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The complete history of Barack Obama's second term -- click Views/Repies for top stories
 
 
 


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Beckwith

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Reply with quote  #26 

Obama illegally expands federal purview over education

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Keith Koffler (WhiteHouseDossier) is reporting that Barack Obama is trying to create federal mandates for state education, contrary to legislation passed by Congress, because that's how the man who wrote and passed the Dream Act in the West Wing rolls.

Because how can you make sure leftism in education is enforced when you leave it to the states? They might try to offer an education based on Western values and stuff.

From the Washington Examiner:

One of the bill's goals was to reduce federal meddling in education, which remains a state and local issue, but Obama is ignoring the law that he signed, and is attempting instead to write implementation rules that claim powers specifically forbidden in the statutory language.

Sen. Lamar Alexander, R-Tenn., chairman of the Health, Education, Labor and Pensions Committee . . .  is outraged because the law he passed states specifically that the feds may not use it to "mandate equalized spending per pupil for a state, local educational agency or school."

But that's exactly what the Education Department is trying to mandate now . . .

For the record, the non-partisan Congressional Research Service has weighed in on Alexander's side of the argument: "It seems that a legal argument could be raised that [the Education Department] exceeded its statutory authority," CRS opined earlier this month.

The growing, unconstitutional power of the chief executive under Obama continues apace, a frightening trend likely to be augmented by Hillary Clinton.


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Beckwith

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Green weenie of the week -- the Portland School Board

Steven Hayward (Powerline) is reporting that the school board of Portland, Oregon, has passed a resolution banning any books that express any skepticism about climate change alarmism:

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The Portland Public Schools board unanimously approved a resolution this week that bans textbooks and other teaching materials that deny climate change exists or cast doubt on whether humans are to blame.

It is unacceptable that we have textbooks in our schools that spread doubt about the human causes and urgency of the crisis," Lincoln High School student Gaby Lemieux said during board testimony Tuesday. "Climate education is not a niche or a specialization, it is the minimum requirement for my generation to be successful in our changing world."

Bill Bigelow, editor of the ReThinking Schools online magazine and co-author of a textbook on environmental education, worked with several environmental groups to present the resolution, the Tribune reported.

"A lot of the text materials are kind of thick with the language of doubt, and obviously the science says otherwise," Mr. Bigelow said. "We don't want kids in Portland learning material courtesy of the fossil fuel industry."

He took particular issue with teaching materials that used iffy language when discussing climate change, like "might," "may" and "could."

I've highlighted this last sentence because it means that Portland schools cannot use the UN Intergovernmental Panel on Climate Change (IPCC) reports on climate science, because those reports use the words "might," "may," and "could" throughout, along with the term "uncertain" or "uncertainty" (both of which appear hundreds of times in the IPCC reports on climate science).

This, for example, from the summary of the 2013 IPCC climate science report:

The size of this warming is broadly consistent with predictions of climate models, but it is also of the same magnitude as natural climate variability. Thus the observed increase could be largely due to this natural variability; alternatively this variability and other human factors could have offset a still larger human-induced greenhouse warming. The unequivocal detection of the enhanced greenhouse effect from observations is not likely for a decade or more. (Emphasis added.)

Oh dear. There's those prohibited words, right there in the "consensus science" document. Better not let Portland school kids see this. They might become "confused." Heh. Who's anti-science now?

P.S. It may not matter much, since Portland is rapidly becoming a city without children. (This is one reason I don't worry about the Left in the long run: they aren't procreating. Thank goodness.)


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beadaniel

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Reply with quote  #28 
Where does this authority come from, except a totalitarian dictator from  which we are supposed to be protected by our form of government. While the world burns, he searches for these dippy mandates to beat the people down a little more and force his brand of Marxism.
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Beckwith

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Obama forcing colleges to admit criminals and school disciplinary problems

S. Noble (IndependentSentinel) is reporting that colleges and universities have been ordered to stop checking criminal records and school disciplinary records of future students. It’s bigotry according to the Obama administration. This will apply to private schools.

Schools not only have to admit them, they have to offer them counseling, mentoring and legal aid once enrolled.

This essentially eliminates standards.

It’s not the minorities fault, it’s the fault of the punitive disciplinary system, the administration believes:

A document titled Beyond the Box came down from on high and read that the “data show plainly that people of color are more likely to come in contact with the justice system due, in part, to punitive school disciplinary policies that disproportionately impact certain student groups and racial profiling.”

Judicial Watch wrote that “three out of four colleges and universities collect high school disciplinary information and 89% of those institutions use the information to make admissions decisions, according to the order. That needs to change, according to the administration. A few years ago it warned public elementary and high schools to administer student discipline without discriminating on the bases of race, color or national origin because too many minority students -- especially blacks -- were getting suspended. The feds assert they issued the directive after reports of “racial disparities” in “exclusionary discipline policies” that created a “school to prison pipeline.”

Colleges are to admit the students and give them support services, even peer mentors, starting immediately, according to Dear Leader Obama.

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Beckwith

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Holy crap! Look what college professors are doing to our children

Aleister (LegalInsurrection) there's a new video of students at Washington’s Seattle University gives insight into how college age Americans view gender identity.

Repeatedly, students insisted that “gender identity” chosen by a person is more important than biological differences the sexes.
 
In fact, when asked if there is a difference between men and women, most seem truly stumped. Says one, “I don’t think there’s any one way to distinguish between men and women, and I don’t think it’s necessary.”
And another says, “Gender is a societal construct.”

Everyone is trying so hard to give politically correct answers that no one states the obvious.

Remember this classic scene from Kindergarten Cop?

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Beckwith

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Liberal Nicholas Kristof admits there is conservative discrimination on college campuses

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Rachel Stockman (LawNewz) is reporting that In a column in today’s The New York Times, liberal opinion writer Nicholas Kristof essentially admits there is discrimination against conservative ideology on college campuses. The opinion piece is rather eye-opening because for the first time we are hearing from a prominent progressive who admits there is a problem on campuses with conservative intolerance.

“We progressives believe in diversity, and we want women, blacks, Latinos, gays and Muslims at the table -- er, so long as they aren’t conservatives … We’re fine with people who don’t look like us, as long as they think like us,” Kristof wrote.

Kristof believes universities are stigmatizing conservatives and undermining “intellectual diversity.” Proof of Mr. Kristof’s point has reared its head frequently in recent months.

For example, earlier this year, LawNewz.com wrote about a student senator who faced impeachment for daring to bring a controversial conservative speak to campus. And last year, Wesleyan students wanted to shutdown their student newspaper after a controversial piece on the Black Lives Matter movement. In the petition, the students wrote the paper, “neglects to provide a safe space for the voices of students of color.”

While some may disagree with what these conservative students and speakers have to say by cutting off their opportunity to express themselves, Kristof argues we are really doing a disservice to everyone. As Mr. Kristof writes, universities should not only be working to promote diversity in terms of race, background, and culture, but also in political belief and thought.

What’s interesting about Mr. Kristof’s column is that he doesn’t just use the typical anecdotal examples to prove his point, he also points to some interesting studies.

He writes:

The scarcity of conservatives seems driven in part by discrimination. One peer-reviewed study found that one-third of social psychologists admitted that if choosing between two equally qualified job candidates, they would be inclined to discriminate against the more conservative candidate.



