Month: November 2013

CATHOLICS KISS & ADORE RELIC: VIAL OF BLOOD OF POPE JOHN PAUL II AT MIAMI CHURCH

Pope John Paul II Relic of his blood

enters the Cathedral 

of St. Mary Miami, Fl.-November 3, 2013

Vial of pope’s blood moves students 

to tears in Southwest Ranches:

The little vial of Pope John Paul II blood, one of four extracted shortly before the popular pope died in 2005, visited Archbishop McCarty High in Southwest Ranches before it returns to Rome on Nov. 23.
See: 

OCEAN TO OCEAN: PAGAN IDOLATRY-PEREGRINATION OF THE CATHOLIC BLACK MARY GODDESS ICON OF JASNA GORA

OUR LADY OF CZESTOCHOWA, JASNA GORA

LISTEN TO AUDIO SERMON OF PASTOR RALPH OVADAL
OF PILGRIMS COVENANT CHURCH, MONROE, WISCONSIN
AT: http://www.sermonaudio.com/sermoninfo.asp?SID=112913949270,
EXPOSING THE CATHOLIC IDOLATRY OF THIS “GODDESS”

VIDEOS: From Ocean to Ocean – 

Icon of Our Lady of Czestochowa:

                           

With Czestochowa icon in defense of life:

The Black Madonna of Poland:

The unveiling of the Black Madonna icon [Czestochowa, Poland]:

Black Madonna Pro-Life Pilgrimage Across North America:


ALSO SEE The National Shrine in Doylestown, Pennsylvania:
http://www.czestochowa.us/

MEDIA PROTESTS WHITE HOUSE DICTATES & RESTRAINTS ON FREE PRESS

OBAMA’S FREE PRESS VIOLATIONS:
MEDIA PROTESTS 
RESTRAINTS & INTERFERENCE
WITH PHOTOGRAPHERS 

Video: Media protests 

White House restrictions:

Video: White House Reporters Question Limits 



On Photo Access At Press Briefing:


“USA Today Calls Out White House Propaganda, Will No Longer Publish Obama Admin(istration)’s “Official” Press Photos”, which states, quote:

“USA Today has officially become the first major paper to take a principled stand and has declared that they refuse to publish the “official” photos offered to media outlets from the Obama Administration, according to Tea Party News Network.”
SEE:
USA Today Deputy Director of Multimedia Andrew P. Scott issued the following memo to all staff:
“All,
We do not publish, either in print or online, handout photos originating from the White House Press Office, except in very extraordinary circumstances. In those very rare instances where a handout image from the White House image has been made under legitimate national security restrictions and is also of very high news value, the use needs to be approved in advance by consulting with Dave Callaway, David Colton, Owen Ullmann, Susan Weiss, Dave Teeuwen, Patty Michalski or me prior to publication.
The functions of the President at the White House are fundamentally public in nature, and should be documented for the public by independent news organizations, not solely by the White House Press Office.
The journalistic community feels so strongly about this that 38 news organizations, including Gannett, have sent a letter of formal protest to the White House.”

Here is the full text of the letter sent to the White House, signed by major news sources:
See: 
November 21, 2013
Jay Carney
Press Secretary
The White House
VIA HAND DELIVERY
Dear Mr. Carney:
We write to protest the limits on access currently barring photographers who cover the White House. We hope this letter will serve as the first step in removing these restrictions and, therefore, we also request a meeting with you to discuss this critical issue further. Journalists are routinely being denied the right to photograph or videotape the President while he is performing his official duties. As surely as if they were placing a hand over a journalist’s camera lens, officials in this administration are blocking the public from having an independent view of important functions of the Executive Branch of government. To be clear, we are talking about Presidential activities of a fundamentally public nature. To be equally clear, we are not talking about open access to the residence or to areas restricted, for example, for national security purposes.
The apparent reason for closing certain events to photographers is that these events have been deemed “private.” That rationale, however, is undermined when the White House contemporaneously releases its own photograph of a so-called private event through social media. The restrictions imposed by the White House on photographers covering these events, followed by the routine release by the White House of photographs made by government employees of these same events, is an arbitrary restraint and unwarranted interference on legitimate newsgathering activities. You are, in effect, replacing independent photojournalism with visual press releases.
All of the following events, with the exception of the McCain-Graham meeting, were reported as “read-outs” by the White House with “official” White House photo(s) attached. They illustrate the troubling breadth of the restrictions placed upon newsgathering by the White House to record governmental activity of undisputed and wide public interest:
• On July 10, 2013, the President met with members of the Congressional Hispanic Caucus.
• On July 11, 2013, the President met with the Co-Chairs of the U.S. – China Strategic and Economic Dialogue.
• On July 29, 2013, the President met with former Secretary of State Clinton (White House photo also distributed via Twitter).
• On July 30, 2013, the President and Vice President met with Israeli and Palestinian negotiators.
• On August 26, 2013, the President met with African-American Faith Leaders.
• On September 2, 2013, the President met with Senators McCain and Graham.
• On October. 11, 2013, the President and family members met with Pakistani human rights activist Malala Yousafzai, a person of great public interest.
While certain of these events may appear “private” in nature, the decision of the White House to release its own contemporaneous photograph(s) suggests that the White House believes these events are, in fact, newsworthy and not private.
The right of journalists to gather the news is most critical when covering government officials acting in their official capacities. Previous administrations have recognized this, and have granted press access to visually cover precisely these types of events, thus creating government transparency. It is clear that the restrictions imposed by your office on photographers undercut the President’s stated desire to continue and broaden that tradition. To exclude the press from these functions is a major break from how previous administrations have worked with the press.
Moreover, these restrictions raise constitutional concerns. As the Supreme Court has stated, the First Amendment protects “the public and the press from abridgment of their rights of access to information about the operation of their government,” Richmond Newspapers Inc. v. Virginia, 448 U.S. 555, 584 (1980). The fact that there is no access whatsoever only heightens those concerns. As one court has noted in considering a similar restriction: “The total exclusion of television representatives from White House pool coverage denies the public and the press their limited right of access, guaranteed by the First Amendment of the Constitution of the United States.” Cable News Network, Inc. v. American Broadcasting Companies, Inc., et al. 518 F.Supp. 1238, 1245 (N.D. GA 1981).
The organizations and individuals signing this letter strongly believe that imposing limits on press access, as your office has done, represents a troubling precedent with a direct and adverse impact on the public’s ability to independently monitor and see what its government is doing.
We consider this a most serious matter and urge you to provide appropriate access for independent photojournalists to all public governmental events in which the President
participates. Again, we see this letter as the first step toward restoring full press access to these events. Accordingly, we request an immediate meeting with you in order to resolve this very serious situation. We ask that you contact Steve Thomma, President of the White House Correspondents’ Association, and Sam Feist, current television pool chair, to set up the meeting.
Thank you.
ABC News
Agence France-Presse
American Society of News Editors
American Society of Media Photographers
Associated Press
Associated Press Media Editors
Associated Press Photo Managers
Association of Alternative Newsmedia
Association of Opinion Journalists
Bloomberg News
CBS News
CNN
Dow Jones & Company, Inc.
Fox News Channel
Gannett Co., Inc.
Getty Images
Lee Enterprises, Incorporated
The McClatchy Company
McClatchy-Tribune Information Services
National Press Club
National Press Photographers Association
NBC News
New England First Amendment Coalition
News Media Coalition
Newspaper Association of America
The New York Times Company
Online News Association
Professional Photographers of America
Radio Television Digital News Association
Regional Reporters Association
The Reporters Committee for Freedom of the Press
Reuters
Society of Professional Journalists
Tribune Company
The Washington Post
White House Correspondents’ Association
White House News Photographers Association

Yahoo! Inc.
__________________________________________________________
STATEMENT FROM WHITE HOUSE CORRESPONDENTS ASSOCIATION (WHCA):
http://www.whca.net/blogs.htm, reprinted in full below for educational purposes:
STATEMENT FROM THE WHCA BOARD

 

November 21, 2013

The White House Correspondents’ Association today joins dozens of news associations and media outlets in protesting White House policies that ban photojournalists from covering the president at certain events while releasing government photos and videos of the same events.

