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The stuff you won't see in the liberal media (click "Replies" for top stories)
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Beckwith

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Reply with quote  #101 

White Privilege racism being taught in public schools throughout the nation using tax dollars

by Sara Noble is reporting that the concept of "White Privilege" is an anti-white ideology invented by the left to further divide Americans and tear down our values.

White Privilege is leftist indoctrination, nothing more. It provides an umbrella for inculcation of far-left doctrine in the young.

At a white privilege conference in May 2014 offered by The Wisconsin Department of Public Instruction, the University of Wisconsin System, and the City of Madison, one organizer flatly declared that rape isn't intrinsically bad. Everything is relative to the far-left. There are no values or morals except theirs.

White privilege is about the criminalization of whiteness under the label of White Privilege. It's about making race into an implicit offense and making any norm that reflects whiteness in a country with a white majority into racism.

These racialist leftists see everything through a prism of racial bias -- they are obsessed with it.

National Park Service Deputy Director Mickey Fearn had claimed that black people don't want to visit national parks because of slavery and lynchings. He also suggested that national parks should check their white privilege because, "Preserving wild places is a white concept, going back to Rome."

Michelle Obama brought her dark view of white privilege into a happy occasion of the opening of The Whitney Museum of Art in New York City. She said museums don't welcome minorities.

You see, there are so many kids in this country who look at places like museums and concert halls and other cultural centers and they think to themselves, ‘well, that's not a place for me, for someone who looks like me, for someone who comes from my neighborhood.'

In fact, I guarantee you that right now, there are kids living less than a mile from here who would never in a million years dream that they would be welcome in this museum. And growing up on the South Side of Chicago, I was one of those kids myself. So I know that feeling of not belonging in a place like this. And today, as first lady, I know how that feeling limits the horizons of far too many of our young people.

Michelle Obama is spouting the lie of White Privilege and defaming "whiteness." She acts as if she has an integral relationship to the poor but she did in fact grow up middle class, went to a prestigious Ivy League prep school and ended up at Princeton.

Sally Kohn was helped by a kindly MTA officer who let her ride for free after she left her wallet at home. This is what she tweeted:

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Our tax dollars are now going to fund this perverse and extremist White Privilege training in schools and in the military..

More than $4 million is being spent on school district training in white privilege throughout the nation. Read more at EAG News.

I never would have thought I'd see the day when the government of the United States formally taught racism in the classroom.

When teachers would stand up in front of white children and tell them that they are bad people, just because of what they are.

And at the same time, these indoctrination sessions are teaching black and brown children that it's perfectly OK to hate white people because of what they are.

This is evil -- and it's being promoted by white people -- what's up with that?



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Beckwith

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Reply with quote  #102 

What this Common Core lesson said about "white schools" has parents outraged

Gina Cassini says Top Right News has run more than 40 stories on the Common Core "standards" over the past year. Nearly all have dealt with the disastrous methodology that has confused and angered students, parents and teachers from coast-to-coast.

But what is rarely covered is how the big government initiative distorts young minds with propaganda as well, as one Florida father found out last week.

He is furious over a class worksheet his fourth-grader received that stated that "only schools in white districts" get new textbooks.

From The Blaze:

It was part of a story in a "cause and effect" lesson Tim Marden's son was assigned at Newberry Elementary in north-central Florida:

One day some time ago, a boy named Jack was doing his homework. His mother began to examine Jack's textbook. A puzzled look clouded her face. She noticed that the book was worn and missing a dozen pages.

The next day, she told the school's principal that Jack deserved better materials. He agreed, but said that only schools in white districts got new texts. Schools in African American areas got old, damaged books.

So Jack's mother met with a lawyer. They filed a legal case, claiming unequal and unfair treatment toward Jack. A judge decided that Jack's mother was right. The board of education agreed to revise the system for providing materials to schools in the district.

Marden told TheBlaze he asked his child's teacher about the worksheet, and the teacher agreed it was troubling and "developmentally inappropriate."

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It's not just outrageous, it is teaching kids outright lies.

Most inner city schools are lavishly funded, but burn millions on bureaucrats and fat cats and get no results. For example, the heavily-Black Baltimore City Schools spend $17,196 per pupil -- 27% more than nearby, predominantly-White Fairfax County, Virginia.

Alachua County Public Schools spokeswoman Jackie Johnson bizarrely tried to justify the Common Core lesson by tying it to MLK:

Johnson said the goal of the unit is for students to "understand that the right of equal opportunity is or was protected by the Civil Rights Act, integration and changing laws; Martin Luther King Jr.; [and] the U.S. Constitution."

Huh? How exactly does it do that, by dividing White and Black kids and teaching them lies to create a false victim narrative? That is simply un-American.



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Beckwith

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Reply with quote  #103 

Bill Ayers and the legacy of '60s radicals in education

Mark Tapson says on the evening of May 7 at the Luxe Hotel in Los Angeles, Dr. Mary Grabar, who taught college English for 20 years and has been writing about education for the last 10 years, will discuss the influence of 1960s radical Bill Ayers and his comrades, and offer strategies for fighting it.

Mary Grabar was born in Slovenia but her parents took her and fled the communist regime to Rochester, New York. She went on to teach in colleges and universities in Georgia for 20 years, earning a Ph.D. in English from the University of Georgia in 2002.

Today she is a dissident to the reigning political correctness on our college campuses. She came to conservatism after witnessing the deliberate destruction of our literary heritage and our respect for the West and for the United States by radical professors in her graduate seminars. In 2011 she founded the Dissident Prof Education Project, Inc., dedicated to "resisting the re-education of America."

I recently posed to Ms. Grabar some questions about her book and the upcoming presentation.

Mark TapsonTell us about your own experience as a professor surrounded by radical colleagues on campus.

Mary Grabar: That's the subject of another book I published under the Dissident Prof imprint called Exiled: Stories from Conservative and Moderate Professors Who Have Been Ridiculed, Ostracized, Marginalized, Demonized, and Frozen Out. I was inspired to start Dissident Prof after I came out as a conservative in graduate school (actually the disdain for literature that I saw in graduate school compelled my conversion). I started writing about my experiences, and getting emails from others who were in similar positions -- others who had not been able to get tenure track jobs but were schlepping around from campus to campus as I was, and teaching the labor intensive introductory courses for a pittance.