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Beckwith

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Mandated Marxist instruction at this university

S. Noble (IndependentSentinel) is reporting that the University of Massachusetts at Amherst will now force Marxist indoctrination on students.

They won't just be subjected to instruction about multiculturalism and diversity, they will be told they must become social justice warriors and seek to "create change toward social justice," Fix This Nation reported.

The Marxists are out of the closet.

Leftist diversity classes are mandatory, however the officials deny there is an agenda.

"Diversity-related courses should encourage students to value cultural differences, recognize inequalities and injustices, and integrate that knowledge with critical thinking skills to address societal problems as they might choose, but [is] not based on any particular political or philosophical point of view." a spokesman told Fox News.

Daphne Patai, a professor in Brazilian literature, is opposed to the policy as a blatant attempt to regulate thought.

"This has happened over the past 30 years, with ever more brazen efforts to control not only language, but also attitudes and thoughts," said Patai on Fox News.

Here is an example of what they are turning out. This rampage by an indoctrinated student -- a social justice warrior and feminist -- took place during a talk at the same university by three conservatives.

Their entire teacher education program at the school is about social justice. Teachers will go out as social justice warriors to instruct the K-12 children.

Check out the first paragraph of the introduction to their Marxist programming.

Social Justice Education is an interdisciplinary program of study with a focus on social diversity and social justice education particularly as they apply to formal educational systems, kindergarten through higher education. The master's program of study prepares reflexive practitioners in Social Justice Education who are capable of applying social justice education practices in a variety of educational settings. The doctoral program of study prepares educators, counselors and school leaders to study, interrogate, and further theorize conceptual, empirical and applied knowledge in Social Justice Education. Our goals are to generate knowledge about social justice educational theory and practice and to apply new knowledge to the design, delivery and evaluation of effective social justice educational practices in a variety of educational settings.

We now can say we have Marxist indoctrination in our schools.


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Beckwith

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Feds push Islam in class to stop "bullying" of Muslims

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Leo Hohmann (WND) is reporting that an U.S. Department of Education is instructing educators to be aware of bullying of Muslim students and to "include Islam" in their classroom lesson plans and discussions. Nothing was mentioned about Christian or Jewish victims of bullying, resulting in charges of favoritism.

The U.S. Department of Education has posted instructions to educators on its website imploring them to be aware of their responsibilities to protect Muslim students from "bullying."

The DOE post urged teachers to "be sure to include Islam" in classroom discussions during "social studies, current events, children's literature."

The post is seen as so inflammatory by some Christian groups that a Change.org petition drive has been launched demanding the DoE "halt its efforts to Islamize school children."

Virginia-based Christian Action Network announced it is collecting petitions to present to U.S. Secretary of Education John B. King Jr.

Without providing any scientific data that bullying of Muslims is a problem in public schools or defining what type of behavior it would consider to be "bullying," the DoE post says Muslim students face more bullying than at any time since the terrorist attacks of Sept. 11, 2001.

Read the DoE blog post titled "Protecting our Muslim Youth from Bullying: The Role of the Educator."

You'll never hear of the DoE urging teachers to "be sure to include Christianity" in classroom discussions during "social studies, current events, children's literature."

It's against the mythical "constitutional separation of church and state." There's no such thing.

Jefferson never wrote a letter about the separation of mosque and state. He had his head on straight. He sent the Navy and the Marines to handle the Musselmen.


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Beckwith

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Only you can stop whiteness

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Daniel Greenfield (FrontPage) says a specter is haunting America. The specter of white privilege, white supremacy and whiteness. What is whiteness? If you ask the radical education activists at the 17th Annual White Privilege Conference,"whiteness" is the source of all human evil. Also it's the race of the majority of the country.

The conference with its 2,500 teachers, school administrators and counselors is a bizarre throwback to National Socialism's ideological indoctrination of every part of society on the evils of one single race. Attendees wore the conference's version of Nazi armbands with wristbands reading "Got Privilege." 

But not even the 17th Annual White Privilege Conference was safe from the scourge of "whiteness."

The hashtag #WPCSoWhite was unleashed complaining about how white the anti-white conference was. Is there any better evidence that white supremacy is so much a part of our lives that white people dominate even anti-white conferences? How are anti-white racists of color supposed to find their voices when they are being stifled by the white supremacist Rachel Dolezals and Shaun Kings out there?

When James W. Loewen, who denounces white supremacy, went over his allotted time at the conference, he was told that "going over time allotted is another example of white ." Loewen protested that he actually spoke for five minutes less than his allotted time and was accused by Aeriel A. Ashlee, a Korean attendee, of "A white man's defensiveness instead of accepting responsibility."  

Talking too much about the evils of white supremacy is also a form of white supremacy. 

Heather Hackman, who is also white, but was partly redeemed by having once taught multicultural education in Minnesota (85% white), warned about the "Wizard Behind The Curtain." According to Hackman, who is white and a teacher, there is too much "whiteness" in teacher education and development." The sensible response to that would be for Hackman to make teacher education less white by leaving it. But Hackman, like other white participants, seemed disinclined to cut the racial Gordian knot by leaving and planting white lilies or going off to vacation at the White Sands Hotel.

Instead these white people would like to explain how they plan to make education less white.

What is "whiteness" in education? According to Hackman, it's focusing on things like grades, attendance and proper English in schools. Also "goal orientation," honesty, hard work, discipline and success. 

If you get rid of honesty, goals, discipline, success, grades, attendance and proper English in schools, whiteness, or as Hackman calls it, "Super-Whitey," will be defeated. "If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education," she declared.

The diverse youth of tomorrow will be illiterate and incompetent. Take that Super-Whitey!

If you still teach education to teachers and you focus on grades, attendance or goals, it's time to get with the program or be driven out. What will happen to Asian, Latino and African-American educators who still want to focus on goals, honesty and hard work? Maybe DNA tests can be used to determine how much "whiteness" they have before driving them out. Or will the "one drop" rule suffice? 

The White Privilege Conference was sponsored by such diverse institutions and organizations as Bryn Mawr College (48% white, 7% black, 15% Asian, 11% too afraid to report race, no boys allowed), the Germantown Friends School (67% white, 16% black) and other Quaker schools and organizations.

Will the St. Joseph's Preparatory School (85% white, 6% black) teach students that goals, hard work and proper English are the evil marks of "whiteness?" Will the George School free students from attending classes or getting good grades? Will the Abington Friends School promote failure instead of success? 

Of course they won't.

Undergraduate tuition at Bryn Mawr approaches $50K. St. Joseph's Preparatory School runs $16K. No parent is going to be paying that kind of money for their children to be taught to fail.

Instead this destructive racial programming will be tried out on public school children whose parents can't afford an alternative. And the escalating misery will be sponsored by expensive private schools.

The goal is to transform education to fight "whiteness" while defining any good work and learning habits as "white." Any teachers and educators who try to teach children to succeed will be driven out.

Children whose parents have the fewest educational options and the least stable homes will pay the price. A two-parent family from Piedmont or Old Field Village will still be able to pass on its skills and work ethic to the next generation. It's the 17-year-old son of a single mother from Oakland who will lose out. It won't be the kids at St. Joseph's Preparatory School coming out with no skills. Instead it will be the graduates of Strawberry Mansion High School who won't be able to read or write.