“Journalists are routinely being denied the right to photograph or videotape the President while he is performing his official duties,” the WHCA and other news organizations said in a letter Thursday to White House Press Secretary Jay Carney.

“As surely as if they were placing a hand over a journalist’s camera lens, officials in this administration are blocking the public from having an independent view of important functions of the Executive Branch of government.”

The letter, also signed by such groups as the American Society of News Editors, the Associated Press Media Editors and the White House News Photographers Association as well as individual media outlets, notes that the White House has argued that certain events with the president are private and should not be opened to the news media.
However, in instance after instance, the White House has proved that claim false by allowing its own photographers and videographers into the same events and then releasing those photos or videos to a nationwide audience.

“You are, in effect, replacing independent photojournalism with visual press releases,” the groups said in the letter.
The practice is a troubling break from tradition, and belies the president’s vow to be more transparent.”The right of journalists to gather the news is most critical when covering government officials acting in their official capacities,” the letter said.

“Previous administrations have recognized this, and have granted press access to visually cover precisely these types of events, thus creating government transparency. It is clear that the restrictions imposed by your office on photographers undercuts the President’s stated desire to continue and broaden that tradition.  To exclude the press from these functions is a major break from how previous administrations have worked with the press.”

The groups asked for a meeting to make the case face to face for a change in policy.

The White House Correspondents’ Association represents the White House press corps. It will mark its 100th year next year.

–The board of the WHCA

For more information, contact WHCA President Steven Thomma at 202-383-6042 orsthomma@mcclatchydc.com

MEDIA SILENCE(D): OBAMA’S SURVIVING “LOVE CHILD” OF MOTHER MURDERED BY CAPITOL POLICE?

Why did Capitol cops cut down 
‘innocent’ woman?
SEE: 
http://www.wnd.com/2013/12/capitol-cops-gunned-down-my-innocent-sister/
ABOVE & BELOW FROM: 
https://ratherexposethem.org/2013/10/mother-of-obama-love-child-gunned-down.html

The Free Patriot reports here:
http://freepatriot.org/2013/11/30/watch-obamas-father-miriam-careys-child-al-sharpton-connection/
VIDEO:

Pastor Manning: Media Protecting Obama Love Child:



U.S. SUPREME COURT ORDERS OBAMA ADMINISTRATION TO ANSWER GERMAN HOMESCHOOLERS’ APPEAL

HOMESCHOOLERS WAGE EPIC BATTLE 
AGAINST TWO SUPER POWERS TO MAINTAIN PARENTAL FREEDOM TO EDUCATE CHILDREN

ERIC HOLDER, U.S. ATTORNEY GENERAL:

Christian News Network reports at:
http://christiannews.net/2013/11/24/supreme-court-orders-obama-admin-to-respond-to-christian-homeschooling-familys-appeal/; excerpt:

“The Obama administration has until December 19th to submit its response to the Supreme Court. The court then will weigh whether it will accept the case based on the legal briefs received from both sides.”

HSLDA (Home School Legal Defense Association):

 The Romeike Story 

(See: http://www.hslda.org/legal/cases/romeike.asp,

and sign petition)
Video:

TENNESSEE FATHER ARRESTED FOR INSISTING ON PICKING UP HIS KIDS AT SCHOOL MINUS A VEHICLE

THE COLLECTIVIST STATIST MINDSET 
OF THE SCHOOL SYSTEM

FATHER NOT ALLOWED TO WALK HOME WITH HIS KIDS AFTER SCHOOL!
When Jim Howe arrived on foot at 2:00 p.m. on November 14 to pick up his two children attending South Cumberland Elementary School in Crossville, Tennessee, he was told that a new policy mandated that students may leave at that time only if their parents arrive at school in a vehicle to pick them up. Howe was told that he would have to wait until 2:35, when the other students had left, to escort his kids home.
SEE: http://thenewamerican.com/culture/family/item/17034-tennessee-father-arrested-for-insisting-on-picking-up-his-kids-at-school.

Published on Nov 19, 2013 on YouTube:
Here is the video so many thought I didnt have, when the school and the SRO said I was cussing and being threatening around all the kids. Nice try.. SMILE YOU WERE ON CANDID CAMERA! Again Deputy Avery Ayetes the aggressor and the disorderly one.
I posted a challenge, you have video and audio, HAVE A SCHOOL OFFICIAL OR LAW ENFORCEMENT OFFICER SUBMIT ANY unedited VIDEO OR AUDIO OF ME DOING ANYTHING MORE THAN WHAT I HAVE POSTED AND I WILL DROP IT ALL AND LEAVE TOWN.

Cumberland County Tennessee Student Resource officer overreacts:

Published on Nov 16, 2013 on YouTube:


Arrested for trying to pick up our kids. The school thinks they can keep them as long as they want after the bell. And even if you have an appointment, you will get them when they say so.


DAD GETS ARRESTED FOR PICKING UP HIS KIDS:



POPE VENERATES BONES OF SAINT PETER~CLAIMS ISLAM OPPOSES VIOLENCE~SLAMS CAPITALISM IN FAVOR OF SOCIALIST GOSPEL REDISTRIBUTION OF WEALTH

Vatican Pope Francis Prays Over & Worships “St Peter’s Bones”:







SEE THESE THREE YOUTUBE VIDEOS:

Pope Francis holds relics of St. Peter, 

as he celebrates closing ‘Year of Faith’ Mass


__________________________________________________
POPE’S “APOSTOLIC EXHORTATION”

‘Evangelii Gaudium’

A HYPOCRITICAL AND 
UNBIBLICAL SOCIALIST GOSPEL
MALIGNS CAPITALIST ECONOMICS
WHILE VATICAN BANK HOLDS BILLIONS
IN MONEY, GOLD, ARTWORK & LAND 
HOLDINGS FROM SALE OF INDULGENCES,
DONATIONS, AND SEIZURES 
FROM MURDERED PROTESTANTS

Galatians 1:8-“But even if we, or an angel from heaven, preach any other gospel to you than what we have preached to you, let him be accursed.”





2 Corinthians 11:4-“For if he who comes preaches another Jesus whom we have not preached, or if you receive a different spirit which you have not received, or a different gospel which you have not accepted, you may well put up with it!” 






Pope Francis Slams “Tyranny” of Capitalism 

and “Idolatry of Money”,

AND


Fox Business Host Stuart Varney 




Lectures Pope Francis About Capitalism





Published on Nov 27, 2013



Fox Business host Stuart Varney expressed his displeasure with Pope Francis on Wednesday, claiming the pontiff was wrong to attack “deified markets” and the idolatry of money.