In my field, English, it's about impossible to keep your political views to yourself because in order to be considered for any tenure-track position you are required to do scholarship that denies any value in the study of literature other than as a tool to root out racism, sexism, able-ism, species-ism, and all the other categories that follow the Marxist line. In the offices, hallways, mailrooms, and parties, you're expected to take the party line when the topic turns to politics. So if someone is singing the praises of Hillary Clinton or Elizabeth Warren, your silence is taken as admission that you might be a Republican!

I've found myself suddenly without classes in an upcoming semester when one of my pieces of writing became known to a department chair or the college president. But it doesn't seem that Bill Ayers or his Weatherman comrades had any trouble landing tenure-track jobs, does it?

I am fortunate. My last semester of teaching was in the spring of 2013, in the former privately-funded Program in American Citizenship and Democracy at Emory University.  I also taught at state universities and a community college. I am now a resident fellow at the Alexander Hamilton Institute for the Study of Western Civilization.

MT: What compelled you to write a book about Bill Ayers?

MG: Back in 2009 Ayers and his wife ("partner" as he prefers to call her) Bernardine Dohrn came out with a book called Race Course against White Supremacy and I wrote about it. I vaguely knew about Ayers' past with the Weather Underground, but then started looking into what are taken to be his scholarly books. I saw that he was doing the same thing to K-12 education through colleges of education that was being done to higher education. I wrote a couple of reports on him for America's Survival. It was at one of their conferences that I met the late Larry Grathwohl, who infiltrated the Weather Underground as an FBI informant. He confirmed for me what a despicable, cowardly person Ayers is.

I was reading news articles about Ayers' talks at colleges and high schools and noticed that reporters never questioned his credentials. The line was always that Ayers went overboard in his youth protesting the Vietnam War but had settled down to a respectable career as an education professor. That line continues to this day. I flinched when Megyn Kelly kept referring to him as "professor" when she had him on her show on Fox News last year. And now Bryan Burrough, author of Days of Rage, continues this meme.

I want to show that although Ayers was a failed bomber, he was successful in helping to transform and destroy education. And he did it at taxpayers' expense. He has trained hundreds of teachers. He worked closely with Obama and [U.S. Secretary of Education] Arne Duncan in Chicago in funding programs aimed at radicalizing students. One of his closest colleagues, Linda Darling-Hammond, was on Obama's education transition team, and was in charge of developing one of the two Common Core tests. And Bill Ayers has appeared at conferences with Duncan and other officials in organizations that devised Common Core.

Education has always been the gateway for the smart and ambitious to get into the middle class. Ayers aims to destroy that opportunity, especially in the "urban schools," which is what the University of Illinois at Chicago, where Ayers taught, specializes in.

MT: What are some of the ways in which his influence is felt in American schools?

MG: Bill Ayers likens a traditional school to prison because it requires students adhere to dress codes, schedules, and rules of discipline. But he has had captive audiences and has used his power as a professor to indoctrinate future teachers. His education philosophy is based on anarchism, progressivism, and Marxism. It's all about radicalizing children in social justice lessons, and making them see themselves as victims of an evil capitalistic system.

It's a toxic mixture, especially for the most vulnerable children who benefit the most from a traditional education, as studies show. His philosophy then filters down to practices and policies. Obama's Justice Department order on racial quotas for school punishment parallels Ayers' calls for eliminating discipline of inner-city students.

The last thing that Ayers and his fellow Marxists want is for inner city boys to become middle class husbands and fathers. What they are producing is more Trayvon Martins, more rioters in the streets of Baltimore. The black community should be outraged that these upper-class white radicals are using their children in this way.

Sadly, Ayers' books are among the most widely used in education schools. Future teachers study them. He speaks at education conferences, and as I saw in 2013 at one major conference, is revered as a legitimate academic and mentor. But his speeches are nonsensical hashed-over ruminations of stoned-out hippie.

What Bill Ayers would have in the classroom extends the 1960s agenda of smashing monogamy, ending the bourgeois family and its values, destroying the work ethic, patriotism. So what we have is kids indoctrinated with lessons about the police -- the 1960s narrative about the "pigs" -- fatherless, rootless, joining gangs, and looting in the streets. It's a Marxist's dream come true. Those like Bill Ayers don't have to do the dangerous work of setting bombs any more. They can watch the Crips and the Bloods unite against the police, as we've been seeing on the streets of Baltimore. They can watch from the comfort of their homes in nice gentrified neighborhoods, as they collect retirement checks and honoraria for speaking gigs.

MT: What can we do to push back against the influence of Ayers and his fellow radicals in education?

MG: I'm trying to make people aware. I'm trying to do it through Dissident Prof. After an almost two-year process, we won non-profit status from the IRS.

Good, decent Americans are appalled whenever Bill Ayers is invited to a campus to give a talk because of his lack of repentance about his terroristic past. But there are other reasons to oppose such visits as well, such as his use of the educational system to promote the same ideas he held as his group was setting bombs.

And we also have to consider who it is that is inviting him, the groups that have sprung up on campuses, such as Penn State's Law and Education Alliance, and the Pennsylvania Equity Project. Both of these groups invited Ayers to speak in March. The fact that Ayers would be considered someone worthy of listening to in an academic setting shows how rotten education has become.

I want to raise awareness among citizen groups and political leaders. I want those like Bill O'Reilly and Megyn Kelly to know that Ayers and his comrades are academic frauds. It's not a matter of censorship. It's a matter of using our resources wisely so that colleges do not waste money on hosting Ayers or promoting his ideas.


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Beckwith

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Reply with quote  #104 

These real college courses show why progressive academia is ruining the future leaders of America

John S. Roberts says the American education system has become a way for liberal elitists in academia to offer their opinion to impressionable future leaders.

No longer is teaching very important to an instructor, rather it seems to be all about indoctrinating 20-somethings into believing that anyone with conservative ideals is wrong.

An educator is supposed to give the students the info they need to make a decision, not simply tell them what they're thinking on an individual subject.

I remember taking Philosophy 306 my junior year in college, and one of the first things the professor announced to the class was that he was a proud Democrat who didn't want us to listen to what those wackjobs at Fox News had to say.

Don't pay attention to "Fair & Balanced" reporting kids! Listen to what those geniuses at MSNBC have to learn you!

And we wonder why the Millennial generation isn't nearly up to par with those of the past.

This is exactly why…

From Fox News:

Many young people have an undying interest in zombies, so a southwest Ohio college professor focuses a class on them.

Andrea Harris of Wright State University teaches "Zombies & Gender in Pop Culture." Her spring class filled up rapidly, and she's been asked to teach it again.

The huge popularity of "The Walking Dead" series and movies such as "Night of the Living Dead" are involved. But Harris is quick to point out that the class involves serious academic analysis.