It's almost like this White Privilege Conference is some sort of conspiracy to keep white people in power. 

But when Heather Hackman's graduates are through teaching as "activists," their illiterate graduates won't be able to read, but they will know whom to blame for all their problems. Super-Whitey!

And that's the real mission here. It's the same old mission. Create misery. Then provide a target. The left "helps" people out the way that your jealous friend who always sets you up to fail gives advice. The left creates misery in the black community. And then exploits that misery for wealth and political power.

The White Privilege Conference seeks to replace education with indoctrination. It wants to displace the traditional elements of education to teach activism. And the more incapable its graduates are of functioning in the real world, the more activists and protesters the left will net for its movement.

But the White Privilege Conference wasn't just about denouncing white people. Occasionally it also took a break to denounce Christianity

Activist and author Paul Kivel claimed that "In the United States, there's seven to ten thousand predominantly white, Christian men, who run the major institutions in our society." That probably sounded better before it was translated from the original German. 

White people run the major institutions in our society. It's like they're the majority. Or they have an evil plan for world domination. White people even run the anti-white conference. Even Paul Kivel is white.

There's no end to how far this whiteness conspiracy goes.

According to Kivel, there's a "Christian Hegemony" whose ideas "colonize our mind." Would this also include the White Privilege Conference sponsored by the American Friends Service Committee, the FGC Friends General Conference, the Friends Council on Education, the New York Yearly Meeting, the Philadelphia Yearly Meeting and, oh yes, the Pennsylvania Council of Churches?

If there's a "Christian Hegemony" whose ideas are colonizing minds, isn't the whole While Privilege Conference, which is practically a Quaker franchise, one of those evil ideas? Aren't the attendees doomed to whiteness no matter how they denounce it and to Christianity and its ideas?

White people dominate an anti-white conference. And even its denunciations of Christianity are sponsored by the Pennsylvania Council of Churches. There's no escape from the great menace. 

We have met the enemy and he is us. And therefore we must wear the armband of shame to confess our privilege.

Can anyone except Rachel Dolezal stop "whiteness" before it takes over America just like it took over the 17th Annual White Privilege Conference?

I can't think of anything more evil than teaching children to hate who they are and what they are.



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Beckwith

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Anything associated with being a good student is a form of white supremacy

Blake Neff (DailyCaller) is reporting that a professional education consultant and teacher trainer argued at the White Privilege Conference (WPC) in Philadelphia that great teachers must also be liberal activists, and described in detail her goal for destroying the "white supremacist" nature of modern education.

Heather Hackman operates Hackman Consulting Group and was formerly a professor of multicultural education at Minnesota's St. Cloud State University, where she taught future teachers. On Friday, Hackman was given a platform at WPC to deliver a workshop with the lengthy title "No Freedom Unless We Call Out the Wizard Behind The Curtain: Critically Addressing the Corrosive Effects of Whiteness in Teacher Education and Professional Development." The long title masked a simple thesis on Hackman's part: Modern education is hopelessly tainted by white supremacy and the "white imperial gaze," and the solution is to train prospective teachers in college to be activists as well as pedagogues.

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In fact, Hackman argued teachers shouldn't even bother teaching if they aren't committed to promoting social justice in school.

"Education is not about the mere reproduction of knowledge," Hackman said. "Education is the practice of freedom. And as a result, we have to have [teaching] students becomes activists as well as teachers."

Creating educators who are proper activists, Hackman continued, means training them to not only to encourage diversity but also to engage with the systemic oppression she says is pervasive in the entire educational system. In Hackman's telling, virtually everything associated with being a good student in modern education is actually just a tool of racist white supremacy.

"The racial narrative of White tends to be like this: Rugged individual, honest, hard-working, disciplined, rigorous, successful," she said. "And so then, the narrative of U.S. public education: Individual assessments, competition, outcome over process (I care more about your grades than how you're doing), ‘discipline' where we care more about your attendance and making sure you're not tardy than we care about your relationships … proper English must be spoken (which is just assimilation into standard U.S. dialect), hierarchical power structure, and heavy goal orientation."

While the traits listed may simply be regarded as positive traits for success in the modern world, Hackman described them as specific cultural traits chosen and emphasized to favor whites to the detriment of non-white groups, who are forced to assimilate white traits such as good discipline and goal orientation or else be left behind.

Hackman's natural solution, then, is to train teachers to move away from all these aspects of white privilege in education. She routinely touted the benefits of collective assessments (measuring student learning at the class level instead of determining whether each student knows the material), as well as eliminating all school grades entirely.

Hackman said when she was a professor, she freely employed these methods with her own students. She once let a student complete an essay assignment as a graphic novel, and allowed students to write in non-standard English or even foreign languages she herself couldn't read.

"If I don't know [your language,] frankly, that's my issue," she said. "All I need to know is that your thinking about it, I don't really care how you do it."

But Hackman acknowledged in the current white supremacist system, there is some expectation that teachers will know conventional English and possess other basic knowledge. As a result, she admitted modern activist teachers should try to learn those things sufficiently to get a job, but only for the purpose of infiltrating schools to change them from within.

"My long game was, get you in, get you tenured, get you in that system and change that system," she said.

The need for change is pressing, Hackman said, because the current white supremacist school system is literally killing off non-white Americans.

"Inside, I am screaming," she said.

She predicted her approach will triumph, and the sinister force she dubbed "Super-Whitey" (and compared to the Eye of Sauron) will eventually be swept aside.

"Your time has come," Hackman said. "If I was a white faculty member and unwilling to get with the program, I do not have any business in teacher education … We do see you, Super-Whitey. We're coming for you."

What this lunatic -- who hates her race and her gender -- is calling for is indoctrination centers.

She shouldn't be allowed near children and/or the education system.

If your child happens to learn to read, write and do math, that's OK too, but the indoctrination is first.


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Beckwith

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Today's kampus krazy update

Steven Hayward (PowerLine) says never mind the debate about whether students ought to be able to carry permitted concealed handguns on campus; how about students carrying concealed . . . chalk?

I was expecting it would come to this:

DePaul says no more political chalking in response to pro-Trump messages

By Anthony Gockowski

DePaul University will no longer allow students to chalk political messages on the sidewalks of its campus because of the "offensive, hurtful, and divisive" nature of pro-Trump chalking found on campus last week.

"While these chalk messages are part of national agendas in a heated political battle, they appeared on campus at a time of significant racial tension in our country and on college campuses. DePaul is no exception," Depaul's vice president for student affairs Eugene Zdziarski wrote in a campus-wide email obtained by Campus Reform. "The university has been addressing campus climate issues in an effort to provide an inclusive and supportive educational environment. In this context, many students, faculty and staff found the chalk messages offensive, hurtful and divisive."

Consequently, Zdziarski explained that DePaul's status as a 501(c)3 tax-exempt non-profit organization prohibits students from participating in any political activity that could be interpreted as a reflection of the university's "views or opinions." Political chalking on Depaul's grounds, Zdziarski argued, fits this description.

More here from the DePaul campus paper.

Of course, one way to keep any students from being offended is to reinstitute segregation. We've seen several universities re-institute racially segregated dormitories and special "safe spaces," but Chapman University in California is going to have separate (but equal!) graduation ceremonies by ethnic and identity group next month. Here's their poster:

Chapman Grad copy

Evidently, no straight white people attend this "institution of higher learning."