“Capitalism, in my opinion, is a liberator,” he said. “The free choice of millions of people is the essence of freedom. In my opinion, society benefits most when people are free to pursue their own self-interest. I know that sounds like a contradiction, but it is not. When individuals are free, we collectively are better off in every way, financially and spiritually.”

Varney said Pope John Paul II understood that free markets were necessary because he grew up under a communist regime. Varney insisted that “markets work well for everyone.”

The Fox Business host also criticized the pope for mixing politics and religion.

“I got to church to save my soul,” Varney said. “It’s got nothing to do with my vote. Pope Francis has linked the two. He has offered direct criticism of a specific political system. He has characterized negatively that system. I think he wants to influence my politics.”

Pope John Paul II condemned communism and defended private property rights in no uncertain terms. But he denied the fall of communism left capitalism as the “victorious social system.”

“The Marxist solution has failed, but the realities of marginalization and exploitation remain in the world, especially the Third World, as does the reality of human alienation, especially in the more advanced countries,” he wrote in Centesimus Annus. “Indeed, there is a risk that a radical capitalistic ideology could spread which refuses even to consider these problems, in the a priori belief that any attempt to solve them is doomed to failure, and which blindly entrusts their solution to the free development of market forces.”

SEE:

http://www.youtube.com/watch?v=fwWpu7uw7Z0


See also: http://www.wnd.com/2013/11/pope-francis-urges-income-redistribution/?cat_orig=faith; excerpt below:
“In his discourse, however, Francis sets a clearly anti-market tone that makes no attempt to hide his affinity with the anti-capitalist themes common to socialist manifestos of the past century. Francis castigates unfettered capitalism as an ideology that worships “the absolute autonomy of the marketplace and financial speculation” to produce “a new tyranny” that results in the earnings of the already rich “growing exponentially” while the poor suffer an income gap “separating the majority from the prosperity enjoyed by the happy few.” Urging Christians to reject to what he characterizes as “the new idolatry of money,” the pope believes income redistribution is essential to a moral theory of economics.”


See also: http://www.newsmax.com/Newsfront/Pope-Francis-trickle-down-harshly-criticized/2013/11/26/id/538841; excerpts below:
“Some people continue to defend trickle-down theories, which assume that economic growth, encouraged by a free market, will inevitably succeed in bringing about greater justice and inclusiveness in the world,” he wrote.”
“the Pope takes aim at the rich and corporate world for pursuing “self-serving tax evasion,” and called on political leaders to adopt financial reforms that lift up the lower classes”
AND:
http://www.newsmaxworld.com/GlobalTalk/pope-poverty-document-money/2013/11/26/id/538659; excerpts below:

“In it, economic inequality features as one of the issues Francis is most concerned about, and the 76-year-old pontiff calls for an overhaul of the financial system and warns that unequal distribution of wealth inevitably leads to violence.
Denying it was simple populism, he called for action “beyond a simple welfare mentality” and added: “I beg the Lord to grant us more politicians who are genuinely disturbed by the state of society, the people, the lives of the poor.”
Since his election, Francis has set an example for austerity in the Church, living in a Vatican guest house rather than the ornate Apostolic Palace, traveling in a Ford Focus, and last month suspending a bishop who spent millions of euros on his luxurious residence.”

PAPAL SUPPORT FOR: 
SOCIALISM, COLLECTIVISM, TAXATION, 
CENTRALIZED GOVERNMENT, DICTATORSHIPS, 
STATISM, AND REDISTRIBUTION OF WEALTH
THOUGH ROME’S “CHARITIES”

From Ralph Ovadal of Pilgrims Covenant Church, Monroe, Wisconsin www.pccmonroe.org:

Nothing New Here!

“As the saying goes, “nothing new here.” These remarks of the man currently filling the office of Antichrist are standard and completely consistent with centuries-old socialist teachings of popery, going back at least to Thomas Aquinas. It works for Rome to have governments heavily tax the citizens of the nation and then redistribute the take to a growing welfare class, including through huge grants to the Roman Catholic Church for “charity” work. The bishops of a country such as America lobby and lean hard on the legislatures, state and federal, to “redistribute” what hard-working people make. This way, Rome is seen as the compassionate champion of the poor and wins support from the statists, the well-meaning ignorant, the “progressives” among us, the welfare industry, and the welfare receivers. Meanwhile, Rome hoards her own unbelievably vast wealth, keeping it to herself. A benefit vitally important to Rome is that strongly centralized governments, which welfare states always become and must be, are in the favor of Rome in that it is much easier for her to control a small governing elite than a nation of free men and women with a limited government of laws, not men. (The Coming (Phoney) War between Barack and Benedict and New Evangelicals and the Papal Fable)”
Ralph Ovadal

COMMENT: 
The Vatican still holds vast treasures that have yet to be returned to the poor!
_____________________________

POPE: ‘AUTHENTIC’ ISLAM OPPOSES VIOLENCE:

Near the end of the papal “exhortation” also included is the following:
“Our relationship with the followers of Islam has taken on great importance, since they are now significantly present in many traditionally Christian countries, where they can freely worship and become fully a part of society,” he says. “We must never forget that they ‘profess to hold the faith of Abraham, and together with us they adore the one, merciful God, who will judge humanity on the last day.’” Francis says the “sacred writings of Islam have retained some Christian teachings; Jesus and Mary receive profound veneration and it is admirable to see how Muslims both young and old, men and women, make time for daily prayer and faithfully take part in religious services.” “Many of them also have a deep conviction that their life, in its entirety, is from God and for God,” he says.Francis says Christians “should embrace with affection and respect Muslim immigrants to our countries.”“Faced with disconcerting episodes of violent fundamentalism, our respect for true followers of Islam should lead us to avoid hateful generalizations, for authentic Islam and the proper reading of the Quran are opposed to every form of violence.”
He also calls for outreach to non-Christians and 
“Some people continue to defend trickle-down theories which assume that economic growth, encouraged by a free market, will inevitably succeed in bringing about greater justice and inclusiveness in the world. This opinion, which has never been confirmed by the facts, expresses a crude and naïve trust in the goodness of those wielding economic power and in the sacralized workings of the prevailing economic system. Meanwhile, the excluded are still waiting.”
Inequality, he said, “spawns violence.”
“It is evident that unbridled consumerism combined with inequality proves double damaging to the social fabric. Inequality eventually engenders a violence which recourse to arms cannot and never will be able to resolve.”
He also advocates global management.
“Each meaningful economic decision made in one part of the world has repercussions everywhere else; consequently, no government can act without regard for shared responsibility,” he says.
“Indeed, it is becoming increasingly difficult to find local solutions for enormous global problems which overwhelm local politics with difficulties to resolve. If we really want to achieve a healthy world economy, what is needed at this juncture of history is a more efficient way of interacting which, with due regard for the sovereignty of each nation, ensures the economic well-being of all countries, not just of a few.”
_____________________________________________________


HOW IS THIS ANY DIFFERENT FROM OBAMA’S SOCIALISM AND CONSTANT SLAMMING OF “TRICKLE DOWN ECONOMICS”?:












IMPEACH OBAMA TO SAVE AMERICA

Impeach Obama to Save America: Think 2014

Published on Nov 23, 2013 on YouTube:
Impeaching President Obama would be an uphill climb in our present political environment. So, that means we all just sit down and shut up? I understand that we are not only battling the communist Democrats, but also the “establishment” Republicans, for the constitutional soul and foundational freedoms of our nation, and I also know that none of these people will make such a move against Obama. But, if we can miraculously overcome Democrat election and voter fraud in the 2014 midterm elections, we could re-take the Senate and hold, or even make gains, in the House.