Students examine social order in the context of a zombie apocalypse and what the popularity of zombies says about humanity's future. …

"Serious academic analysis?" Right…

Check out some other offerings from various universities nationwide:

1. "What If Harry Potter Is Real?" (Appalachian State University)

2. "God, Sex, Chocolate: Desire and the Spiritual Path" (UC San Diego)

3. "GaGa for [Lady] Gaga: Sex, Gender, and Identity" (The University Of Virginia)

4. "Lady Gaga and the Sociology of Fame" (The University Of South Carolina)

5. "Philosophy And Star Trek" (Georgetown)

6. "Invented Languages: Klingon and Beyond" (The University Of Texas)

7. "The Science Of Superheroes" (UC Irvine)

8. "Learning From YouTube" (Pitzer College)

9. "Arguing with Judge Judy" (UC Berkeley)

10. "Elvis As Anthology" (The University Of Iowa)

11. "The Feminist Critique Of Christianity" (The University Of Pennsylvania)

12. "Zombies In Popular Media" (Columbia College)

13. "Far Side Entomology" (Oregon State)

14. "Interrogating Gender: Centuries of Dramatic Cross-Dressing" (Swarthmore)

15. "Oh, Look, a Chicken!" Embracing Distraction as a Way of Knowing (Belmont University)

16. "The Textual Appeal of Tupac Shakur" (University of Washington)

17. "Cyberporn And Society" (State University of New York at Buffalo)

18. "Sport For The Spectator" (The Ohio State University)

19. "Getting Dressed" (Princeton)

20. "How To Watch Television" (Montclair)

This is comical.

After taking a class in "Getting Dressed" or "Cyberporn and Society," are we really saying we expect much from these kids?

No.

By offering such Mickey Mouse classes, liberals are saying:

"Just give us your money and we'll slide a piece of paper your way. We'll take care of you! Vote Democrat!"


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Beckwith

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Reply with quote  #105 

280 Seattle high school students protest Common Core -- don’t show up to take test

John S. Roberts says maybe there is hope after all for ultra-liberal cities like Seattle.

In a way of telling state and federal government to back off, 280 Nathan Hale High School students didn’t show up to participate in Common Core-aligned reading and math exams.

Either they were protesting big government, or they were just being lazy and didn’t want to take the tests. Hopefully it’s the former.

From the Seattle Times:

Not a single junior at Seattle’s Nathan Hale High showed up to take new state tests in reading and math this week, a school-district spokeswoman said Thursday.

Testing started Tuesday at the school, where a group of teachers, administrators, parents and students had earlier agreed to boycott the exams, called Smarter Balanced, which are replacing Washington’s old statewide tests.

Under pressure from the district’s top administrators, the school’s leaders capitulated, sending an email to families saying they would give the test after all.

But the 280 juniors -- who don’t need to pass the Smarter Balanced exam to graduate from high school -- opted out anyway.

Half the juniors at three other Seattle high schools -- Roosevelt, Ingraham and Garfield -- have also opted out so far, according to early district estimates. But those numbers could change once testing starts, as they did at Nathan Hale, Howard said.

Seattle is not alone. Similar tests have sparked protests in Oregon, New Mexico and New York, among other places.

In Washington, families have the right to excuse their children from taking state exams, but only a handful in each grade usually do so.


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Beckwith

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Feds might have found a way to force Americans to pay for free college

Sara Noble is reporting that in January, Education Secretary Arne Duncan praised President Obama's proposal to provide free community college to responsible students. The word "free" is misused since someone will have to pay and that would be the US taxpayer.

The proposal doesn't have a prayer of passing Congress but that might not stop the administration.

Arne Duncan has found another way to get Americans to pay for two years of community college and more. He's envisioning a K-14 education system because the K-12 model is so over.

"The K-12 model has become obsolete," Duncan said. "We need a bigger vision of what education should be," adding that he'd like to see pre-K through 14th grade, with some form of higher education -- technical education, university classes or other education -- becoming the norm, according to the Courier Journal.

The Obama administration also wants to work toward "how to make grades 13 and 14 free. … We have to go to the next level. There's not enough access to higher learning."

If we go to grade 14 and then add higher learning all for free, it sounds like 4 free years of college. It's education welfare.

Don't forget this administration also wants the federal government in charge of educating children in Pre-K, from birth through Kindergarten. They want control of our children from their formative years on.

This is The Life of Julia envisioned by the Obama administration when he ran his last campaign.

Julia is a cartoon character whose life is guided by the state from birth through death.

It is the Democratic vision for us, chock full of dependency and government intervention.

William Bennett writing for CNN commented on it: "Julia's entire life is defined by her interactions with the state. Government is everywhere and each step of her life is tied to a government program. Notably absent in her story is any relationship with a husband, family, church or community, except a "community" garden where she works post-retirement. Instead, the state has taken their place and is her primary relationship."

Bennet warns: "As banal and hackneyed as Julia's life of government dependence may seem, many Americans support it. After all, similar promises lured a number of European countries into overreaching and under-supported social safety nets. With the American family less intact than ever and with single motherhood at historic highs, women like Julia are increasingly left on their own. The idea of government assistance can become more and more attractive to them and even necessary."

If we let the State control our children with their "free" education from PK – 14 and beyond, where do parents fit in? After constant schooling from age 3 or earlier in a monolithic, one-size-fits-all system, will there be a place for individual liberty?


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Beckwith

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Anti-Common Core activist's leak state's English exam online -- Facebook takes it down

Aaron Short is reporting that a copy of the state's English Language Arts test that students took last week was leaked online Wednesday in an apparent act of sabotage by anti-testing activists.

More than three dozen photographs of the exam appeared Wednesday morning on the Facebook page "Education is a journey, not a race -- USA," which has posted screeds against Common Core-linked tests since March 2013.

Clicking that link gets you here:

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It's not known who released the test online, as the Facebook page is anonymous -- but the post had been shared 163 times by Wednesday night.

Education experts believe the saboteur posted the passages in solidarity with a statewide movement in which thousands of kids opted out of the test. The leak will mean portions of the test will have to be rewritten next year.

"This is a political act and it will be interesting to see whether [test-creation company] Pearson or the state Department of Education understands it as that or goes after them for civil or criminal liability," said Brooklyn College education Professor David Bloomfield, who called the post an act of "civil disobedience."

State education officials would not confirm whether they were investigating the leak but said the makeup period for the exam had concluded before the test became public, meaning no one was able to cheat using the leaked exam.