Meanwhile, we've mentioned previously that April is "Whiteness History Month" at Portland Community College, and for moment I'll pass over the curious coincidence that Whiteness History Month is also Irritable Bowel Syndrome Month (because some things are just too easy). Here PCC Professor James Harrison, who we've seen before, envisions "a world without whiteness."

Finally, remember the University of Missouri, which has had to close down four dormitories because new student enrollment has plunged in the aftermath of last fall's craven capitulations by Mizzou's feckless administration? Apparently the administration is waking up, taking note of what Ohio State did with student protestors last week, and has sensibly decided: "We want some of that."

University of Missouri Police Warn Students Against Disruptive Protests

Officials at the University of Missouri are no longer allowing protests that disrupt campus operations.

MU police told a group of 15 student protesters Wednesday that they would face arrest or student discipline proceedings if their protests disrupted university business.

MUPD Major Brian Weimer, who followed the protesters as they went from the Student Center to Jesse Hall, said the university decided to start enforcing an existing policy against disruptions after receiving complaints from people on campus about past protests.

MU spokeswoman Mary Jo Banken cited Chapter 110 of the UM System's Collected Rules and Regulations, which says the university can "set reasonable time, place and manner restrictions" on all meetings to prevent "interference with the right of students to obtain an education."

Weimer said the university wants to balance free speech with employees' rights to do their jobs without disruption.

The student protesters were part of a day of action against racism and student debt coordinated by the Million Student March. The nationwide protest sought tuition-free public college, cancellation of all student debt, a $15 minimum wage for all campus workers and divestment from private prisons by all higher education institutions.

Here's a mischievous idea for College Republicans on every campus. Make up some t-shirts with Mario Savio's image on it, but have him brandishing a stick of chalk. Heh.


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Meme compares real math to Common Core math and nails it

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Obama is forgiving the student loans of nearly 400,000 people

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Jillian Berman (MarketWatch) is reporting that hundreds of thousands of student loan borrowers will now have an easier path to getting their loans discharged, the Obama administration announced Tuesday.

The Department of Education will send letters to 387,000 people they've identified as being eligible for a total and permanent disability discharge, a designation that allows federal student loan borrowers who can't work because of a disability to have their loans forgiven. The borrowers identified by the Department won't have to go through the typical application process for receiving a disability discharge, which requires sending in documented proof of their disability. Instead, the borrower will simply have to sign and return the completed application enclosed in the letter.

If every borrower identified by the Department decides to have his or her debt forgiven, the government will end up discharging more than $7.7 billion in debt, according to the Department.

"Americans with disabilities have a right to student loan relief," Ted Mitchell, the undersecretary of education, said in a statement. "And we need to make it easier, not harder, for them to receive the benefits they are due."

About 179,000 of the borrowers identified by the Department are in default on their student loans, and of that group more than 100,000 are at risk of having their tax refunds or Social Security checks garnished to pay off the debt. Often borrowers losing out on these benefits aren't even aware that they're eligible for a disability discharge, said Persis Yu, the director of the Student Loan Borrower Assistance Project at the National Consumer Law Center.

"Borrowers just frankly don't know about this program," she said. "In the past it's been incredibly complicated to apply and that process has been getting better over time, but some people just assume that it's not going to work." The letters will help make more borrowers aware of their rights, Yu said.

The government identified eligible borrowers by matching Department of Education data on student loan borrowers with Social Security Administration data to determine which federal student loan borrowers are receiving disability benefits and whose conditions aren't expected to improve.

Yu commended the collaboration and applauded the announcement, but she said she wished it went one step further by automatically stopping collections and garnishment on borrowers the government identified as eligible for a disability discharge. The Department may struggle to reach some borrowers because they don't have their most updated information on file, she noted. In addition, some borrowers who qualify for discharge because of a psychological reason -- such as an Alzheimer's patient -- may not be capable of understanding the materials they receive, she said.

"We identify you as somebody who qualifies for this, so as long as we've identified you can we at least stop taking your money?" Yu said.

Eligible borrowers who do decide to take advantage of the discharge option should be aware that the forgiven debt may be considered taxable income. The Obama administration asked Congress in its 2017 budget proposal to get rid of the tax penalties for disability discharges, but meanwhile borrowers may find themselves paying taxes on the forgiven loans.

Despite these drawbacks, Adam Minsky, a Boston-based lawyer who specializes in student loan issues, said he's "cautiously optimistic," about the announcement and will be watching to see how it plays out. "When you're already totally and permanently disabled it can be challenging to go through this process without some help," he said. "If this helps people that are clearly eligible for discharge get one with less red tape, less waiting and less uncertainty, that's great."

It's only money -- taxpayer money!



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Stanford University student body reject "Western Civilization" -- by a 6 to 1 margin

Blake Neff (DailyCaller) is reporting that an effort by a group of Stanford University students to restore a Western civilization class requirement has been decisively rejected by the student body, with voting results released Monday showing it mustering less than 15 percent support.

The ballot initiative was promoted by members of the school’s conservative-leaning Stanford Review. If passed, it would have called for Stanford to require that all freshmen complete a two-quarter course covering “the politics, history, philosophy, and culture of the Western world.” Stanford once possessed a similar requirement, but eliminated it after a student campaign in the 1980s that denounced it as fostering racism, sexism, and other perfidious -isms.

 

Supporters managed to collect 370 signatures on their petition, enough to include it as a ballot measure for Stanford’s spring student government election.

But  it turns out Stanford has no enthusiasm for requiring the study of Western civilization. In election results released Monday, the proposal failed by an overwhelming margin, with 342 votes in favor and a whopping 1992 votes against.

In contrast, over 90 percent of students voted in favor of an initiative requiring the school to administer a new campus climate survey designed to find the rate of sexual assault on campus. The school already administered such a survey in 2015, but it outraged activists by finding a sexual assault rate of just 1.9%, which they deemed far too low.

The mere suggestion that Stanford require studying Western civilization had generated immense outrage among certain Stanford communities. A low-income advocacy group at the school suspended a member based on the suspicion that he wrote an anonymous piece supporting the proposal. A hostile column in The Stanford Daily warned that accepting the proposal would mean centering Stanford education on “upholding white supremacy, capitalism and colonialism, and all other oppressive systems that flow from Western civilizations.”


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Black history professor imagines "a world without whiteness"

Jonah Bennett (BizPacReview) is reporting that James Harrison, history professor at Portland Community College, said in a lecture Monday for the college’s April Whiteness History Month that peace in the U.S. is impossible so long as whiteness still exists.

In a talk entitled "Imagine A World Without Whiteness," Harrison declared confidently that conflict can only cease once the power structure of whiteness is totally eliminated.

"Imagine everyone living life in peace," Harrison said, building off John Lennon’s famous song "Imagine."

"And how do we get to that good world is the question -- a world without conflict. And to me, my interpretation of these words, is it would be a world, or U.S., without whiteness, in terms of the power structure," Harrison said, offering his own interpretation of Lennon’s song.

For Harrison, the term whiteness is essentially a social category to which whites belong. And a social category, Harrison continued, is a group of people sharing in a common similar attributes, even if they have never actually met.