By author Gina Miller, featured at American Clarion (www.AmericanClarion.com)




NOW A MESSIANIC OBAMA COMMON CORE BOOK FOR THIRD GRADE~TEACHING YOUR KIDS TO IDOLIZE A DICTATOR

“Common Core Aligned 
Third Grade Book 
Goes Full ‘Dear Leader’ 
On Obama”

From The American Thinker:
http://www.americanthinker.com/blog/2013/11/common_core_third_grade_book_goes_full_dear_leader_on_obama.html
Excerpt:
“On the heels of a controversial children’s book about Barack Obama – which stated “white voters would never vote for a black president” and that “Barack’s former pastor” said “God would damn the United States for mistreating its black citizens” – comes a new lesson that casts America’s 44th president in a messianic light. Literally.And – surprise – it’s Common Core-aligned.

“3rd grade lesson plan presents messianic view of Obama – literally”
See: 
http://eagnews.org/teachers-3rd-grade-lesson-presents-messianic-view-of-obama-literally/
Excerpt:
“No story about Barack Obama would be complete without mentioning his work as a community organizer. The book describes those days in dramatic fashion:
“The work was grueling, with stretches of failure, and puny patches of success. Door-to-door Barack went, early mornings, late nights, pleading and preaching, coaxing strangers to march together, to make life better for everyone.
“He worked as hard as a farmer, planting the words ‘Yes, we can!’ like seeds in spring.
“Impatient, Barack kept wondering if those seeds would ever sprout. He worried that the hope in him would fade away.””
_________________________________________________
AUTHOR NIKKI GRIMES:

SEE THE FOLLOWING LINKS:
“Ever since Barack Obama was young, Hope has lived inside him. From the beaches of Hawaii to the streets of Chicago, from the jungles of Indonesia to the plains of Kenya, he has held on to Hope. Even as a boy, Barack knew he wasn’t quite like anybody else, but through his journeys he found the ability to listen to Hope and become what he was meant to be: a bridge to bring people together.”

Audiobook on YouTube below;

Barack Obama Son of Promise, 

Child of Hope by Nikki Grimes:

From Freedom Outpost:
“Common Core Introduces Barack Obama as Messiah in Lesson Plan”:
See this more recent article which adds some strong insights:
Excerpts:
If seeing is believing, this is proof that Obama is the new Hitler. An abject failure, he is still being propped up as a mythical savior. This is sickness, and an affront to the one and only true God.
The preposterous evil of “white privilege” must be ingrained in young minds from an early age so they can be controlled and manipulated. Original, individual thought is the evil in Common Core. Everyone must be the same. White people must know that they have the advantage by just being born. It’s repulsive, but to elevate Barack Obama to the level of a “Messiah” is blasphemous.
In Common Core Nazi fashion, the obvious step is to create complete lesson plans around the idea that Obama is a savior. Obama, a liar of epic proportions, not seen in an American President past or present, is being made into a golden calf to worship. A counterfeit god to be adored.
However, that is precisely what “Barack Obama: Son of Promise, Child of Hope” seeks to do; paint this vile man as a messianic figure, and force children to believe it.
This is obscene. America’s greatest failure is being lauded as more than a man. He’s a figure worthy of adoration. This is what children do in Communist Cuba and Venezuela. Hitler was worshiped in Nazi Germany. But in a sick twist, Obama is seen as a “Messiah” by men, mostly in the black community.

______________________________________________________________

Prayer for (and to) Barack Obama from a Child:



“A ‘COMMON CORE’ FOR A GLOBAL COMMUNITY” BY BERIT KJOS

Lighthouse Trails Research is offering a booklet tract authored by Berit Kjos on the Global Common Core agenda.
See: http://www.lighthousetrailsresearch.com/blog/?p=13825.
Article reprinted in full below, unedited, for educational purposes:

A “Common Core” For a Global Community: What’s In Store For the Education of Today’s Children? written by Berit Kjos is our newest Lighthouse Trails PrintBooklet Tract. This is the fourth to last Booklet Tract we will be presenting before the end of this year. This is number 31.The booklet tract is 16 pages long and sells for $1.95 for single copies. Quantity discounts are as much as 50% off retail.  Below is the content of the booklet. To order copies of A “Common Core” For a Global Community, click here. 
 A “Common Core” For a Global Community: What’s In Store For the Education of Today’s Children?
By Berit Kjos 
While preparing this booklet, I came across a headline that illustrates the corrupt values and shameless propaganda behind UNESCO’s Common Core indoctrination. Ponder this assignment: “Students Asked to ‘Argue That Jews Are Evil’ and Prove Nazi Loyalty in Assignment Linked to Common Core.”1 In other words, traditional values are out! Shocking propaganda is in! I hope this booklet will help parents, concerned educators, and our children prepare together for the spiritual battlefields ahead.
The task before UNESCO . . . is to help the emergence of a single world culture with its own philosophy and background of ideas and with its own broad purpose.2 —Julian Huxley, the first head of UNESCO, 1947
 The International Agenda
The goal of education has changed! Our public schools no longer teach the kind of literacy, history, math, and morality we once considered essential to responsible citizenship. The new agenda infiltrating our schools is designed to train a new generation of postmodern “progressive” students to believe whatever might serve a pre-determined “common good.”
If their educators succeed, tomorrow’s students will have neither the facts nor the freedom needed for independent thinking. Their “common core” will be based on a global collective agenda, not on Western democracy or Christian values. Like Nazi youth, they will be taught to react, not think, when nudged to do the unthinkable.
Dr. Thomas Sowell summarized this mind-changing process in a 1993 article titled “Indoctrinating the Children”:
The techniques of brainwashing developed in totalitarian countries are routinely used in psychological conditioning programs imposed on American school children. These include emotional shock and desensitization, psychological isolation from sources of support, stripping away defenses, manipulative cross-examination of the individual’s underlying moral values, and inducing acceptance of alternative values by psychological rather than rational means.3
What Exactly is “Common Core”?
According to one source, “Common Core” education is:
. . . a U.S. education initiative that seeks to bring diverse state curricula into alignment with each other by following the principles of standards-based education reform. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).4
It’s hard to define the actual Common Core standards. Shrouded in positive promises and perplexing assertions, many ordinary readers are left wondering what’s true or false. Faced with open-ended and unfamiliar terminology, concerned parents are confused and discouraged. They may recognize the false marketing and deceptive propaganda, but they don’t know where to find honest answers. For example, the mission statement posted at “Common Core State Standards Initiative” website is anything but clear:
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.5
What does it mean by “robust”? Is it “relevant” to the success of all students or just to those who will embrace the spreading immorality and group thinking?
Those confusing but nice-sounding promises brought rapid enthusiasm among some parents, but skepticism is now growing fast. Just ponder the statements below. How do we interpret words such as “clearer and higher” or “rigorous contents”? What does “rigorous” mean in a classroom where facts are replaced by group speculations and dialectical thinking? How can concerned parents find answers to bewildering slogans such as these:
Fewer, clearer, and higher, to best drive effective policy and practice
Aligned with college and work expectations
Inclusive of rigorous content and applications of knowledge through higher-order skills
Internationally benchmarked, so that all students are prepared for succeeding in our global economy
Research and evidence-based.6
This global agenda is far more intrusive, demanding, and dangerous to Christian families than most of us can imagine. So ponder this important warning:
UNESCO’s efforts in the 1960s and 1970s to influence U.S. school curriculum were unsuccessful. But now UNESCO has found a sugar daddy. On November 17, 2004 at UNESCO’s headquarters in Paris, UNESCO signed a 26-page “Cooperation Agreement” with Microsoft Corporation to develop a “master curriculum (Syllabus)” for teacher training in information technologies based on standards, guidelines, benchmarks, and assessment techniques. The Agreement states that . . . “UNESCO will explore how to facilitate content development.”
Following the signing of the Agreement, UNESCO Director General Koichiro Matsuura explained it in a speech. One of its goals, he said, is “fostering web-based communities of practice including content development and worldwide curricula reflecting UNESCO values.” No doubt that is agreeable to Bill Gates because the Agreement states that “Microsoft supports the objectives of UNESCO as stipulated in UNESCO’s Constitution.”7
Not long after, Bill Gates (one of the big funders for Common Core) and his UNESCO partners prepared the following “core standards.” Notice that they are much more to the point and threatening than the previous propaganda.
Environmental education will be incorporated in formal education.
Any value or attitude held by anyone globally that stands independent to that of the United Nations’ definition of “sustainable education” must change. Current attitudes are unacceptable.
Education will be belief-and-spirituality based as defined by the global collective.
Environmental education will be integrated into every subject, not just science8
Today’s emphasis on “saving the earth” will surely involve mental manipulation and moral degradation. The earth-centered “new” spirituality will fit well in a culture of promiscuity, propaganda, and paganism. And the seductions of the occult will speed the rising hostility toward biblical truth and values. Everything must change! Make no mistake about it, in a world where the “global collective” determines the outcome, Christianity will not be tolerated! History has proven that.
The Global Roots of “Common Core” Education
Parents beware! A New World Order is rising. The seeds for this transformation were planted long ago, but few saw the warning signs. Now that the evidence is too vast to deny, we need to prepare our children for a different kind of world—a world where an educated and responsible citizenry no longer exists in sufficient numbers to maintain the rule of law and individual freedom.
Today’s education goals were envisioned more than a century ago by socialist American and British elites who steered the process from behind the scenes. Though the labels and faces changed throughout the years, they all served a globalist vision of a totalitarian world equipped to conform young minds to a socialist humanistic system.
Each decade brought us closer to the fulfillment of that anti-Christian agenda. “Common Core” (CC)—also called “Common Core Standards” (CCS) or “Common Core State Standards” (CCSS—is the latest version of an international education plan. These deceptive labels hide the global agenda—at least for the moment.
“Common Core” is the latest extension of previous programs aimed at mind-changing compliance with UNESCO’s evolving guidelines. You may remember some of the past titles: Education for All, Outcome-Based Education, Quality Learning, No Child Left Behind, etc. In the years ahead, new labels and propaganda will surely continue to push this global agenda forward until the purposes of the world’s elite masters are accomplished. In an article titled “The Spiritualization of Science, Technology and Education in a One-World Society,” Dr. Martin Erdmann rightly states:
[Change agent] Aldous Huxley envisioned a future world society totally controlled by an elite group of scientists. His best-known fictional work explicating this dire prospect bore the title Brave New World. Years later he would “revisit” his prognostications only to conclude that he had underestimated the rate of change.9
Aldous, brother of the prominent Julian Huxley who served as the first Director-General of UNESCO, was raised among British socialist/globalist elites (some of whom funded Communism in Russia). He shared their vision and glimpsed their totalitarian goals. Of course, he didn’t know that more than half a century later, the global-minded Bill Gates would use his wealth to help establish that long-term vision:
Gates’ astronomical wealth has persuaded millions that Common Core is the solution to education problems.10
As you scroll down the century-long chronology below, notice the powerful people, the elitist organizations, and the wealthy foundations that have planned, steered, and funded the amoral transformation of our schools, churches, and communities. Their common goal is global socialism: a totalitarian New World Order!
1905. The Carnegie Foundation for the Advancement of Teaching was founded by Andrew Carnegie in 1905 and chartered in 1906 by an act of the United States Congress. Together with other Carnegie Foundations, it has been a major promoter and funder of socialistic global education projects.11
1908. John Dewey, known as the socialist father of modern (i.e., progressive) education, laid the foundations for a revolutionary transformation of American schools. In “Religion and Our Schools,” he wrote, “Our schools . . . are performing an infinitely significant religious work. They are promoting the social unity out of which in the end genuine religious unity must grow. . . . dogmatic [Christian] beliefs . . . we see . . . disappearing.12