"The real consequence is additional taxpayer dollars and more class time on field tests to replace the exposed questions," said state Education Department spokesman Dennis Tompkins.

Parent activists criticized the state for refusing to release the test on its own.

"It just increases the lack of confidence parents have in the competence of the state Education Department," said parent activist ­Leonie Haimson. "We do need full transparency. Whoever posted this on Facebook did a public service."

The leak included parts of the English exam with questions about Amelia Earhart, mountain biking and amusement parks, as well as excerpts from "The Night the Bat Got In" by Virginia Kroll.

Parents and teachers have mobilized to encourage skipping the test in defiance of Gov. Cuomo's plan to link a larger portion of a teacher's evaluation to student exam results.

Meanwhile, state officials tussled over a Nov. 15 deadline to fix the teacher-evaluation system after lawmakers agreed to tie in the system with billions of dollars of education funding in the budget.

Board of Regents Chancellor Merryl Tisch said school districts risk losing money if Regents members cannot reach an agreement in time, and asked Cuomo for an extension until September 2016.


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Beckwith

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The modern university is failing students in every respect

Victor Davis Hanson says modern American universities used to assume four goals. First, their general education core taught students how to reason inductively and imparted an aesthetic sense through acquiring knowledge of Michelangelo, the Battle of Gettysburg, "Medea" and "King Lear," Beethoven's "Ode to Joy," and astronomy and Euclidean geometry.

First, their general education core taught students how to reason inductively and imparted an aesthetic sense through acquiring knowledge of Michelangelo, the Battle of Gettysburg, "Medea" and "King Lear," Beethoven's "Ode to Joy," and astronomy and Euclidean geometry.

Second, campuses encouraged edgy speech and raucous expression -- and exposure to all sorts of weird ideas and mostly unpopular thoughts. College talk was never envisioned as boring, politically correct megaphones echoing orthodox pieties.

Third, four years of college trained students for productive careers. Implicit was the university's assurance that its degree was a wise career investment.

Finally, universities were not monopolistic price gougers. They sought affordability to allow access to a broad middle class that had neither federal subsidies nor lots of money.

The American undergraduate university is now failing on all four counts.

A bachelor's degree is no longer proof that any graduate can read critically or write effectively. National college-entrance-test scores have generally declined the last few years, and grading standards have as well.

Too often, universities emulate greenhouses where fragile adults are coddled as if they were hothouse orchids. Hypersensitive students are warned about "micro-aggressions" that in the real world would be imperceptible.

Apprehensive professors are sometimes supposed to offer "trigger warnings" that assume students are delicate Victorians who cannot handle landmark authors such as Joseph Conrad or Mark Twain.

"Safe spaces" are designated areas where traumatized students can be shielded from supposedly hurtful or unwelcome language that should not exist in a just and fair world.

One might have concluded from all this doting that 21st-century American youth culture -- rap lyrics, rough language, spring break indulgences, sexual promiscuity, epidemic drug usage -- is not savage. Hip culture seems to assume that its 18-year old participants are jaded sophisticated adults. Yet the university treats them as if they are preteens in need of vicarious chaperones.

Universities entice potential students with all sorts of easy loan packages, hip orientations, and perks like high-tech recreation centers and upscale dorms. On the backside of graduation, such bait-and-switch attention vanishes when it is time to help departing students find jobs.

College often turns into a six-year experience. The unemployment rate of college graduates is at near-record levels. Universities have either failed to convince employers that English or history majors make ideal job candidates, or they have failed to ensure that such bedrock majors can, in fact, speak, write, and reason well.

The collective debt of college students and graduates is more than $1 trillion. Such loans result from astronomical tuition costs that for decades have spiked more rapidly than the rate of inflation.

Today's campuses have a higher administrator-to-student ratio than ever before. Those who actually teach are now a minority of university employees. Various expensive "centers" address student problems that once were considered either private matters or well beyond the limited resources of the campus.

Is it too late for solutions?

For many youths, vocational school is preferable to college. Americans need to appreciate that training to become a master auto mechanic, paramedic, or skilled electrician is as valuable to society as a cultural-anthropology or feminist-studies curriculum.

There are far too many special studies courses and trendy majors -- and far too few liberal-arts surveys of literature, history, art, music, math, and science that for centuries were the sole hallowed methods of instilling knowledge.

Administrators should decide whether they see students as mature, independent adults who handle life's vicissitudes with courage and without need for restrictions on free expression. Or should students remain perennial weepy adolescents, requiring constant sheltering, solicitousness, and self-esteem building?

Diversity might be better redefined in its most ancient and idealistic sense as differences in opinion and thought rather than just variety in appearance, race, gender, or religion.

The now-predictable ideology of college graduation speakers should instead be a mystery. Students should not be able to guess the politics of their college president. Ideally, they might encounter as many Christians as atheists, as many reactionaries as socialists, or as many tea partyers as Occupy Wall Street protestors, reflecting the normal divisions of society at large.

Colleges need to publicize the employment rates of recent graduates and the percentage of students who complete their degrees so that strapped parents can do cost-benefit analyses like they do with any other major cash investment.

A national standardized exit test should be required of all graduates. If colleges predicate admissions in part on performance on the SAT or ACT, they certainly should be assessed on how well -- or not so well -- students score on similar tests after years of expensive study.

Finally, the federal government should hold universities fiscally accountable. The availability of federal grants should be pegged to a college's ability to hold annual tuition increases to the rate of inflation.

At this late date, only classically liberal solutions can address what have become illiberal problems.


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Award-winning teacher trashes Common Core

Justin Koski says Western Journalism has extensively reported on Common Core and those who oppose it, but this most recent public trashing comes from the education department itself.

First-ever Global Teacher Prize winner Nancie Atwell joined CNN's New Day panel and spoke her mind about the Common Core system and those wanting to pursue a job in teaching.

After winning what many call the Nobel Prize for teachers, Atwell encouraged those seeking a job in education to look into the private sector and stay away from schools that implement Common Core.

"Because public school teachers are so constrained right now by the Common Core standards and the tests that are developed to monitor what teachers are doing with them. It's a movement that's turned teachers into technicians, not reflective practitioners," Atwell said. "And if you are a creative, smart young person, I don't think this is the time to go into teaching unless an independent school would suit you."


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"Common Core" public education vs. critical thinking

Lily Tang Williams, a mother of three, testified before the Colorado State Board of Education that Common Core [the national educational curriculum for public schools) was similar to the education she received growing up in Mao's Communist China.