"So whiteness, white people, share a whole lot of things, even if they don’t interact, and one thing that they share is whiteness, or white privilege," Harrison said.

Harrison then went on to explain that demolishing whiteness is a matter of a lot of individuals each taking small steps to achieving the objective.

"Can there be a world without whiteness, a world in which white privilege doesn’t exist?" Harrison asked his audience.

"My answer is yes, we can, because it’s happened before, and it all revolves around individuals taking small steps to dismantle and demolish the whole concept."

The effort is working. Harrison said whiteness is on the retreat, noting estimates indicate whites will no longer be a majority in the United States by 2040 or 2050.

But do poor whites have white privilege? Harrison answered in the affirmative. Most whites, even poor whites, he said, don’t recognize they have white privilege because it’s invisible. It’s like a club you belong to without asking to be part of it, Harrison said.

This racist puke is advocating the genocide of white people -- and the taxpayers of Oregon are paying him to do it.

This stuff is going on in colleges and universities all over the country -- and worse it's accepted progressive dogma.

But we conservatives are the "haters."

Here are the email addresses of the two campus presidents:

lisa.avery@pcc.edu; karin.edwards@pcc.edu


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What university "snowflakes" are really about

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Bruce Thornton (FrontPage) says America's privileged students at elite colleges and universities continue to be traumatized by speech they find "hurtful" and "threatening." Last November at Yale it was a faculty email suggesting that students should lighten up on policing Halloween costumes for racial insensitivity. At the University of Missouri, some students were offended by the administration's failure to investigate and punish alleged racial slurs. A Harvard student recently told FOX News' Meghan Kelly that displaying the American flag in a dorm room or just being in the same class with a pro-life student is hurtful and insensitive. Now students at Emory University are experiencing "pain," "fear," and "frustration" over messages supporting Donald Trump that were written in chalk on campus sidewalks. At Scripps College, #Trump2016 written on a dorm whiteboard was called "racist" and "intentional violence."

There's been no end of commentary on these incidents. Some have correctly pointed out that they are the fruit of nearly four decades of the progressive and leftist transformation of the university. Once a protected space for truth, independent thought, and free speech, now universities are training centers for left-wing cadres and commissars intolerant of political heresy and opposing points of view. Listen to the vice-president of the Missouri Students Association, responding to questions about the professor who had asked for "muscle" to scare off a journalist covering a protest. "I personally am tired of hearing that First Amendment rights protect students when they are creating a hostile and unsafe learning environment for myself and for other students here."

Other critics blame a culture of permissive parenting and a therapeutic obsession with children's feelings that have led to demands for "safe spaces," speech codes, and rigorous surveillance of "microagressions." A callow youth at Yale demonstrated this change, hysterically shouting to a professor and master of a campus residence, "It is not about creating an intellectual space! . . . It is about creating a home here!" Another Yale student in an article for the student paper wrote, "I don't want to debate. I want to talk about my pain!" The university's role of being in loco parentis now means recreating the pampered indulgence of childish feelings that many affluent students have became used to at home.

These analyses are revealing, and the weird incoherence of this combination of Marx and Oprah has been neatly captured by William Voegli in an essay for the Claremont Review of Books: "The compassion commandos of 2015 are history's first revolutionaries to mount the barricades in the name of their own emotional fragility." Yet there are other causes of the "snowflake" phenomenon.

Start with federal law. Sexual harassment and Title IX legislation employ vague and subjective language that invites legal complaints no matter how obviously absurd. Once harassment proscribes actions or words that create an "intimidating, hostile or offensive work environment," as sexual harassment law puts it, then the standards for defining these subjective terms will be set by the hypersensitive, the neurotic, or the Machiavellian opportunist. So too with Title IX, which says no one will "be subjected to discrimination" on the basis of sex. But who will define what constitutes "discrimination"? Students like the one quoted above, who echoes sexual harassment law with her phrase "hostile and unsafe learning environment." 

This degradation of law to the level of irrational, subjective perceptions can be seen in the language of university "harassment" or "hate speech" codes, which are created to avoid run-ins with the feds over violations of sexual harassment laws. But it's not just sex that is at issue. Any protected class, which includes selected minorities and sexual identities, is given the same protection from behaviors deemed offensive to their identities. Expand this proscription of "hostile" and "intimidating" to politics and ideology -- a natural progression of such open-ended law given the prevalence of multicultural identity politics -- and you get the "snowflake" phenomenon. Thus political speech that disturbs someone can be proscribed as a violation of harassment and discrimination laws policed by federal agencies.

This brings us to the eagerness of college administrators to take seriously such complaints and appease the complainers. They do so not just because they may agree with the ideology of "diversity" and grievance politics. Whether they do or not, any institution that receives "federal financial assistance," in the words of Title IX -- which comprises, with few exceptions like Hillsdale College, almost every public and private university and college in America -- is bound by federal law. Alleged infractions must be investigated and punished, unless a school wants the federal Equal Employment Opportunity Commission or the Department of Education, backed by the coercive power of the state, to get involved. And don't forget the possibility of private lawsuits based on these laws, the loss of federal funds, and the risk to an institution's accreditation. 

For administrators, then, the path of least resistance is to investigate the alleged infractions, and propose remedies that will appease the complainers and get the television news cameras off campus. And if Constitutionally protected free speech and academic freedom are the victims, that's a small price to pay for avoiding a career-ending orgy of bad publicity.

Finally, the common perception of these students as just spoiled, immature, entitled neurotics is only partly true. The real instigators of these incidents are savvy progressive student activists who know that most faculty agree with and support them, and that most administrators are careerist invertebrates fearful of bad publicity and blowback from trustees and the media. These student Alinskyites leverage photogenic protests and marches into academic lucre in the form of more scholarships, "research centers," and faculty hires that will expand the progressive influence over the institution, especially over curricula, hiring, programs, admission criteria, and academic policy. 

A perfect example of this dynamic can be seen in the response of Yale president Peter Salovey to the incident on his campus last November. First there is some embarrassing groveling: "I have never been as simultaneously moved, challenged, and encouraged by our community — and all the promise it embodies — as in the past two weeks. You have given strong voice to the need for us to work toward a better, more diverse, and more inclusive Yale. You have offered me the opportunity to listen to and learn from you." But employing the multiculturalist dog whistles "diverse" and "inclusive," and flattering self-righteous entitled whiners by anointing them as Socratic sages, are just preludes to the real business -- doling out academic protection money.

Race, ethnicity, and other aspects of social identity are central issues of our era, issues that should be a focus of particularly intense study at a great university. For some time, Yale has been exploring the possibility of creating a prominent university center supporting the exciting scholarship represented by these and related areas. Recent events across the country have made clear that now is the time to develop such a transformative, multidisciplinary center drawing on expertise from across Yale's schools; it will be launched this year and will have significant resources for both programming and staff.

And that's just the beginning of the payola. Four new faculty positions will be filled to research and teach the "histories, lives, and cultures of unrepresented and under-represented communities," and Yale will add "additional teaching staff and courses in Yale College starting in spring 2016 that address these topics." Fifty million dollars is committed to "enhance faculty diversity," by which he means hiring not the children of Scots-Irish West Virginia coal-miners, but "protected" groups like blacks and "Hispanics" no matter how affluent their parents or how laden with social capital. 