1919. The Institute of International Education was established with a grant from the Carnegie Endowment for International Peace. . . . John Dewey (socialist) served on its National Advisory Council.13
1933. John Dewey, honorary president of the National Education Association (NEA), co-authored the first Humanist Manifesto, which stated: “Any religion that can hope to be a synthesizing and dynamic force for today, must be shaped for the needs of this age.”14
1934. In a report presented at the annual NEA meeting, Willard Givens (later NEA executive secretary) wrote: “all of us, including the ‘owners’ [who might they be?] must be subjected to a large degree of social control . . . . [T]he major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order.”15 (emphasis added)
1942. The editor of The Journal of the National Education Association, J. Elmer Morgan, wrote an editorial titled “The United Peoples of the World.” In it, he explained that a world government would need an educational branch, a world system of money and credit, a world police force, “a world bill of rights and duties.”16
1946. “The establishment [UNESCO] marks the culmination of a movement for the creation of an international agency of education. . . . Nations that become members of UNESCO accordingly assume an obligation to revise the textbooks used in their schools . . . . Each member nation . . . has a duty to see to it that nothing in its curriculum . . . is contrary to UNESCO’s aims.”17 (emphasis added)
1946. In his NEA editorial, “The Teacher and World Government,” J. Elmer Morgan, wrote, “In the struggle to establish an adequate world government, the teacher . . . can do much to prepare the hearts and minds of children . . . . At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.”18
1947. Julian Huxley wrote in UNESCO: “The general philosophy of UNESCO should be a scientific world humanism, global in extent and evolutionary in background . . . In its education program it can . . . familiarize all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization. . . . Tasks for the media division of UNESCO [will be] to promote the growth of a common outlook shared by all nations and cultures . . . to help the emergence of a single world culture.”19
1948. The NEA produced a set of international guidelines called Education for International Understanding in American Schools. It included this statement: “The idea has become established that the preservation of international peace and order may require that force be used to compel a nation to conduct its affairs within the framework of an established world system . . . . Many persons believe that enduring peace cannot be achieved so long as the nation-state system continues as at present constituted. It is a system of international anarchy.”20
1968. Professor John Goodlad reported that Professor Benjamin Bloom [called Father of OBE] “was invited by UNESCO in 1968 to submit a proposal for a six to nine week training program which would partially fulfill recommendations made at UNESCO’s Moscow meeting dealing with the formation of national centers for curriculum development and research.”21
1973. The socialist authors of the Humanist Manifesto II wrote: “We deplore the division of human-kind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community.”22
1976. An NEA program titled A Declaration of Interdependence: Education for a Global Community, was made available to schools across the country . . .. The report said, “Educators around the world are in a unique position to help bring about a harmoniously interdependent global community.”23 Note: That “world community” was officially born in 1945, when Alger Hiss served as Secretary General at the founding of the United Nations.
1985. The curriculum arm of the NEA, the Association for Supervision and Curriculum Development (ASCD), co-sponsored an international curriculum symposium in the Netherlands. According to Education Week, the ASCD executive director, Dr. Gordon Cawelti, urged representatives of other Western nations and Japan to press for the development of a “world-core curriculum” based on knowledge that will ensure “peaceful and cooperative existence among the human species on this planet.”24
1991. On October 30, the U.S. Coalition for Education for All (USCEFA) convened a conference titled Learning for All: Bridging Domestic and International Education with First Lady Barbara Bush as the honorary chair. It would provide a vital link between the UNESCO plan and U.S. implementation. Partners in this venture included UNESCO, UNICEF, the World Bank, the NEA, and a long string of organizations involved in education at every level:
The coalition was part of a 156-nation network working to reform education worldwide by bridging the gap between individual nations and UNESCO’s Education for All. Keynote speaker Elena Lenskaya, deputy to the Minister of Education of Russia, spoke on the topic, “Education for a New World Order.”25
1993. “The 240 international affiliates of the NEA and the American Federation of Teachers joined to form Education International (EI).”26
Behind that long historical chronology stood influential elites who supported the global vision. They include bankers, presidents, and politicians as well as members of secret societies such as The Council of Foreign Relations (CFR), Skull and Bones, Bilderberg and the Trilateral Commission. President Obama is surrounded by global-minded counselors such as Joe Biden, Zbigniew Brzezinski, and others.
So Who Will Rule the Global School?
In 2006, a world-changing event took place. It would revolutionize education, families, faith, and basic values in our fading “land of the free.” I’m referring to the “Moscow Declaration” that was officially adopted on June 2, 2006, by the Education Ministers of the United States, the Russian Federation, Canada, France, Germany, Italy, Japan, and the United Kingdom. The members of this international “Group of Eight” (G-8) have committed their nations to “cooperation in education at all levels in the 21st century.”27
What about America’s “Common Core” standards? How do they fit into the Moscow Declaration?
Marketed to American families as an improved education program, the actual truth about “Common Core” has been hidden. Our government leaders didn’t tell us that we were already committed to a multinational education agenda! But it all makes sense when we consider the century-old movement toward global education and a New World Order!
In one review, a conservative education reporter explained the implication of the “Moscow Declaration”:
Russia’s Science and Education Minister Andrei Fursenko described the declaration as “both a final document of the conference and the document that will be implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN.”28
That certainly sounds like a global education system, doesn’t it? But the American people were kept in the dark! The review continues:
The U.S. Department of Education said the member delegates “pledged to share best practices across borders” to build “education systems that can allow people . . . to live and contribute to a global society.”
What can be expected from the Moscow Declaration? If the historical results of U.S. participation with international reforms continue in the same vein, it is not unreasonable to expect the whole of U.S. education—from preschool, elementary, secondary, and higher education—will encounter further upheaval and decline.29
Today’s sobering realities remind me of the boastful statement made by Nikita Khrushchev back in 1959. Perhaps he was right:
You Americans are so gullible. No, you won’t accept communism outright, but we’ll keep feeding you small doses of socialism until you’ll finally wake up and find you already have communism. We won’t have to fight you. We’ll so weaken your economy until you’ll fall like overripe fruit into our hands.30
Envisioning an Interconnected World
In the global village . . . networks will link students around the world to each other and to a vast body of information and human knowledge.31
That promise was made in 1994 during a trans-Atlantic conference between Washington and Berlin. Education Secretary Richard Riley and Labor Secretary Robert Reich shared strategies for building the Global Village Schools with their German counterparts. They agreed that educational accord will be vital to their goal of “enforcing social transformation.”32
Do you wonder what kind of “social transformation” they planned to enforce? Was personal liberty on their agenda? Or did they seek totalitarian government control as in the French Revolution? What goals and values guided their plans for global education and social transformation? Capitalism? Socialism? Or Communism? Or a new form of totalitarianism?
And where does militant Islam fit into this global power struggle for the collective minds of children? Its ambitious Sharia-minded leaders are unlikely to compromise! And why would they? Corrupt politicians and liberal media masters are bending over backwards to accommodate Islamic “rights.” But Islamic leaders have their own agenda in America as well as in the Middle East, and they will not tolerate our Christian beliefs.
Bombard Children With Mind-Changing Suggestions
A familiar tale told to first-graders in Pennsylvania illustrates both the tactics and the planned transformation of the world. We all know the story of the Little Red Hen who wanted some bread to eat. She asked some of her barnyard friends to help make it. But the cat, the dog, and the goat all said “no.” Finally she did all the work herself. Yet, when the bread was done and its fragrance spread throughout the farm, her unwilling and lazy neighbors were more than willing to help her eat it.
“Won’t you share with us?” they begged.
“No,” she answered. “Since you didn’t help, you don’t get anything.”