In a post at FreedomWorks, Williams wrote about her experience with the Chinese education system:

"Common Core, in my eyes, is the same as the Communist core I once saw in China. "I grew up under Mao's regime and we had the Communist-dominated education -- nationalized testing, nationalized curriculum, and nationalized indoctrination."

"Our teachers had to comply with all the curriculum and testing requirements, or lose their jobs forever. Parents had no choice at all when it came to what we learned in school. The government used the Household Registration and Personnel File system to keep track of its citizens from birth to death."

Michael J Hurd says this is what happens when you nationalize education. Public schools in the United States really started to go down when the federal Department of Education was created, in the late 1970s. This was the culmination of setting a one-size-fits-all policy for all schools, established by those (arguably) least qualified to do so -- ivory tower intellectual wonks with political agendas.

Education is a field in need of objective principles, just as with any other field. But even if everyone agreed on what those principles should be, there would be hundreds if not thousands of different, unique and individualized ways to apply those principles.

This is because, in the end, education is an individual process. Minds do not think collectively. Whenever an adult or a child thinks, he or she does so alone. Thinking is the one absolutely solitary act we all do. Education is a long-range process in childhood and young adulthood fostering the skill of thinking and providing specific techniques. Thinking merged with indoctrination -- imposing any kind of agenda from authority -- is not education; it's schooling.

The idea of forming a committee of people in a central location and coming up with a "Common Core" of anything to be imposed on millions of individual children nationwide is an unrealistic absurdity. The idea of forming a national department of education to decide how and what all children will learn -- by the politicized standards of the government, no less -- is an idea that makes about as much sense as the Communism that China, Russia and other nations ended up fleeing in droves.

This Chinese woman in Colorado makes some insightful points from a unique perspective. She has seen Communism up close and personal in her home country. Now she's seeing the same thing in, of all places, the land of the free and the home of the brave, the United States. As she astutely observes, it's no prettier or effective in America than it was or is in China or Russia.

Williams continued:

"I came to this country for freedom and I cannot believe this is happening all over again in this country. I don't know what happened to  America, the Shining City on the Hill for freedom."

"I am telling you, Chinese children are not trained to be independent thinkers. They are trained to be massive skilled workers for corporations. And they have no idea what happened in Tiananmen Square in 1989 where government ordered soldiers to shoot its own 1,000 students."

This last quote is what really got my attention. Williams names the precise nature of the difference between an authoritarian approach to education,  and an approach based on reason, thinking and freedom: independence.

A privately run school -- whether funded by profits or simply the desire of teachers to impart knowledge and skills to children -- has no political agenda. Whether it's to make a profit or to inspire authentic learning, or both, politics would never interfere with the process, at least not for long. The essential difference is that private schools can go out of business, and if they don't deliver the promised service to students/parents, they most certainly will.

But in federalized public schools of America today, all teachers, principals and school administrators are obliged to follow the command-and-control doctrine of the central authorities in Washington D.C. How is this any different from Communism, in principle or in practice?

A lot of debates about Common Core get sidetracked by issues such as gay marriage or Barack Obama. These are valid issues to consider. However, they don't address the root of the problem. The root of the problem is that so long as government controls what students learn, these schools will never graduate individuals with independent and critical, objective thought. Government doesn't exist to do that. Government exists to impose, control and mandate. That's actually a good thing, when you're trying to restrain or punish killers, thieves or violators of property rights and contracts. But when it comes to learning, militaristic obedience and coercion are just the opposite of what's required.

Thankfully, America has been, and in some measure remains, a society where people are free to pursue other lines of thought and education on their own, beyond what the state dishes up for them at mediocre institutions of indoctrination known as public schools. That's what has been saving us up to now. But for how long is anybody's guess.

The very name "Common Core" is collectivist (i.e. socialist, communistic) in its orientation. It's not a conspiracy; it's deliberate. The bureaucratic intellectuals in Washington DC and elsewhere think this is a good thing.  They get to implement it with no prospect of going out of business or losing their funds. In fact, unlike other enterprises (even many within government, such as the space program or the military), the worse they perform, the more money and monopolistic power they will get; still more mediocrity and failure, and still more billions thrown at the problem, seemingly into infinity.

The phrase "Common Core" implies that there is one way to learn, and one set of ideas and attitudes which will be imparted to students throughout the nation. This may be fine from the point-of-view of a Hitlerite or a Stalinist, twenty-first century style. As I indicated, it's not education -- it's schooling.

Independent thinkers. Independent, critical and objective, intelligent thinkers. That should be the goal of every moment spent in a school, or in any other intellectual or academic endeavor of any kind. If you actually believe that the federal government is either capable of, or willing, to handle such a task with integrity, then you're probably one of the few who actually believe that education as we know it is as leading edge as our technology.

Nationalized, government-run education (especially at the federal level) was always a bad idea in theory. That's why it's working out to be such an expensive and always disappointing disaster, in practice.


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Let the indoctrination begin -- Bard students demand mandatory "social justice" training

SocialJustice.jpg

Gabriella Morrongiello says for some, being a "college graduate" isn't enough.

Students at Bard College in New York's Hudson Valley are hoping to turn their peers and faculty into ‘social justice warriors' through mandatory seminars and adjustments to the school's curriculum.

"At the very least, the curriculum should emphasize topics of dominance, resistance, difference, and diversity."

Flyers depicting a raised fist accompanied by information about a petition to "expand social justice education" at the private liberal arts college were hung across campus earlier this week, according to a post by user postmodern_cereal on Reddit.

A Bard administrator confirmed the flyer's authenticity in an email to Campus Reform. The petition's origins are unclear; the Google Doc does not list any contact information, nor does its poster. It is also uncertain how many students have signed the petition as signatories have to login with a Bard e-mail username and password.

According to the student-led petition, Bard should instill "cultural competency" in its student body. The petitioners define cultural competency as "an interdisciplinary understanding of social justice issues and the analytical lenses through which to critically view them."

The petition outlines five proposed institutional changes that include adding a mandatory social justice orientation to Bard's introductory "Language & Thinking Program," requiring that faculty attend social justice training, changing first-year students' curriculum to incorporate "literatures of the broader world," and creating a sophomore social justice seminar.

"We hope to integrate learning and discussion about social justice into the fabric of Bard's academic mission and teaching philosophy by examining courses, requirements, and curricular experiences that promote or avoid certain worldviews," states the petition.

According to creators of the petition, protests in Ferguson, Missouri and those involved in the "I Can't Breathe" movement served as the inspiration behind students' request for social justice expansion.

