In Chile, a massive landfill of used clothing from around the world keeps growing, causing damage to the environment and the communities that live there.

The mountain can be found just 30 minutes away from Iquique, a port city known for its beaches and trade. It’s an illegal landfill, and one of the biggest in the area. By one estimate, there are at least 30,000 tons of waste in the pile.

“It’s sad, because these clothes don’t even come from here,” said Angela Astudillo, who lives in Alto Hosipicio, one of the cities near the landfill.

“The crime classification in the ongoing preliminary investigation is work environment crime including causing the death of another,” the agency said in a statement.

It said the work to identify all of the deceased was still underway, as well as the technical investigation of the site.

(Reporting by Anna Ringstrom, editing by Terje Solsvik)

“The crime classification in the ongoing preliminary investigation is work environment crime including causing the death of another,” the agency said in a statement.

It said the work to identify all of the deceased was still underway, as well as the technical investigation of the site.

(Reporting by Anna Ringstrom, editing by Terje Solsvik)

HANOI (Reuters) – China’s President Xi Jinping starts a two-day visit to Vietnam on Tuesday to build a “community with shared future”, three months after U.S. President Joe Biden travelled to Hanoi as the major powers vie for influence in the Southeast Asian nation.

The trip, Xi’s first in six years, has been months in planning and was even briefly considered to take place days before Biden’s visit, according to officials.

It aims to boost relations between the two Communist-ruled countries which have very close economic ties but are at odds over boundaries in the South China Sea and have a millennia-long history of frequent conflict.

The visit has been delayed also because of prolonged discussions over how to phrase the countries’ enhanced bilateral relations, which Beijing wants to be framed as “shared destiny,” a reference that Hanoi has resisted but is expected to have eventually accepted, according to officials and diplomats.

In an opinion article published on the newspaper of the Vietnamese Communist party ahead of his visit, Xi said a “community with a shared future” between the two countries would carry strategic significance.

Beyond the symbolism of elevating ties to a notch that Beijing may see as being above the U.S.-Vietnam relationship, the upgraded status comes with the signature of “dozens of cooperation documents,” according to China’s ambassador to Vietnam Xiong Bo, as reported by Vietnamese state newspaper Tuoi Tre before the visit.

Among the expected deals are Chinese investments to upgrade rail links between the two neighbours, which would include grants, although the volume of aid is not clear and neither is the amount and terms of possible loans.

Both countries have expressed interest in boosting transport connections. Vietnam is willing to export more to China, especially farm products, and Beijing wants to integrate northern Vietnam further into its southern supply chain networks.

Many Chinese companies have moved part of their operations to Vietnam at a faster pace this year than before the pandemic to be closer to Western clients in Vietnam, lower risks from U.S.-China trade tensions and reduce exposure to China’s weakened economy.

Strengthened rail connections would facilitate import of components from China for assembling in Vietnam, effectively expanding China’s new silk road, which Beijing calls the Belt and Road Initiative (BRI).

Xi said in his op-ed that work should accelerate on infrastructure-building cooperation.

China has also pushed to include Vietnam in its Digital Silk Road, which may entail investments for new undersea optical fibre cables, the 5G network and other telecoms infrastructure.

The only project so far that has received BRI loans in Vietnam is the Hanoi metro, although Vietnam prefers not to openly label it as a BRI project, in a sign of how sensitive it is to show too close ties with Beijing.

Easier trade and stronger cooperation in several sectors including renewable energy, rare earths and tourism are also among the possible agreements.

Xi said the two countries should broaden cooperation in connectivity, reform of state owned enterprises, green energy and critical minerals.

(Reporting by Francesco Guarascio @fraguarascio; additional reporting by Khanh Vu and Phuong Nguyen; Editing by Lincoln Feast.)

HANOI (Reuters) – China’s President Xi Jinping starts a two-day visit to Vietnam on Tuesday to build a “community with shared future”, three months after U.S. President Joe Biden travelled to Hanoi as the major powers vie for influence in the Southeast Asian nation.

The trip, Xi’s first in six years, has been months in planning and was even briefly considered to take place days before Biden’s visit, according to officials.

It aims to boost relations between the two Communist-ruled countries which have very close economic ties but are at odds over boundaries in the South China Sea and have a millennia-long history of frequent conflict.

The visit has been delayed also because of prolonged discussions over how to phrase the countries’ enhanced bilateral relations, which Beijing wants to be framed as “shared destiny,” a reference that Hanoi has resisted but is expected to have eventually accepted, according to officials and diplomats.

