There is probably more to this story than is being told right now. The Tesla driver had a green light at 03:45 AM but ended up crashing, killing a teenager, before getting arrested.
First responders also treated the driver of the Tesla, 27-year-old Nicholas Williams of Herndon, Va., on the scene. Officers then arrested and charged him for Driving Under the Influence and No Permit.
Drunk in an intersection crash just before 4AM with no permit? Probably was asleep and drove full speed into the other car
Around 2.35pm, a Toyota Hilux and Tesla Model 3 were involved in a head-on collision while travelling in opposite directions on the Sunshine Motorway. A 48-year-old Palmview woman, the driver and sole occupant of the Tesla, died at the scene.
A head-on crash on Sunshine Motorway at Coolum Beach apparently refers to crossing the wide and well marked median of a divided highway.
“Rerum cognoscere causas” – to know the causes of things, taken from Book 2 of Virgil’s Georgics poetry. The full quotation is “Felix qui potuit rerum cognoscere causas”.
Big news news from my alma mater. Sources say the award ceremony was delayed by three hours of LSE professors arguing about the best algorithm to determine the most efficient way to accept the trophy:
The Times and The Sunday Times Good University Guide has ranked LSE as the top university in the UK and named the School as its ‘University of the Year 2025’. This is the first time the Good University Guide has awarded LSE the prestigious ‘University of the Year’ title, and the first time we have been ranked number one in the country. […] This fantastic result follows other high rankings in university league tables over the last year. In September 2024, The Guardian placed LSE as the top university in London, and as the best place to study Accounting and Finance. Likewise, the Complete University Guide 2025 named the School as the number one university in the capital.
LSE students are reportedly “cautiously optimistic” about the news, as they’re still trying to calculate the long-term societal and economic impact of celebrating rankings. LSE’s Director, beaming with indignation, announced, “This recognition validates our long-standing belief that if you can’t measure it, it doesn’t matter. And if you can measure it… why? We look forward to quantifying this award in terms of social good. We’re thrilled, of course, but we need to consider the opportunity cost of joy.”
In a final stroke of genius, the LSE administration has decided to commemorate this achievement by commissioning a statue of a giant invisible hand.
Meanwhile, well-appointed representatives from Oxford and Cambridge were spotted in a corner, drowning their sorrows in spiked lukewarm tea. Overheard mutterings included phrases like “patronage failure” and “maybe unresolved bad legacy is bad,” suggesting a dawning realization that rowing prowess and ancient stone blocks carved to resemble elephantine profits from colonialism might not be the best metrics for educational excellence in the 21st century. An anonymous don was heard lamenting, “Perhaps we should have focused more on direct and honest economic models and less on which tie to wear for dinner.”
What is decolonisation in an academic sense and why is it important?
Lizi: Decolonisation means questioning and dismantling the assumed ways of thinking and the ways in which we study and disseminate information, who we study and why, and looking at the methods of study and assessment. Traditionally it’s been centered around Europe and western cultures. Decolonisation looks outside of that and outside of those preconceived notions and assumptions to include a more expansive worldview.
Lesley: I think in the UK, SOAS is the only university to bring decolonisation to all the curricula over time, not just philosophy. Our curriculum is about diversity and our assessment performance is diverse too, which other universities do not do. Even though we have a lot of room to improve, I hope it can raise awareness to other universities to showcase that this is what can be done and how important it is.
What was the motivation to approach decolonisation with this toolkit?
Dr Giladi: Philosophy – as an intellectual discipline in higher education – is very parochial. The Anglo-European tradition has been obsessed with – in the latter part of the 20th century – the conflict between Anglo-American philosophy and continental European thought. The idea of thinking about philosophy as something outside Europe has never been sufficiently addressed, partly because so much of western philosophy is built on systemic exclusion of African, Asian and Middle Eastern voices.