But this academic Santa Clause is just getting started. There will be a new administrative position created to help the Faculty of Arts and Science in its "diversity efforts." Yale will make "funds available to improve existing programs and develop new ones — both during orientation periods and beyond — that explore diversity and inclusion and provide tools for open conversations in all parts of the university about these issues. Programs may take the form of trainings, speaker series, or other ongoing activities." New "pathways" for reporting discrimination, and new "measures to strengthen mechanisms that address discrimination" will be created with significant "input" from students. 

But not just faculty, staff, and administrators will profit from this blood money. 

Financial aid policies for low-income students in Yale College, the subject of a spring 2015 report by the Yale College Council, will also see improvements beginning in the next academic year. Details will soon be announced, and will include a reduction in the student effort expectation [which probably means lowering GPA standards for receiving aid] for current students. In the meantime, funds for emergencies and special circumstances [compensation for the trauma of microagressions?] already available through the residential colleges, and the financial aid offices are also being reviewed and increased. 

Finally, what capitulation to totalitarians would be complete without self-flagellating "reeducation" programs? 

Educating our community about race, ethnicity, diversity, and inclusion begins with the university's leadership. I, along with the vice presidents, deans, provosts, and other members of the administration, will receive training on recognizing and combating racism and other forms of discrimination in the academy. Similar programs will be provided to department chairs, directors of graduate and undergraduate studies, masters and deans, student affairs staff, and others across the university. 

It is safe to say that all this largesse will amount to at least hundreds of millions of dollars distributed to faculty, staff, administrators, and students, especially those "of color" no matter how privileged. And that's what the "snowflakes" are really about: activists who extort and leverage money and power from institutions of higher education that have abandoned their mission to transmit knowledge and turn students into independent critical thinkers worthy of political freedom. 


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Harvard student offended by American flag

Harvard University student, Rachel Huebner, joins Fox News Channel's Megyn Kelly to share observations of the totalitarian left-wing political culture at her university indoctrination center.


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Grade inflation gone wild

Dave Blount (Moonbattery) is reporting that college students aren’t learning as much as they used to. You can tell by how their grades get better every year.

See how often an A is awarded:

grade inflation

It used to be that C was the most common grade. Now hardly anyone gets a C.

The higher the average grade, the less knowledge that grade represents. Grade inflation is a symptom of less demanding professors.

Yet the cost of education continues to shoot through the stratosphere, proving you don’t always get what you pay for.


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Creeping fascism in unlikely places

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S. Noble (IndependentSentinel) is reporting that students at Western Washington State University are demanding a school of Social Justice Indoctrination be built at the university's expense. It will be called the College of Power and Liberation.

The activists demand a student committee to police offensive speech and arrange culturally segregated living arrangements at the school. They want the right to investigate professors and students who are guilty of microagressions and not providing enough safe spaces for students. They demand the right to fire police who are guilty of micro-aggressions.

This is your future under Fascists because these ill-taught young people outnumber the older people. Free speech will be a thing of the past along with many other freedoms.

The Daily Caller said the demands issued by the Student Assembly for Power and Liberation (SAPL) may not be as lengthy as those issued at Oberlin College, or as visible as those made at the University of Missouri or Harvard University, but they more than make up for that in sheer ambition.

The activist Student Assembly for Power and Liberation (SAPL), the name of which exceeds even what George Orwell conceived, posted their list of demands last week. This is only a glossing over. They had much more toe ay.

  • Establish this Orwellian Fascist college
  • Have separate cultural dorms.
  • The university must admit they are occupying Nooksack and Lummi land and acknowledge their legacy of colonialism.
  • They want the power to hire and fire professors and police and investigate students.
  • Control of programming and a new library are paramount.
  • A yearly emergency fund be established for underrepresented students so they can stay in college.
  • Work study positions be set up for 20% of the students.
  • $50,000 from the University to put on an opening event that will introduce the College and its mission.
  • The group demands an annually dedicated revenue of $45,000 for compensation of students and faculty doing de-colonial work on campus which includes fighting racism, misogyny, trans- and homo-phobia on this campus.
  • They demand the creation and implementation of a 15 person [that's how they spell it] paid student committee, The Office for Social Transformation, to monitor, document, and archive all racist, anti- black, transphobic, cissexist, misogynistic, ablest, homophobic, islamophobic, xenophobic, anti-semitism, and otherwise oppressive behavior on campus.
  • They demand it all by Spring.
  • They demand that any Western Washington University student who has been targeted by, harassed by, or has experienced excruciating acts of violence that was racialized, sexualized, gendered, based on ability, employment status, citizenship and/or mental health from the University, either through its policies or institutional agents, must be compensated by the University.
  • They want ten professors chosen by them to kick off the indoctrination camp.
  • The Daily Beast author Robbie Soave wrote: The list of demands ends with a lengthy denunciation of WWU's marginalization of "hxstorically oppressed students."  The misspelling is intentional: "hxstory," I presume, was judged to be more PC than "history," which is gendered, triggering, and perhaps violent. It's easy for me to laugh at these clumsy attempts to make language obey the dictates of political correctness—but I laugh from a position of relative safety, since I am not a WWU professor.

WWU President Bruce Shepard told The Bellingham Herald that only the Faculty Senate can propose an entirely new college, and that many of the other demands would violate contracts with university employees, internal policies, and even federal law, according to The College Fix.

The oppressive students said that they are being "oppressed."

This is something to be concerned about. It's a concept developing on many campuses throughout the country. It's the statist entitlement culture that the leftists have brought us.

Much of this is the result of weak, cowardly college administrators. This comes only a few months after the Western Washington University president canceled classes in order to "go after" people who allegedly posted hate speech on social media.

We are not raising patriotic, moral, self-sufficient Americans as in the past. We are raising whiney, lazy, entitled lightweights. The country won't sustain freedom as these angry, leftists go forth and multiply.

A Professor warns against the PC culture.



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What are they teaching in America's schools besides microaggressions?


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There is no education -- only indoctrination

Campus Reform believes that the American Dream has traditionally been seen as a promise that hard work will lead to success, but many college students today seem to think that government can replace the need for individual effort.

Campus Reform recently visited California to ask some UCLA students about the American Dream, and while the definitions they offered were fairly typical, some of their prescriptions for achieving the Dream were borderline fantastical, as this video shows.

We began by asking them, simply, "What is your definition of the American Dream?"

While it is hardly a foreign concept to most people in this country, several students had difficulty coming up with an answer at first, though all were eventually able to dredge up a brief description, even if some were seemingly retrieved from a memory vault that had been locked up tight since grammar school.

"I mean, it's being successful; doing well; working hard," one student ventured. Another student was less equivocal, saying, "It's about getting money, you know?"

Campus Reform next asked the students whether there is any presidential candidate that they feel would best help them to achieve the American Dream, and given the tenor of their previous responses, even we were surprised at just how often the name Bernie Sanders was repeated.

"I'm for Bernie Sanders," one woman began to answer, but then suddenly reconsidered, deciding that, in fact, "I love Bernie Sanders."

Naturally, we asked the students what they find so appealing in Sanders' candidacy, and the most common response, by far, involved his proposal to make higher education tuition-free.

"His educational plans … full funding for college education … I think college being free would give a lot of people opportunities," said one student.