In an opinion article published on the newspaper of the Vietnamese Communist party ahead of his visit, Xi said a “community with a shared future” between the two countries would carry strategic significance.

Beyond the symbolism of elevating ties to a notch that Beijing may see as being above the U.S.-Vietnam relationship, the upgraded status comes with the signature of “dozens of cooperation documents,” according to China’s ambassador to Vietnam Xiong Bo, as reported by Vietnamese state newspaper Tuoi Tre before the visit.

Among the expected deals are Chinese investments to upgrade rail links between the two neighbours, which would include grants, although the volume of aid is not clear and neither is the amount and terms of possible loans.

Both countries have expressed interest in boosting transport connections. Vietnam is willing to export more to China, especially farm products, and Beijing wants to integrate northern Vietnam further into its southern supply chain networks.

Many Chinese companies have moved part of their operations to Vietnam at a faster pace this year than before the pandemic to be closer to Western clients in Vietnam, lower risks from U.S.-China trade tensions and reduce exposure to China’s weakened economy.

Strengthened rail connections would facilitate import of components from China for assembling in Vietnam, effectively expanding China’s new silk road, which Beijing calls the Belt and Road Initiative (BRI).

Xi said in his op-ed that work should accelerate on infrastructure-building cooperation.

China has also pushed to include Vietnam in its Digital Silk Road, which may entail investments for new undersea optical fibre cables, the 5G network and other telecoms infrastructure.

The only project so far that has received BRI loans in Vietnam is the Hanoi metro, although Vietnam prefers not to openly label it as a BRI project, in a sign of how sensitive it is to show too close ties with Beijing.

Easier trade and stronger cooperation in several sectors including renewable energy, rare earths and tourism are also among the possible agreements.

Xi said the two countries should broaden cooperation in connectivity, reform of state owned enterprises, green energy and critical minerals.

(Reporting by Francesco Guarascio @fraguarascio; additional reporting by Khanh Vu and Phuong Nguyen; Editing by Lincoln Feast.)

In the wake of the Oct. 7 Hamas terrorist attack on Israel, and Israel’s subsequent retaliatory bombing campaign and siege of the neighboring Gaza Strip, Oakland Unified School District (OUSD) officials released guidelines and resources for teachers who plan to facilitate classroom conversations about the conflict.

Organizers of the teach-in told ABC News they felt the resources they were given offered one side of the Israeli-Palestinian conflict. They estimated between 75 to 100 K-12 teachers were involved in the teach-in Wednesday, and said those teachers highlighted Palestinian narratives by hosting guest speakers, in-class discussions and other lessons in their classrooms.

An elementary school teacher in Oakland, who requested to remain anonymous for job security reasons, said she and other teachers “realized that the curriculum they were sending us was not the whole story.”

“It did not include the Palestinian struggle for freedom and liberation,” the teacher, who is Jewish, told ABC News.

Judy Greenspan, a retired math and science middle school teacher who is now a substitute teacher, told ABC News the district-sponsored curriculum was “presented in a very, very one-sided pro-Israeli way.”

“There is another side,” Greenspan, who is also Jewish, said. “We need to present it all.”

MORE: The Israel-Hamas war has college campuses on edge. How some are tackling the issue.

High school teacher and teach-in participant Rachel Talasko, who said she has family in Israel, told San Francisco ABC station KGO that to “learn and process through” what she calls a “genocide” of Palestinians in Gaza amid the Israeli siege “is very, very complex. And so, for ourselves and for our students, to model for them what that looks like, I felt it was really important and essential.”

In the Oct. 31 letter to educators detailing OUSD guidelines and linking to resources, the district’s chief academic officer, Sondra Aguilera, wrote, “OUSD does not tolerate antisemitic, anti-Israeli, Islamophobic, or anti-Palestinian prejudice or discrimination. As a community that steadfastly opposes all forms of racism, we must consider how we can instill and promote these values within our classrooms.”

Some teachers, including some members of the Oakland Education Association (OEA) teachers union, said they distributed resources on Wednesday for teachers who want a Palestinian perspective to supplement their conversations on the longstanding Middle Eastern conflict in the region.

Some teachers who are involved also said they held a voluntary virtual panel discussion on Wednesday with experts and organizers about the conflict that teachers could livestream. Other teachers planned to host guest speakers to talk with students and answer questions.

The collection of resources distributed for the teach-in was likened by critics, including some parents, to “indoctrination,” a district official told ABC News. It was criticized for excluding or misrepresenting narratives about Zionism and Israel, calling Zionists “bullies” in one worksheet.

