We present the forty-ninth edition of the Handbook of the Jewish Question. It constitutes the most substantial compendium of data available up to 1944 concerning German Jewry. Everything predicted by Fritsch and others has come to pass: the US has been colonized by international Jewry. It remains unclear to me whether the US considers Israel its 51st state or whether Israel considers the US a client state. Colloquially on social media, people refer to it as the Jewish United States of America and the Zionist-Owned Government (ZOG). Given this case and the vast amount of information available, a new edition of the Handbook of the Jewish Question, this time dedicated to the US, is necessary. The fact that Trump's USA is fighting the Jewish wars is a trivial fact that needs no proof. What is curious is Trump's clear desperation to cooperate in the creation of what is called 'Greater Israel' and to provide the weapons for the genocide of the Palestinian people. To match nuclear weapons, the use of biological weapons is seen on the horizon.

This quantitative correlational study investigated the availability of ICT resources and the level of teacher ICT competence as predictors of curriculum delivery in Nigerian upper basic schools. The research was conducted in South‑West Nigeria using a descriptive survey design. A sample of 312 teachers was selected from public schools, and data were collected via structured questionnaires on ICT resource availability, teacher competence, and curriculum delivery. The findings revealed a pervasive scarcity of ICT resources, with only the electricity supply recording availability above 50 percent. Other critical instructional technologies, such as computers, projectors, interactive whiteboards, internet connectivity, and ICT laboratories, were largely absent, creating structural barriers to effective technology integration. Teacher competence was found to be moderate, with relatively higher proficiency in basic operations such as computer use and word processing, but weaker skills in multimedia integration, online platform management, digital assessment, and troubleshooting. Curriculum delivery was rated moderately effective, with teachers performing strongly in traditional pedagogical practices but demonstrating limited use of ICT tools to support and reinforce learning. Correlation analysis showed significant positive relationships between curriculum delivery and both ICT availability and teacher competence. Regression analysis further revealed that these two factors jointly predicted curriculum delivery, explaining 40 percent of its variance, with teacher competence emerging as the stronger predictor. The study concluded that sustainable improvement in curriculum delivery requires simultaneous investment in ICT infrastructure and teacher professional development. It is recommended that policymakers prioritize equitable resource provision, continuous pedagogy‑focused training, and curriculum reforms that embed ICT integration as a core instructional strategy.