"[T]he polarized reactions and fruitless debates at Bard and around the world in response to the events in Ferguson made it apparent that a common educational foundation is imperative to our ability to critically and productively discuss these issues," states the petition.

Beginning with adjustments to Bard's "Rethinking Difference" requirement, the petitioner's hope to enact a policy that would require administrators to meet annually with students involved in the school's Multicultural Diversity Committee (MDC) and Educational Policies Committee to discuss class syllabi and potential changes to the curriculum. Petitioners believe this would ensure that classes remain "relevant and intelligible for students" and "emphasize the link between curricula and contemporary life."

The second proposal -- a mandatory social justice training for first-year students -- would teach students how to understand "privilege, agency, oppression, [and] microaggressions;" discuss social justice with peers and faculty members; and recognize the "importance of gender identity and pronouns," among other tutorials. The mandatory training would take up a full-day of students' orientation and be facilitated by upper-level student and alumni volunteers.

A similar, but separate training proposed for Bard's faculty would invite scholars in fields related to social justice to encourage faculty and staff to initiate conversations about diversity, recognize and address microaggressions in class, and "make their teaching relevant to particular social justice issues."

In addition to incorporating social justice training in first-year students' orientation, petitioners also proposed changing Bard's first-year curriculum to integrate literature that isn't "part of a dominant, so-called ‘Western' canon."

"At the very least, the curriculum should emphasize topics of dominance, resistance, difference, and diversity," states the petition.

The proposal for a sophomore level social justice seminar would require students to attend a minimum number of "lectures, workshops, screenings, or other events" as part of a "social justice series" graduation requirement beginning in the 2015-2016 academic year.

Several other colleges and universities have proposed or implemented mandatory student trainings to address issues including sexual assault, social justice, and inclusiveness, including George Washington University, where conservative students were recently compared to ISIS and labeled a "hate group" after requesting a religious exemption from mandatory LGBT sensitivity training.

In his Preface to "The Mirage of Social Justice[image]," Hayek explained how he came to conclude that "the term 'social justice' was entirely empty and meaningless," and "that the people who habitually employ the phrase simply do not know themselves what they mean by it and just use it as an assertion that a claim is justified without giving a reason for it."

Historical note:  The clenched fist is indeed a symbol of international socialism, basically the meaning is "to strike those in power, those who are above us," -- the oppressors. It became a shared symbol of anarchists, socialists and communists during the Spanish civil.



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Students vote for communism-themed prom

Promunism.jpg

The People's Cube is reporting that school students in Albuquerque, NM -- in a "life imitates the People's Cube" moment -- voted to have a communism-themed prom. I imagine it's a BYOB event (bring your own beets) and collective dances with shovels, as DJ Rock in the U.S.S.A. rocks the crowd and Commissarka Pinkie judges the performance and whacks the losers.

They're calling it "prom-munism." Seniors at an Albuquerque school want their prom to have a Communism theme. Seniors at Cottonwood Classical Preparatory School near I-25 and Paseo del Norte voted online this week for the theme of their prom this year. "They wanted prom-munism, so that's what got voted for the most," said senior Sarah Zachary.

If anyone still doubted the purpose of our public education system, it's now clear that it's programmed to raise compliant workers and peasants for the coming Glorious Progressive World of Next Tuesday. Comrade Bill Ayers's "social justice in the classroom" approach keeps producing such non-religious miracles on a daily basis.

And is there a better conclusion to such an educational process than a prom-munist party dance?

Party like it's 1917, comrades!

What the Albuquerque school system has left out of its curricula:

Estimated number of victims of Communism in the 20th Century

Stéphane Courtois states that "...Communist regimes... turned mass crime into a full-blown system of government." He claims that the death toll totals 94 million. The breakdown of the number of deaths given by Courtois is as follows:

Courtois claims that Communist regimes are responsible for a greater number of deaths than any other political ideal or movement, including Nazism. The statistics of victims includes executions, famine, deaths resulting from deportations, physical confinement, or through forced labor.

Soviet repressions

Repressions and famines occurring in the Soviet Union under the regimes of Vladimir Lenin and Joseph Stalin described in his book include:

Historical facts are such a nuisance!



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This is sad

It also explains why Barack Obama is sitting in the big chair.


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Watch this mom destroy Common Core in four powerful minutes

Gina Cassini says an ordinary mother of three shredded the "Common Core" state standards in her powerful four-minute testimony before the Arkansas Board of Education Monday.

The mom, Karen Lamoreaux, who is a member of Arkansas Against Common Core, testified that rather than "a set of rigorous, college-ready international benchmark standards" that Common Core is declared to be, it rather dumb down math solutions by, ironically, over-complicating them.

She presented the board an example fourth-grade division problem, which Common Core requires students to use a ridiculous 108 steps to solve.

Watch her testimony:


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Affirmative action applied to SAT scores

Dave Blount says in a totalitarian society, there are no objective measures. All data is distorted to reinforce the official ideology. Falsified temperature data meant to prop up the global warming hoax is one example. Adding points to SAT scores to reward persons of politically preferred pigmentation is another:

In a windowless classroom at an Arcadia tutoring center, parents crammed into child-sized desks and dug through their pockets and purses for pens as Ann Lee launches a PowerPoint presentation.

Her primer on college admissions begins with the basics: application deadlines, the relative virtues of the SAT versus the ACT and how many Advanced Placement tests to take.

Then she eases into a potentially incendiary topic -- one that many counselors like her have learned they cannot avoid.

"Let's talk about Asians," she says.

Lee's next slide shows three columns of numbers from a Princeton University study that tried to measure how race and ethnicity affect admissions by using SAT scores as a benchmark. It uses the term "bonus" to describe how many extra SAT points an applicant's race is worth. She points to the first column.

African-Americans received a "bonus" of 230 points, Lee says.

She points to the second column.

"Hispanics received a bonus of 185 points."

The last column draws gasps.

Asian Americans, Lee says, are penalized by 50 points -- in other words, they had to do that much better to win admission.

Why does the system penalize Asians? Because they tend to have higher IQs than other ethnicities, work harder, and have a higher regard for education. That is, they are more likely to belong in college, therefore the progressives in charge make it harder for them to get in.

And why are African-Americans and Hispanics "rewarded?"

Liberals manage to always be wrong about everything by making perversity their first principle -- but it does explain this:

Toon19.jpg

This is the U. S. government officially saying that some of its citizens, based on race, are inferior to others.

Dr. King must be spinning in his grave.