Another student, clearly struggling to recall her reasoning, stammered out, "uhhh … the tuition thing," her face lighting up with recognition as the answer dawned upon her.

Others didn't even bother with specifics, instead citing a vague sense that Sanders somehow represents an antidote to the current problems facing society.

"At this point, we need somebody who can really push forward radically," one student asserted. "I feel like he can relate, a little bit," added another, presumably referring to Sanders' ability to relate to college students. Still another said, with a hint of gleeful rumination, that he supports Sanders because "he wants to kind of destruct capitalism."

One female student, when pressed to explain her enthusiastic endorsement of Sanders, haltingly conceded, "I, I couldn't … I don't know … I couldn't name something."

Not everyone was quite so enthusiastic, though. One group of students gave him a particularly lukewarm endorsement, saying, "I mean I guess Bernie Sanders … If we had to pick, we'd say Bernie Sanders."

Another female student that spoke to Campus Reform actually even rejected Sanders for being too moderate, saying she supports "neither" party's candidates, opining instead that "I think the revolutionary leader Bob Avakian, who is the Chairman of the Revolutionary Communist Party is the biggest hope for humanity."

And just wait until Bernie Sanders implements his "free" education program:

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Muslim indoctrination and the Department of Education -- from dressing up in hijabs to conversions

Mary Grabar (JihadWatch) says the World Hijab Day website presents hijab-wearing as a sign of empowerment; women and girls who wear hijabs are called "queens, princesses, and sultanas." One blog post by Megan Baase, however, reveals that experimental hijab-wearing may have other effects.  Baase writes that she didn't know much about Islam until World Hijab Day.  After reading about Islam and "why women wear hijabs," she decided to convert: "I would've never learned about Islam if it weren't for world hijab day." Now, the U.S. Department of Education is encouraging Islamic proselytizing.

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Ever since 9/11, educators have been trying to promote a positive view of Islam under the pretext of fighting harassment of Muslims.  American textbooks repeat Muslim doctrine as if it were historical fact, students are taken to pray in mosques, and girls are asked to dress up in hijabs, the Muslim head scarves.

When I taught at Georgia Perimeter College (2007-2010) I'd see posters on bulletin boards put up by a Muslim professor who advised the Muslim Student Association (a "legacy project" of the Muslim Brotherhood), inviting girls to "wear a hijab for a day."  In 2009, at the annual meeting of the National Council for the Social Studies, I reported on such panels as "Muslim Perspectives Through Film and Dialogue."

Now we have a World Hijab Day on February 1st. The first one was held in 2013.  The organization's website reported that that February, "Girls of all faiths across East Lancashire [United Kingdom] have been taking part in World Hijab Day to understand and appreciate the muslim [sic] culture." At Pleckgate High School, the head of "RE and citizenship," was quoted as saying, "Staff and pupils, Muslim and non Muslim, wore the hijab all day as a way of increasing understanding. . . ."

Here in the USA, in Texas, later that month, WND reported, "Students Made to Wear Burqas -- in Texas."  The exercise was part of the Texas CSCOPE curriculum.  In California, at Natomas Pacific Prep public charter school, some girls wore hijabs as part of their senior projects.

This year according to the World Hijab Day's website, college campuses in Illinois, Indiana, Maine, Maryland, Minnesota, Oklahoma, and Pennsylvania participated.  Advice for Muslim Student Associations on holding such events is offered at the site, as are testimonials from Muslim and non-Muslim women.  So is New York Assemblyman David Weprin's statement in support of World Hijab Day 2016.

On February 11 of this year, the U.S. Department of Education sent out an official "Homeroom" blog post titled "Protecting Our Muslim Youth from Bullying: The Role of the Educator."

It began: "Not since the days and months immediately after September 11 has the Muslim community faced the level of anti-Muslim bias and bullying that has been seen over the past several months. In the wake of Paris and other terrorist attacks, combined with the emergence of the Islamic State in Iraq and Syria (ISIS), a lack of information among the public about Islam, and the tendency to associate  Islam with terrorism, there has been an increase in expressions and incidents targeting the Muslim community. . . ."

An alleged "increased wave of anti-Muslim sentiment in our public discourse, political rhetoric and everyday interactions," includes schools, where youth have been called, "terrorists" or "ISIS" and attacked physically, verbally, and through social isolation.

The "statistics," however, come from the Anti-Defamation League (ADL). As evidence of 75 reported incidents, ranging from assault to fliers opposing a mosque in Fredericksburg, there are links to only 10 news reports that go so far as to only describe allegations (many of these will likely prove to be hoaxes).

The suggested activities and curricula also come from ADL, which has long been selling its anti-bullying programs and materials to schools.  These activities are aimed at the larger goal of controlling students' emotions and thoughts, i.e., getting them to stop "hating," and to uncritically accept all cultures and lifestyles. (Early in the Obama administration, such anti-bullying programs were directed at protecting gay students and were coordinated with then-"safe schools czar," the co-founder of the Gay and Lesbian Independent School Teacher Network, Kevin Jennings.)

Among the Department's suggested activities is holding a "Walk a Mile in Her Hijab Day."  There is a link to a video of a classroom at Vernon Hills High School in Illinois, where girls are shown in a classroom helping each other put on hijabs.  It's presented as a fun activity, dress-up for teenagers.  The event, held last December, was organized by the school's Muslim Student Association President, Yasmeen Abdallah, who claimed it was intended to "denounce negative stereotypes."

At a Rochester, New York, high school, another Muslim student, Eman Muthana, successfully petitioned the administration to participate in World Hijab Day this month.  Some parents became outraged.  Muthana said it was a way to share a cultural experience and fight prejudice.

The World Hijab Day website reported that Memphis Central High School also participated this year. The blog-poster, identified only as "Mary," a "Christian, USA," did not report any outraged parents, but only feeling good at "seeing so many people support one another."

The World Hijab Day website presents hijab-wearing as a sign of empowerment; women and girls who wear hijabs are called "queens, princesses, and sultanas."

One blog post by Megan Baase, however, reveals that experimental hijab-wearing may have other effects.  Baase writes that she didn't know much about Islam until World Hijab Day.  After reading about Islam and "why women wear hijabs," she decided to convert: "I would've never learned about Islam if it weren't for world hijab day."  The post features a picture of her and her four-year-old son, both wearing hijabs.  She writes that she "couldn't say no" to his request to "be just like mommy."

Although proponents claim such activities are cultural exercises, critics rightly point out that students are not asked to participate in the wearing of crucifixes or yarmulkes.  Now, the U.S. Department of Education, under the cover of anti-bullying, is encouraging Islamic proselytizing.

The development is alarming especially given the Department's increased grip on day-to-day school operations.  "Dear Colleague" letters give directives on such things as bullying, rape prevention, and school discipline.  School administrators tend to act preemptively to fend off potential punishment from the feds.  It's why school websites are plastered with anti-discrimination statements and notices about training in "affirmative consent."

To ward off charges of creating a hostile school environment, school officials may want to have proof in the form of a list of activities that encourage cultural sensitivity -- like having girls wear hijabs.

Such activities do have consequences.  We need to listen to what Muslim converts say, rather than what the Department of Education says.