OUSD Superintendent Kyla Johnson-Trammell criticized the teach-in lessons in advance of the planned action, saying in a statement to parents Monday that “our schools are sanctuaries for learning, and I am deeply disappointed by the harmful and divisive materials being circulated and promoted as factual.” A district official told ABC News they “don’t think the superintendent is seeking to be punitive,” however, one teacher said they anticipate disciplinary measures from the district.

Johnson-Trammell pointed to district rules in place for discussing controversial issues in a classroom setting.

Controversial issues may be discussed in the classroom, per Administrative Regulation 6144, provided the issue is related to course content, provides conflicting points of view, allows for the discussion of alternative views and uses established facts as primary evidence.

Johnson-Trammell said in her statement that “our expectation is that all educators, in every classroom across the District, take seriously their responsibility to adhere to principles of education, and to keep their personal beliefs out of the classroom.”

Sam Davis, an Oakland School Board director, told ABC News there’s “a lot of fear and anger on both sides” in response to the ongoing classroom debate.

“We’re hearing complaints from parents who feel like their children don’t feel safe because of their Jewish identity in some classrooms,” said Davis, who is Jewish.

“We’re hearing from staff members who are Jewish, who feel like there’s an antisemitism in the way that this is rolled out. … Then also to speak to members of the Yemeni community and to hear how scared they feel,” Davis said.

Oakland has a large and quickly growing Yemeni and Arab population, according to the OUSD.

The elementary school teacher who spoke to ABC News said she is “a descendant of Holocaust survivors,” and understands the fears of the Jewish community.

“This curriculum does not attack Jews,” she said. “It makes a space where we can all come together and say we’re standing up for and with our Arab and Muslim brothers and sisters right now.”

In her statement to parents on Monday, the superintendent reaffirmed the district’s commitment against antisemitism as well as anti-Israeli, Islamophobic or anti-Palestinian discrimination.

“We are aware of some recent incidents that may have cast doubt on the district’s commitment to this fundamental expectation, and I want to be clear — we are taking immediate and decisive action within our authority to address these issues,” the statement continued.

The OUSD declined to comment further on the teach-in and instead directed ABC News to Johnson-Trammell’s Monday statement.

The Oakland school district joins other schools across the United States in facing ongoing challenges in addressing the conflict and subsequent tensions. Federal officials have warned of a sharp rise in antisemitism and Islamophobia amid the Israel-Hamas war.

MORE: US extremists exploit Israeli-Palestinian tensions with calls for violence, hate: Experts

Davis told ABC News that students “feel really passionately but they also need help from adults to figure out how to express that upset and anger in productive ways. That’s our role as educators, to help guide them, and being constructive and not just yelling at the wind.”

The OEA also drew criticism for a statement on Instagram, which reportedly said it pledged “unequivocal support for Palestinian liberation” and did not mention the Oct. 7 Hamas terrorist attack, according to San Francisco-based TV station KRON.

The statement was later removed from social media and the group apologized, saying the post did not “accurately represent” the organization’s original resolution in response to “student activism around the conflict in Israel and Palestine.”

In a later statement, the organization said it mourned “the tragic loss of both Palestinian and Israeli lives these past weeks” and condemned what they call “the 75-year-long illegal military occupation of Palestine,” referencing Israel’s declaration of independence in 1948 and the subsequent ongoing military action in the region.

The organization has called for a cease-fire and an “end to the occupation.”

Dozens of California teachers hold unauthorized ‘teach-in’ on Palestinian voices amid Israel-Hamas war originally appeared on abcnews.go.com

In the wake of the Oct. 7 Hamas terrorist attack on Israel, and Israel’s subsequent retaliatory bombing campaign and siege of the neighboring Gaza Strip, Oakland Unified School District (OUSD) officials released guidelines and resources for teachers who plan to facilitate classroom conversations about the conflict.

Organizers of the teach-in told ABC News they felt the resources they were given offered one side of the Israeli-Palestinian conflict. They estimated between 75 to 100 K-12 teachers were involved in the teach-in Wednesday, and said those teachers highlighted Palestinian narratives by hosting guest speakers, in-class discussions and other lessons in their classrooms.

An elementary school teacher in Oakland, who requested to remain anonymous for job security reasons, said she and other teachers “realized that the curriculum they were sending us was not the whole story.”

“It did not include the Palestinian struggle for freedom and liberation,” the teacher, who is Jewish, told ABC News.

Judy Greenspan, a retired math and science middle school teacher who is now a substitute teacher, told ABC News the district-sponsored curriculum was “presented in a very, very one-sided pro-Israeli way.”