In the context of traditional values, the moral of the story might be: you get what you work for. But those who have learned to think and see from the “new” global perspective are led to a different conclusion. Listen to the kinds of questions the first grade teacher asked her class:
Why was the Little Red Hen so stingy? Isn’t it only right that everyone gets to eat? Why wouldn’t she share what she had with some who had none?33
The concerned mother who heard and reported this story asked, “What kinds of values were the children taught?” The new interpretation emphasizes love and sharing, but what is missing? How might it confuse a child’s values?
The answers are obvious. The children were taught socialist values. The new interpretation vilified values that had motivated Americans to be diligent, responsible, and fair. The teacher’s questions were actually strategic suggestions prompting the group to ridicule traditional values, to see reality and society from the new politically correct perspective, and to intimidate and shame anyone who dared to disagree.
A new mental “framework” is vital to the global paradigm shift. But to launch the new system, the old patterns must be blurred, broken, and forgotten. The educational establishment knows that children who are fed a daily diet of biblical truth will resist their plans for change. They also know that students bombarded with strategic suggestions will probably reject Christianity. If schools can build the “right” kind of filter in the minds of young children, the new global beliefs will fit right in.
Focus on Feelings, Not Facts
This shift from factual education to mental manipulation and feeling-based learning began more than seventy years ago. Through the decades, the strategies previously used to manipulate minds in the Soviet Union and Nazi Germany were developed, first at the Tavistock Clinic near London and later at Germany’s Frankfurt School (originally called Frankfurt Institute for Social Research). Their mind-bending methods soon spread to a rising number of psycho-social research centers in America. They were fine-tuned at Columbia, Harvard, Stanford, and other American universities, at our regional educational laboratories, and at the Aspen Institute for Humanistic Studies where Elian Gonzales was remediated in preparation for his return to a Communist system.
At the 1989 Governor’s Conference on Education in Kansas, Dr. Shirley McCune, then head of the Mid-Continent Regional Educational Laboratory, summarized the policy in her keynote speech:
The revolution… in curriculum is that we no longer are teaching facts to children…. We no longer see the teaching of facts and information as the primary outcome of education.34
“What will take the place of logic, fact, and analysis in the coming age?” This rhetorical question was raised by Dr. Donald A. Cowan, president emeritus of the University of Dallas. His revealing answer exposes an important step toward the new consensus:
The central way of thought for this new era will be imagination. . . . Imagination will be the active, creative agent of culture, transforming brute materials to a higher, more knowable state.35
A simple example of this process was exposed by a Christian teacher in Sunnyvale, California. During a public elementary school assembly, the students sang the words of the Peacemakers’ Planetary Anthem to the tune of the “Star Spangled Banner.” This melody, which has symbolized freedom to those who have loved America, now became a tactical trigger used to turn hearts from the old ways to the new vision.
To shape “world-class students” who see reality through a multicultural filter, social engineers keep testing their latest modification strategies on our children. One tactic is managed group thinking (the dialectic process) which prompts them to reject their old home-taught morality and embrace the collective values of their dialoguing classroom group.
The war against Christian values is not going to stop, and our children will remain the greatest target. The signs of complete global transformation are already closer than most people realize. We can no longer count on the American Constitution, which was based on moral and just values, as it is daily being redefined. More often than not, today’s choices are totally contrary to biblical standards that helped in creating America’s founding values.
May God show us how we can best equip our children to stand firm in Christ in the midst of the coming battles. Let us remember that our Lord still reigns! In the midst of this spiritual war, He will surely provide His strength, wisdom, and His comforting nearness to all who choose to trust and follow Him!
O our God . . . we have no might against this great company that cometh against us; neither know we what to do: but our eyes are upon Thee. (2 Chronicles 20:12)
The LORD is my rock, and my fortress, and my deliverer; my God, my strength, in whom I will trust. (Psalm 18:2)
But God said: “My grace is sufficient for thee: for my strength is made perfect in weakness.” (2 Corinthians 12:9)
 To order copies of A “Common Core” For a Global Community, click here.
Endnotes
1. Tiffany Gabay, “Students Asked to ‘Argue That Jews Are Evil’ and Prove Nazi Loyalty in Assignment Linked to Common Core” (The Blaze, April 12, 2013 “http://www.theblaze.com/stories/2013/04/12/students-asked-to-argue-that-jews-are-evil-and-prove-nazi-loyalty-in-assignment-linked-to-common-core).
2. Julian Huxley—see http://www.crossroad.to/Quotes/globalism/julian-huxley.htm.
3. Thomas Sowell, “Indoctrinating the Children” (Forbes, February 1, 1993), p. 65.
4. http://en.wikipedia.org/wiki/Common_Core_State_Standards_Initiative.
5. http://www.corestandards.org.
6. http://www.corestandards.org/assets/Criteria.pdf.
7. Phyllis Schlafly, “Bill Gates Teams Up With UNESCO” (Eagle Forum, November 30, 2005, http://www.eagleforum.org/column/2005/nov05/05-11-30.html).
8. Ibid.
9. Martin Erdmann, “The Spiritualization of Science, Technology and Education in a One-World Society” (European Journal of Nanomedicine, January 2009, Volume 2, http://www.clinam.org/images/stories/pdf/volume2.1.pdf), p. 31.
10. “Top Ten Scariest People in Education Reform: #5 – Bill Gates” (August 2013, http://whatiscommoncore.wordpress.com/2013/03/28/top-ten-scariest-people-in-education-reform-5-bill-gates).
11. http://en.wikipedia.org/wiki/Carnegie_Foundation_for_the_Advancement_of_Teaching.
12. John Dewey, “Religion and our Schools” (July 6, 2006. http://www.tandfonline.com/doi/abs/10.1080/0141620980200202#preview).
13. Dennis Laurence Cuddy, Ph.D., Chronology of Education With Quotable Quotes(Highland City, FL: Pro Family Forum, Inc., 1993), p. 18. Many of the quotes in my chronological list on pages 8-11 are from Dr. Cuddy’s Quotable Quotes book; used with permission.
14. The Humanist Manifesto 1 (1933) was the first public declaration of the views and objectives of humanism. It rejected God and His values but affirmed humanist faith in the power and evolution of man. http://americanhumanist.org/Humanism/Humanist_Manifesto_I.
15. Willard Givens presented a report titled “Education for the New America” at the 72nd Annual Meeting of the NEA, held in Washington, D.C. in July 1934.
16. Joy Elmer Morgan, “The United Peoples of the World” (The Journal of the National Education Association, December 1942), p.261.
17. I.L. Kandel, “National Education in an International World” (The Journal of the National Education Association , Vol. 35, 1946), p. 191.
18. J. Elmer Morgan, “The Teacher and World Government” (The Journal of the National Education Association, January 1946), p.1.
19. Julian Huxley (Washington DC: Public Affairs Press, 1947). See http://www.crossroad.to/Quotes/globalism/julian-huxley.htm.
20. Dennis Cuddy, Ph.D., “The Grab for Power: A Chronology of the NEA” (Marlborough NH: Plymouth Rock Foundation, 1993); p. 8.
21. John I. Goodlad & Associates, Curriculum Inquiry—the Study of Curriculum Practice(NY: McGraw Hill, 1979), p. 261.
22. Humanist Manifesto II, Tenet #12. http://americanhumanist.org/Humanism/Humanist_Manifesto_II .
23. The NEA promotes “A Declaration of Interdependence: Education for a Global Community” (September, 1976. Cuddy, Chronology of Education, p. 59).
24. Susan Hooper, “Educator Proposes a Global ‘Core Curriculum’” (Education Week, http://www.edweek.org/ew/articles/1985/11/27/06110023.h05.html).
25. The Conference on “Learning for All: Bridging Domestic and International Education” with Barbara Bush (Honorary Chair) and a Russian keynote speaker, Elena Lenskaya, October 30-November 1, 1991.
26. Dennis Cuddy, Chronology of Education With Quotable Quotes, op. cit., p. 100.
27. “Moscow Declaration” Adopted by G-8: Education Ministers—Secretary Spellings Commits U.S., Eagle Forum, U.S. Dept. of Education, June 2, 2006. http://www.eagleforum.org/educate/2006/june06/moscow.html.
28. Ibid.
29. Ibid.
30. Nikita Khrushchev, “Dark Predictions of a KGB Defector,” 1959 at http://frontpagemag.com/2010/10/19/dark-predictions-of-a-kgb-defector/print.
31. From a publicity flier announcing the trans-Atlantic conference held April 10-13, 1994.
32. Ibid.
33. This story was included in the first grade curriculum in New Pittsburgh, PA. The story was also told–using the new paradigm context—at a parents’ meeting explaining Character Education. Anita Hoge, formerly a Pennsylvania mother and researcher, reported the story to me.
34. At the time of her 1989 keynote speech, Shirley McCune presided over the Mid-Continent Regional Educational Laboratory (McREL). The Regional Educational Laboratories are private, non-profit corporations which are funded, in whole or in part, under Title IV of the Elementary and Secondary Education Act of 1965.
35. Spoken at a 1988 forum address at the Dallas Institute of Humanities and Culture. This address formed the nucleus for his book, Unbinding Prometheus: Education for the Coming Age.
 To order copies of A “Common Core” For a Global Community, click here.