There are enough of these stories in this thread to indicate that somebody -- or some group -- wielding enormous power is behind this indoctrination. These are not random events. This is a campaign.

I suspect that they are the same people who would be apoplectic if Christian, Jewish or Hindu proselytizing were going on in the public schools.



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Angry, violent mob of "protesters" chants this is what democracy looks like

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Aleister (ProgressivesToday) is reporting that these idiots have no idea what democracy looks like and they're proving it. If a single one of these dopes had ever cracked a history book, they would know this is what the bloody French Revolution looked like.

As Jim Hoft reported yesterday at The Gateway Pundit, this all had to do with a speech by conservative writer Ben Shapiro at California State University LA.

Instead of being able to hear an opposing point of view, these campus crybullies went nuts and tried to storm the lecture hall where Shapiro was speaking.

Our higher education system doesn't need reform. It needs to be completely destroyed and rebuilt from scratch.

What you will witness below is not college. It's left wing activism and a complete disregard for free speech.

In a rational world, every single one of these students would be expelled.

Just remember that "free" college means you'll be paying for more of this with your taxes.

A mob is a mob, is a mob and has no place in a supposed "institution of higher learning."

Obama, you built this.



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School districts spending millions on "white privilege" training for teachers

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Steve Gunn (EAGNews) says there's no question that the Pacific Educational Group, a San Francisco-based education consulting company, is a successful for-profit enterprise.

It's a standing tribute to American capitalism, and the success that entrepreneurs of all races can experience in a free market economy.

Of course PEG's overt mission is to improve educational opportunities for black and other minority children.

The company sells the notion that the American education system is unfairly based on traditional white cultural norms (white privilege in schools) to the benefit of white students and the detriment of minorities.

The product it sells to schools involves training for teachers and other staff members, so they can better understand and relate to the needs of minority students.

One might assume that PEG's founder and president, Glenn Singleton, who is a black man, wants better instruction for minority kids so they can follow his path and become successful participants in the American economy.

Yet PEG has working relationships with a number of radical progressive academics who condemn American capitalism and society in general.

These academics seem intent on convincing minority students that the education system, and American society in general, are biased against them. Instead of motivating students for success, they seem like they want to convince them they are victims of an unjust society that requires radical transformation.

A capitalist company challenges capitalism

The fact that PEG takes advantage of the free enterprise system to make a lot of money is beyond dispute.

EAGnews.org recently surveyed a small sampling of school districts that contracted with PEG during the 2014-15 school year, to determine how much they paid for the consulting services.

Eighteen school districts reported paying PEG a combined $1.56 million in that one year. Seven of those districts paid the company six figures:

  • Lawrence, Kansas -- $125,575
  • Osseo, Minnesota -- $208,800
  • Bellevue, Washington -- $153,600
  • Pittsburgh -- $123,324
  • Baltimore County, Maryland -- $138,930
  • Corvallis, Oregon -- $105,055
  • St. Paul, Minnesota -- $369,828

That's a pretty significant haul for PEG, in and of itself. Then consider that PEG listed 183 districts across the nation as clients on its website last year. If they all pay similar amounts to the districts in our survey, PEG may be a very profitable enterprise, indeed.

Yet PEG has used speakers at its national conferences who condemn the ideals of private property and profit, and dismiss the notion that minority students (like Singleton once was) can work hard and succeed on their own.

One keynote speaker at the PEG's Summit for Courageous Conversations back in 2009 was Antonia Darder, a professor who has worked at several American universities. She once gave a speech entitled "The Neoliberal Restructuring of Cities, Education Policy, and Possibilities for Social Transformation Through a Marxist Lens."

Darder clearly has a dark view of capitalism and its impact on the nation and world.

"We must remove the blinders and see capitalism as the generator of scarcity," she wrote in The Critical Pedagogy Reader. "Seldom do we find with the resounding praises paid to technology a discussion of how technology revolutions have exposed the wretchedness of capitalism -- millions of people dying from starvation alongside unprecedented wealth."

Another speaker at the 2009 summit was Gloria Ladson-Billings, a professor at the University of Wisconsin-Madison.

She clearly has a passion for using the classroom to indoctrinate students in leftist activism.

"This aspect of culturally relevant teaching links it closely with a critical pedagogy that argues for students and teachers alike to participate in a collective struggle," she wrote in a published paper. "Thus, students must be challenged to ask questions about the ways that whole groups of people are systematically excluded from social benefits."

A speaker at the 2013 PEG Summit was Sonia Nieto, a professor at the University of Massachusetts Amherst, who seems to share Ladson-Billings' point of view.

"Despite their invisibility, questions about equity and social justice are at the core of education," Nieto wrote in one of her books. "As such, education is always a political undertaking."

Another speaker at the 2013 conference was educator and author Lisa Delpit. According to an article published by The Nation, Delpit is known for "introducing math concepts through problems with cultural resonance for disadvantaged kids, such as calculating the probability that the police will stop-and-frisk a black male, as compared to a white male."

All four of the previously mentioned speakers are supporters of Bill Ayers, a Marxist educator and former member of the radical domestic terrorist group Weather Underground, which was accused of blowing up U.S. government buildings.

Ayers is a leading proponent of using the education system to recruit new radical activists.

"We share the belief that education is the motor force of revolution," Ayers was quoted as saying in a 2006 speech to the World Economic Forum in Caracus, Venezuela.

In 2008, when then presidential candidate Barack Obama was being questioned by the media regarding his longtime friendship with Ayers, Ladson-Billings, Darder, Nieto and Delpit all signed a petition in support of Ayers, according to writer Kevin Groenhagen.

"We write to support our colleague Professor William Ayers, Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago, who is currently under determined and sustained political attack," the petition reportedly said.

Those speakers, and many others, are brought to PEG conference to speak directly to teachers and administrators -- the people who educate America's children on a day-to-day basis.

What sort of message are those local educators receiving? That they should be pushing children to overcome barriers so they can soar in America's free enterprise system, like Glenn Singleton did?

Or are they told they should be sharing a message of victimization, anger and alienation to struggling minority students throughout the nation?


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Reply with quote  #50 

University of Portland encourages students to report microaggressions to police

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Dave Blount (Monnbattery) says to get an idea of what America will look like when liberty has been completely extinguished, look to college campuses, where students are already egged on to report even the most trivial thought crimes to the police:

The University of Portland has launched a "Speak Up" webpage that encourages students to report "incidents of discomfort" to its Public Safety department.

"We ask members of our community to SPEAK UP and report alleged incidents of discrimination and incidents of discomfort regarding observed or experienced interactions of intolerance," the university states on the webpage. …

"The University of Portland takes seriously its responsibility to provide an inclusive environment for all members of our community," said Rachel Barry-Arquit in an email to The College Fix. Barry-Arquit is the university’s director of marketing and communication.

To "provide an inclusive environment" is to completely suppress any expression of unorthodox thought.

"The words ‘incidents of discomfort’ are intentionally broad as each person within the community would likely describe a different situation or experience that would define that description," Barry-Arquit said.

Under true totalitarianism, you often don't know that the thought you have expressed is a crime until afterward. That way, people will always err on the side of maximum obedience before opening their mouths.

Even now virtually any remark might be designated a thought crime or "microaggression." When utopia is achieved, all thought will be criminal. To quote a founding father of progressivism,

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