“There is another side,” Greenspan, who is also Jewish, said. “We need to present it all.”

MORE: The Israel-Hamas war has college campuses on edge. How some are tackling the issue.

High school teacher and teach-in participant Rachel Talasko, who said she has family in Israel, told San Francisco ABC station KGO that to “learn and process through” what she calls a “genocide” of Palestinians in Gaza amid the Israeli siege “is very, very complex. And so, for ourselves and for our students, to model for them what that looks like, I felt it was really important and essential.”

In the Oct. 31 letter to educators detailing OUSD guidelines and linking to resources, the district’s chief academic officer, Sondra Aguilera, wrote, “OUSD does not tolerate antisemitic, anti-Israeli, Islamophobic, or anti-Palestinian prejudice or discrimination. As a community that steadfastly opposes all forms of racism, we must consider how we can instill and promote these values within our classrooms.”

Some teachers, including some members of the Oakland Education Association (OEA) teachers union, said they distributed resources on Wednesday for teachers who want a Palestinian perspective to supplement their conversations on the longstanding Middle Eastern conflict in the region.

Some teachers who are involved also said they held a voluntary virtual panel discussion on Wednesday with experts and organizers about the conflict that teachers could livestream. Other teachers planned to host guest speakers to talk with students and answer questions.

The collection of resources distributed for the teach-in was likened by critics, including some parents, to “indoctrination,” a district official told ABC News. It was criticized for excluding or misrepresenting narratives about Zionism and Israel, calling Zionists “bullies” in one worksheet.

OUSD Superintendent Kyla Johnson-Trammell criticized the teach-in lessons in advance of the planned action, saying in a statement to parents Monday that “our schools are sanctuaries for learning, and I am deeply disappointed by the harmful and divisive materials being circulated and promoted as factual.” A district official told ABC News they “don’t think the superintendent is seeking to be punitive,” however, one teacher said they anticipate disciplinary measures from the district.

Johnson-Trammell pointed to district rules in place for discussing controversial issues in a classroom setting.

Controversial issues may be discussed in the classroom, per Administrative Regulation 6144, provided the issue is related to course content, provides conflicting points of view, allows for the discussion of alternative views and uses established facts as primary evidence.

Johnson-Trammell said in her statement that “our expectation is that all educators, in every classroom across the District, take seriously their responsibility to adhere to principles of education, and to keep their personal beliefs out of the classroom.”

Sam Davis, an Oakland School Board director, told ABC News there’s “a lot of fear and anger on both sides” in response to the ongoing classroom debate.

“We’re hearing complaints from parents who feel like their children don’t feel safe because of their Jewish identity in some classrooms,” said Davis, who is Jewish.

“We’re hearing from staff members who are Jewish, who feel like there’s an antisemitism in the way that this is rolled out. … Then also to speak to members of the Yemeni community and to hear how scared they feel,” Davis said.

Oakland has a large and quickly growing Yemeni and Arab population, according to the OUSD.

The elementary school teacher who spoke to ABC News said she is “a descendant of Holocaust survivors,” and understands the fears of the Jewish community.

“This curriculum does not attack Jews,” she said. “It makes a space where we can all come together and say we’re standing up for and with our Arab and Muslim brothers and sisters right now.”

In her statement to parents on Monday, the superintendent reaffirmed the district’s commitment against antisemitism as well as anti-Israeli, Islamophobic or anti-Palestinian discrimination.

“We are aware of some recent incidents that may have cast doubt on the district’s commitment to this fundamental expectation, and I want to be clear — we are taking immediate and decisive action within our authority to address these issues,” the statement continued.

The OUSD declined to comment further on the teach-in and instead directed ABC News to Johnson-Trammell’s Monday statement.

The Oakland school district joins other schools across the United States in facing ongoing challenges in addressing the conflict and subsequent tensions. Federal officials have warned of a sharp rise in antisemitism and Islamophobia amid the Israel-Hamas war.

MORE: US extremists exploit Israeli-Palestinian tensions with calls for violence, hate: Experts

Davis told ABC News that students “feel really passionately but they also need help from adults to figure out how to express that upset and anger in productive ways. That’s our role as educators, to help guide them, and being constructive and not just yelling at the wind.”

The OEA also drew criticism for a statement on Instagram, which reportedly said it pledged “unequivocal support for Palestinian liberation” and did not mention the Oct. 7 Hamas terrorist attack, according to San Francisco-based TV station KRON.

The statement was later removed from social media and the group apologized, saying the post did not “accurately represent” the organization’s original resolution in response to “student activism around the conflict in Israel and Palestine.”

