marketed products. The contents of COVID-19 injectables were examined under a stereomicroscope at up to 400X magnification.

Carefully preserved specimens were cultured in a range of distinct media to observe immediate and long-term cause-and-effect relationships between the injectables and living cells under carefully controlled conditions. From such research, reasonable inferences can be drawn about observed injuries worldwide that have occurred since the injectables were pressed upon billions of individuals. In addition to cellular toxicity, our findings reveal numerous — on the order of 3~4 x 106 per milliliter of the injectable — visible artificial self-assembling entities ranging from about 1 to 100 µm, or greater, of many different shapes. There were animated worm-like entities, discs, chains, spirals, tubes, right-angle structures containing other artificial entities within them, and so forth. All these are exceedingly beyond any expected and acceptable levels of contamination of the COVID-19 injectables, and incubation studies revealed the progressive self-assembly of many artifactual structures. As time progressed during incubation, simple one- and two-dimensional structures over two or three weeks became more complex in shape and size developing into stereoscopically visible entities in three-dimensions. They resembled carbon nanotube filaments, ribbons, and tapes, some appearing as transparent, thin, flat membranes, and others as three-dimensional spirals, and beaded chains. Some of these seemed to appear and then disappear over time. Our observations suggest the presence of some kind of nanotechnology in the COVID-19 injectables.

Quality profit is job #1!

Big strike “looms”

https://www.seattletimes.com/business/as-strike-looms-boeing-pushes-777-jets-through-chaotic-production-in-everett/

Out of sequence, working outside under the sky, cannibalizing one to get parts for another…what will go wrong, what won’t go wrong?

A longtime 777 quality inspector in Everett — who, like the other employees quoted here, requested anonymity because he feared retaliation — said Boeing has moved new inspectors onto the assembly line who are unfamiliar with the work.

“They [inspectors, aka fall guys] are not being trained, just thrown to the wolves,” he said.

As part of a series of whirlwind introductory tours, Boeing’s new CEO Kelly Ortberg visited the Everett factory on Aug. 16 and was shown around by Jason Clark, vice president of the 777/777X program and Everett site leader.

While Ortberg was there, front-line workers held one of their raucous daily protest marches through the assembly building to loudly proclaim their contract demands and demonstrate their militancy.

Robert Ley and Goering would do…what? Quiz next week!

https://www.rand.org/pubs/articles/2024/how-to-manage-escalation-with-nuclear-adversaries.html

WHEN THE WIND BLOWS 1986 VESTRON VHS COPY  (archive)  https://archive.org/details/when-the-wind-blows-1986-vestron-vhs-copy (    get past the opening commercials)

Let’s go see the PNAC (and check the names of the 500 who signed it!), which called for a “new pearl harbor”, revisit the “election” of Bush 43 by the Court’s one vote, the coincidences of the audit section of the Pentagon exploding the day after SecDef Rumsfeld announced that vast sums were “missing”, several office buildings exploded, the same day, killing thousands of people, the destruction of the debris, the evidence at the crime scenes, the US “going to war” with the people that didn’t do it, and remember that Col Wilkerson said he’d been shown a list of seven countries slated for destruction. Let’s remember that the “Patriot Act” took at least months to prepare in advance, and nobody read it, and is unconstitutional anyway. The Tornado/B61 fits right in…

Well, the big plan didn’t work very well, the nazis are losing. This fits into the Prompt Global Strike paper too. They have to go ahead. They will. Hope dies last, even for nazis.

PNAC > https://www.globalresearch.ca/why-america-needs-war/5328631

Meantime, the engineers have a movie> 

Maybe there will be another coincidence, eh?

Oskar Lafontaine über den «Dissens» zwischen AfD und BSW, die Brandmauer und die Wahlen im Osten

Oskar Lafontaine on the “disagreement” between AfD and BSW, the firewall and the elections in the East

German political eminence grise [Oskar Lafontaine]  lists three of them [the differences]  He is a former head of both SPD and Die Linke. He is also Sahra Wagenknecht’s husband. The interview is in German. Therefore, I am listing the 3 differences: BSW opposes (1) Israel’s Zionist policies, (2) increase in German defense spending, and (3) NATO expansion to the east. AfD supports all three.