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CommonCoreTeaching.jpg


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Common Core forcing kids to read before they're ready

Macey France is reporting that Common Core is pushing children to be able to read by the end of Kindergarten. The standards dictate that children should know the sounds of all the letters of the alphabet, recognize the letters in both lower and upper case and also be able to read and compare more than one text.

On face value, having been the parent of 2 Kindergarteners, I have to say that these standards are definitely developmentally inappropriate. Yes, both of my children were able to read before Kindergarten was over but neither could compare and contrast different informational texts.

And neither were they taught by using controversial methods and left to determine what a word meant on their own by just knowing the context of the story. At this age many kids can't grasp that concept. They also won't know that the same word can mean different things in different contexts.

So let's talk about reading and learning to read, in general. We will put aside the crazy standards at this moment and just look at the process of learning to read.

A long time ago a pre-school teacher approached me and was very excited that the Common Core was pushing reading onto younger aged children because it would help them as students throughout their academic careers. Children learn to read and then read to learn.

The kids she was working with were not learning to read through phonics, rather they were learning through a process called "whole language." Many advocates purport that whole language was quicker and easier for children.

Whole language boils down to teaching a child to memorize words, in whole, as they see them. They cannot sound the word out with the phonics technique so they cannot see a new word and string the sounds together to make that word.

People who like the whole language approach may agree with Kenneth Goodman who has published many papers on the topic.

"Matching letters with sounds is a flat-earth view of the world, one that rejects modern science about reading."  (p. 371) Goodman, K. S. (1986). What's whole in whole language. Richmond Hill, Ontario: Scholastic.

To me, and possibly many of you, matching letters to sounds makes perfect sense. Whole language supporters use a completely different, and in my opinion, antithetical approach, to learning to read.

In the age of Common Core we are compounding the problem. Not only are we going to force a 6 year old child to read before he or she is ready, but we are going to use a very controversial method to do so.

Does the Common Core dictate that teachers use the whole language method? No. However, this one paragraph from this Washington Post article tends to highlight the problem very well.

Many children are not developmentally ready to read in kindergarten. In addition, the pressure of implementing the standards leads many kindergarten teachers to resort to inappropriate didactic methods combined with frequent testing. Teacher-led instruction in kindergartens has almost entirely replaced the active, play-based, experiential learning that we know children need from decades of research in cognitive and developmental psychology and neuroscience.

If you are a parent or grandparent interested in helping your child learn to read, no matter the age, I highly suggest and recommend teaching them phonics and relying heavily on vocabulary words. Children need to know the meaning of letters and sounds of them to determine new words they haven't seen before.

Their brains make connections differently when compared to whole language and they are better able to actually read to learn in the future. They need to develop the ability to read and have their brains make the connections they need to make in order to actually think critically. And I don't mean "critical thinking" in the way that Common Core means. The Common Core definition of critical thinking means bypassing the logical part of the brain and going straight for the emotional.

We need our children to be able to read and do real critical thinking, where their brains can think logically and make decisions based on this analytical process.

Imagine a future where the country is run by adults who never use their logical, analytical thinking processes, who, indeed, may not even know how.

I bet you never knew that the way a child learns to read was so important, did you?

Wait! It's important for children to read early. It's the only way they will be able to read "Das Kapital" in the second grade.


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And you wonder how Obama got elected!


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Traditional education vs. the Marxist-statist approach of Common Core

CommonCoreCommunist.jpg

Compare the approach of the traditional educational to Common Core (click for larger image -- Esc to return).

CommonCoreComparison.jpg



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The road to hell


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Obama's community college plan? -- steal from people who saved money for college

Joshua Riddle says this is no joke. Obama wants to pay for his community college gimmick by double-taxing -- wait for it -- college savings plans.

Tweet262.jpg

I feel like Obama is just trolling people at this point. The NY Post actually has a great piece about how “Obama loves trolling the GOP, even if it hurts Democrats“:

You know, you just know, that after Obama goes out there and announces he wants to make community college free for all Americans -- as though anything government does is "free" -- or is unilaterally and unconstitutionally legalizing millions of undocumented immigrants, he comes back to the offices, pulls out the presidential BlackBerry, and gleefully follows along as the Right goes completely ape over these wild policy decisions.

Imagine his delight after it "leaked" that he will propose raising taxes on the wealthy by $320 billion over the next 10 years, including increases to the capital gains and inheritance taxes.

This, of course, has no chance of passing, but then Tuesday night’s State of the Union address could be the first one in history deliberately designed solely to generate a Pavlovian rage response in members of the opposing party.

Back in November, in this paper, Jonah Goldberg asked the question: "Maybe President Obama is just trolling?" Two months later, the question seems to have been answered in the affirmative.

Obama and his team have clearly decided that one of the metrics by which they will measure their success is by just how wild he drives his Republican opposition in Washington and conservatives across the country.



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Communist's student program is a model for Obama's free college plan

ConnCommies.jpg

P. W. Adams says many people know that Chicago, Illinois is the birthplace of the Communist Party USA (CPUSA), but few realize that the activity between the CPUSA, union leaders and politicians in New Haven, Connecticut makes Chicago's Commies look tame.

Which makes the WTHN News report (below), that Barack Obama's recent plan to make two years of Community College free to students was modeled after a program run in New Haven, Connecticut, much more interesting:

In early December of 2014, the Executive Director of the New Haven Promise, Patricia Melton, was invited by the Obama Administration to attend the White House's College Opportunity Day of Action:

"I am thrilled to get this opportunity, through our amazing partnership with Yale University and on behalf of New Haven Promise, to participate in this White House Summit and to learn and share new initiatives that came from the first Day of Action back in January," said Melton. "When President Salovey reported that Promise received a shout out at the first Summit, it created excitement in our Promise community. Now we close out the year with a first-hand visit."

The Ex-Officio Director of the New Haven Promise Board of Directors is none other than the Mayor of New Haven, Toni N. Harp. Mayor Harp gained attention for naming a day in honor of a well known CPUSA and Black Panther member last May, and in 2012, then State Senator Toni Harp happily accepted an award from the CPUSA News, People's World.  But honoring, and being honored by Communists isn't limited to the Mayor's office in New Haven.

Last year the New Haven Board of Aldermen's Black Caucus honored the CPUSA's People's Center. Over the years another Democrat State Senator and numerous union leaders (1, 2) and officials have all been given awards by the CPUSA in New Haven. Many of the events were even held in New Haven public school auditoriums.