In a later statement, the organization said it mourned “the tragic loss of both Palestinian and Israeli lives these past weeks” and condemned what they call “the 75-year-long illegal military occupation of Palestine,” referencing Israel’s declaration of independence in 1948 and the subsequent ongoing military action in the region.

The organization has called for a cease-fire and an “end to the occupation.”

Dozens of California teachers hold unauthorized ‘teach-in’ on Palestinian voices amid Israel-Hamas war originally appeared on abcnews.go.com

A former Ukrainian lawmaker who fled to Russia found shot dead outside of MoscowDecember 6, 2023 at 5:02 PMKYIV, Ukraine…

Anglin, 25, told CBS News that he always wanted to be a pilot. No quadruple amputee has ever held a commercial pilot role, but that didn’t stop him from dreaming.

“From the time he was born, he was a disciplined and determined child,” his mother Patty Anglin said.

When Anglin turned 18, he applied to a flight school that turned him down. That happened again, and again, and again — in all, Anglin was turned down by over a dozen flight schools.

“Obviously, nothing worth having comes easy,” Anglin said. “…My wife will tell you, I’m a little bit hard-headed.”

Finally, he applied to the Spartan College of Aeronautics in Tulsa, Oklahoma. The school said yes, and while Anglin was thrilled, he realized his fight to fly was just getting started.

He didn’t just need to get into school. He had to get approval from the Federal Aviation Administration to take the flying lessons. He was rejected five times, and finally, Anglin gave up.

“I was like, this is not for me. This is impossible to do,” Anglin said.

However, his mother wasn’t letting him give up on his dream.

“She’s like, you’re not done yet,” Anglin remembered.

“I said: ‘You can never succeed until you’ve learned to fail,'” Patty Anglin said.

It was the boost Anglin needed. He kept at it, including calling the FAA almost 200 times, until they finally cleared him for one takeoff.

When Anglin was given the opportunity to show his potential, it became as clear as a blue sky that you don’t need hands to have wings.

After graduating flight school, Anglin now teaches the same course that so many told him he couldn’t even take.

“My story isn’t just for amputees,” Anglin said. “We all go through trials and tribulations. The word ‘impossible’ is an illusion behind the word ‘possible.'”

Judge sides with Daryl Hall in legal battle with former musical partner John Oates

Iconic chocolate brand linked to child labor in Ghana

Rock legends KISS to hold final concert Saturday

Anglin, 25, told CBS News that he always wanted to be a pilot. No quadruple amputee has ever held a commercial pilot role, but that didn’t stop him from dreaming.

“From the time he was born, he was a disciplined and determined child,” his mother Patty Anglin said.

When Anglin turned 18, he applied to a flight school that turned him down. That happened again, and again, and again — in all, Anglin was turned down by over a dozen flight schools.

“Obviously, nothing worth having comes easy,” Anglin said. “…My wife will tell you, I’m a little bit hard-headed.”

Finally, he applied to the Spartan College of Aeronautics in Tulsa, Oklahoma. The school said yes, and while Anglin was thrilled, he realized his fight to fly was just getting started.

He didn’t just need to get into school. He had to get approval from the Federal Aviation Administration to take the flying lessons. He was rejected five times, and finally, Anglin gave up.

“I was like, this is not for me. This is impossible to do,” Anglin said.

However, his mother wasn’t letting him give up on his dream.

“She’s like, you’re not done yet,” Anglin remembered.

“I said: ‘You can never succeed until you’ve learned to fail,'” Patty Anglin said.

It was the boost Anglin needed. He kept at it, including calling the FAA almost 200 times, until they finally cleared him for one takeoff.

When Anglin was given the opportunity to show his potential, it became as clear as a blue sky that you don’t need hands to have wings.

After graduating flight school, Anglin now teaches the same course that so many told him he couldn’t even take.

“My story isn’t just for amputees,” Anglin said. “We all go through trials and tribulations. The word ‘impossible’ is an illusion behind the word ‘possible.'”

Judge sides with Daryl Hall in legal battle with former musical partner John Oates

Iconic chocolate brand linked to child labor in Ghana

Rock legends KISS to hold final concert Saturday

This week, many will gather to remember and offer respects to former first lady Rosalynn Carter, known as a stalwart advocate, a lifelong and inspiring partner to her husband and a legendary humanitarian. I’ll be honoring her in my own way, by paying tribute to the lifetime she dedicated to transforming mental health advocacy. Her unwavering efforts fought stigma, fostered understanding and empowered countless individuals like me who face mental health challenges daily.

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