Is it any surprise that Obama's plan for "Free College Education" was influenced by a program run in city known for its support of Communists?

Considering the American people are no longer shocked by Marxist Progressivism, even though it is a direct threat to their liberty, the only answer to the above question is sadly, No. None of us are surprised.

It is no more surprising that Obama should partner with Communists to indoctrinate young minds than it is his partnering with Islamists to indoctrinate young minds that is described in the previous item.

It's what Islam-sympathizing Marxists do.



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Hundreds of US schools now participating in Obama's Islamist propaganda program

Danette Clark is reporting that more than 300 K-12 schools in America have joined Barack Obama's Connect All Schools initiative since its launching in March of 2011.

The initiative, which seeks to "connect every school in the US with the world by 2016," is a partnership of the US Department of Education, US Department of State, and Qatar Foundation International.

According to Connect All Schools, it all began with Obama's "historic speech" in Cairo, Egypt in 2009 where he expressed his desire to "create a new online network, so a young person in Kansas can communicate instantly with a young person in Cairo."

In an effort to build "global competency" by connecting US students to students around the world, Connect All Schools and its partners facilitate schools with global issues curriculum, online collaboration, youth and teacher exchanges, professional development on international education, video-conferences, and more.

For example, at Alice Deal Middle School in Washington, DC, students connected with Israel, Saudi Arabia, and Syria for a lesson that examined "how the media in the U.S. stereotypes Muslims in a negative light."

At Northwest School in Seattle, Washington, 6th grade students participated in a Global Issues unit that, according to Connect All Schools, allowed them to "see themselves in a global context and gain knowledge of how resources are spread unequally around the world."

"This unit is about research and investigation of the interconnectedness of global issues," says Northwest co-teacher, Heather Hall. "But the most significant aspect is the action component. Each student investigates, designs, and carries out an action in the local community to address a global problem."

As reported in 2012, the Qatar Foundation has close ties to the Muslim Brotherhood and was started by the former Emir of Qatar and founder of Al Jazeera news network, Sheikh Hamad Bin Khalifa Al Thani.

Carnegie Corporation President Vartan Gregorian, who played a significant role in the creation of the Common Core State Standards, is a Qatar Foundation board member.
 
In 2006, the country of Qatar donated $100 million dollars to the city of New Orleans for hurricane recovery efforts. From that donation, $12.5 million was used to build a College of Pharmacy building at Xavier University. Sheikh Hamad bin Khalifa attended the groundbreaking ceremony.

Several American universities, including Carnegie Mellon, Texas A&M, and Northwestern, have established satellite campuses in Dohar, Qatar and participate in student exchange programs.

In an effort to alert these universities and others to the fact that Qatar is a "pernicious sponsor of Islamic terror," Col. Allen West, Frank Gaffney, Jr. of the Center for Security Policy, and Pamela Geller of Atlas Shrugs, recently joined with several others to start the Qatar Awareness Campaign.

According to the group:

Qatar is arguably the preeminent sponsor of terror in the world today. It is a benefactor of the genocidal armies of ISIS, al Qaeda, and Boko Haram; it is involved in Taliban narcotics trafficking through a relationship with the Pakistani National Logistics Cell; and profits from operating a virtual slave state. Qatar has leveraged its relationships with violent jihadi groups to its own benefit, and to the detriment of the United States and her allies.

In addition to the Connect All Schools initiative, Qatar has gained access to America's K-12 students through other education programs as well.

For example, Qatar Foundation International's "flagship" Arabic Language and Culture program is offered in several US schools and districts.

In 2012, PS 368 in Hamilton Heights Manhattan became the first school in the country to implement the organization's Arabic language course as a required course of study for its elementary students.

Qatar's access to America's youth, however, is not limited to online interactions and the implementation of global curricula. Last year, for example, students from New Orleans' International High School were selected by the Qatar Foundation to travel to Doha to represent the US in a Model United Nations assembly.


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Common Core sex education standards

Shocking images out of a classroom in Jacksonville, Florida illustrate how 11-12 year olds in 6th grade are being taught how to use strap-on dildos amidst a debate about Common Core sex education standards which have been attacked by some as pornographic. The pictures were taken by a student with a cellphone camera. They show a teacher demonstrating how to use a strap-on sex toy in a number of different positions. In one image, the teacher even shows how to insert the strap-on while her buttocks are in the air and her legs up over her head.

More here -- including images . . .

Not for The Obama File, but you need to know about this.


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You won't believe how Common Core tries to teach kids subtraction

Doug Ross says you'll think this is satire, but Michael Snyder assures us that it is anything but.

A massive federal takeover of education known as “Common Core” is attempting to impose nationwide academic standards on public schools throughout the entire country. Thanks to the backing of billionaire Bill Gates, endless promotion by the U.S. Department of Education, and financial bribes to state governments by the Obama administration, 45 states and Washington, D.C. have already agreed to implement the full Common Core standards in their schools. Unfortunately, these “standards” are doing to public education what Obamacare is doing to our health care system – absolutely ruining it. Just look at how basic math instruction has changed. Posted below is a comparison between the “old method” of subtraction and the “new method” of subtraction being taught in many of our schools. When I first came across this on Facebook, I thought that it was a joke…

[Common-Core-Subtraction-450x600%5B1%5D]

I thought that there was no possible way that this could be real. I really thought that this must have come from some sort of parody website.

But it is actually true.

Here is another example of this. The following is an incredibly bizarre Common Core math problem and the response by one very frustrated parent that has gone viral all over the Internet recently...

[Common-Core-Math-Problem-450x605%5B1%5D]

The frustration being experienced by that parent is quite understandable. When I first looked at that math question, I could almost feel myself getting dumber while I read it.

Is this kind of "math" really preparing our kids for the real world?

I think not.

But these are the kinds of questions that textbook writers come up with as they attempt to implement the standards of Common Core...

Here is another example of some Common Core math:

[Common-Core-Math%5B1%5D]

What?

Are you kidding me?

Why make things so convoluted?

Are they actually trying to make our kids hate math more than they already do?

And old terms such as “add” and “subtract” are out. As you can see from the “Common Core – Parent Cheat Sheet” posted below, our kids are now learning how to “increase” and “decrease”…

[Common-Core-Letter-450x585%5B1%5D]

And of course Common Core is not just messing with math.

This is, quite literally, madness.

Big government and academia are killing off precise, simple methods of instruction and teaching gibberish.

You can read the entire, pathetic story here. While doing so, please remind yourself that GOP Establishment favorite Jeb Bush supports this insanity.


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