YOUR LOCAL POLICE BEING EQUIPPED BY DHS & FEMA WITH FREE MILITARY EQUIPMENT FOR YEARS~FRIGHTENING ABUSES OF POWER OVER CITIZENS OCCURRING

Obama Flooding U.S. Streets 

With “Weapons of War” 

for Local Police

EXCERPTS:
“This year alone, over 150 so-called “mine-resistant ambush-protected vehicles,” or MRAPs, used by U.S. forces in Iraq, were distributed by the administration to local police departments within the “Homeland.” The Department of Homeland Security, meanwhile, has been at the center of mounting controversy for over a year as it stockpiled the beastly military vehicles and massive quantities of ammunition for domestic use. At the same time, federal efforts to unconstitutionally commandeer state and local law enforcement are accelerating.”
“However, amid mounting outrage and concerns over what more than two thirds of U.S. voters say is an “out-of-control” federal government that is “threatening basic civil liberties,” the administration is stepping up its showering of military equipment on local law enforcement officials. Even the establishment press is now reporting on the growing controversies — especially after the distribution of some 165, so far this year, 18-ton armored personnel carriers with gun turrets originally built for U.S. troops on Middle East battlefields. Another 731 have been requested, according to news reports.”


LibertyNEWS TV – “Armored America…

Welcome Security or a Fearsome Police State?”

SHADOWHAWK POLICE DRONE



The New American reports at:
http://thenewamerican.com/usnews/crime/item/17023-from-coast-to-coast-dhs-is-taking-over-local-police, that:
“Reports from towns and cities around the country prove that the federal government is determined to abolish the independence of local law enforcement.

Using “grants” and other economic incentives, the Department of Homeland Security (DHS) is paying police departments to become subordinate outposts of the increasingly militarized federal agency.
The New American has chronicled this dangerous trend for years and we’ve begun to notice the acceleration of the pace of DHS consolidation of control of local police departments and sheriffs offices around the country.”
The above has been supported by quite a number of other sources, such as:

Militarization of Police: 

Peace Officers to Storm Troopers | Big Brother Watch:


Radley Balko on the Militarization of Police:

Published on Aug 6, 2013



“The police have become more militarized, more soldier-like in the last generation or two,” explains journalist and author Radley Balko. “It applies to the weapons they are using, the uniforms they wear…to the tactics they use, to what I think is the most pervasive problem which is the mindset that police officers take to the job.”
Balko, author of the new book Rise of the Warrior Cop: The Militarization of America’s Police Forces, sat down with ReasonTV to discuss the book, the growth and development of SWAT forces, and how the drug war has fostered an “us against them” mentality within police departments.
Balko is a senior writer and investigative reporter at the Huffington Post. His work primarily focuses on the drug war and police abuse. Previously, Balko worked as a senior editor for Reason Magazine. 



Police State NSA tracking and the emerging 

Militarized Police in America Jul 29, 2013:


Who Will Run Your Life? The Pentagon, DHS, 

National & Local Police:


Police State : Local Police buying and using US military 

weapons across America (Jun 27, 2012):





Pentagon provides military grade weapons to local police:






Alex Jones: Government using drones against Americans:







Shock Docs (Documents): Federalization of Police 

Under New DHS Mission:





FBI, DHS and Local Police Are Using Warfare 




Capabilities against Citizens:










NWO CHAOS! Enslavement Federal to Local! 



POLICE STATE!.DHS Technology!:


COMMON CORE’S GLOBALIST AIMS: DESTROY PATRIOTISM, RELIGION, INDIVIDUALISM

NEW GLOBAL CITIZENS SCHOOL PROGRAM

GLOBALIST COMMON CORE AGENDA:

GOING BEYOND 
THE NATIONALIZATION OF EDUCATION


Crisis Magazine Article is extremely well written, and worth your time reading:
SEE: 
http://www.crisismagazine.com/2013/common-core-goes-global, reprinted in full below, unedited, for educational purposes. Bold type and URL links are ours for emphasis and clarity:
Common Core Goes Global
by Mary Jo Anderson
 The philosophy in the school room in one generation will become the philosophy of government in the next.  — Abraham Lincoln
 [A]t the request of educators I wrote the World Core Curriculum, the product of the United Nations, the meta-organism of human and planetary evolution.   — Robert Muller, former U.N. Assistant Secretary General
The education reform known as Common Core State Standards (CCSS) for grades K-12, adopted by forty plus states and more than half of the U.S. dioceses, is designed to produce a universal “work force ready” population prepared to self-identify as “global citizens.”  Many education professionals have been critical of CCSS. But even they may not know the philosophical reason why financiers like Bill Gates have bankrolled the Common Core system. The same sources of funding for Common Core in the United States are promoting similar methods and aligned texts world wide through the auspices of the United Nations.
In Crisis, readers learned that Common Core is financed with over $150 million from the Bill and Melinda Gates Foundation. The collaboration of the Gates Foundation and the United Nations Educational Scientific and Cultural Organization (UNESCO) has been well publicized.  In addition, Gates, on behalf of his Microsoft Corporation, signed a 26-page Cooperation Agreement in 2004  (SEE: http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CI/CI/pdf/strategy_microsoft_agreement.pdf) between Microsoft and UNESCO to develop a “master curriculum” which included benchmarks and assessments.  The agreement stipulates that “UNESCO will explore how to facilitate content development.”
Some have decried Common Core as the nationalization of American education. Far more dangerous, however, is the globalism of Common Core that demotes American values, undermines American constitutional principles and detaches students from their families and faith. Common Core is simply the newest attempt in the decades-old battle (Outcome Based Education, Goals 2000) to impose a U.N. globalist worldview aimed at “peace,” sustainability and economic stability at the expense of freedom.
Briefly, the globalist philosophy calls for the establishment of a global culture based on a commitment to sustainable processes and humanistic ethics to ensure world peace and “fair” distribution of natural resources.  The U.N. serves as the hub for this globalist hope.  Adherents believe that some form of world congress and world citizenship is the end point of political evolution, and, therefore it is inevitable.  What is not certain, in their view, is the time of fulfillment.
Those who hold this philosophy are passionate—they fear that unless a form of world convergence of mind and political will arrives very soon, the planet may fail from wars, global warming and similar threats.  Pick up popular magazines and you’ll find “world leaders,” celebrities and pundits who espouse some version of globalism. How would globalism work at ground level?
A nation is permitted to keep its surface culture, such as language, music, and cuisine. But patriotism, religion, and individualism are anathema, as each competes with the globalist vision of world harmony. Moral codes that cannot be adapted to a multicultural vision, agreed upon in a world congress, must be jettisoned.
But back on the ground, it’s difficult to convince a people to abandon their country and culture, not to mention national resources; resistance would be too great. The quickest effective approach is to invest in education to ensure that the coming generation will embrace the principles of globalism as a natural consequence of their formation.  
Previous Crisis articles have detailed the lack of academic rigor of CCSS for both math and English Language Arts. Teachers have reported disturbing “aligned texts” that contain crude, sexually explicit reading selections for young teens. Parents have questioned multiple examples of anti-American sentiment (the Boston Tea Party as a terrorist attack, for example).  Despite this outcry, Common Core defenders insist that the standards are necessary, even though it only prepares students for admission to junior college.  If the standards are substandard, why are hundreds of millions of Gates and other foundation monies, as well as over a billion dollars in government carrots, being pumped into this ‘transformation” of education?  The goal is not academic excellence, but to reconstruct the nations of the world into a new, interdependent model. Their educational model is aimed at an economically stable world with “workforce ready” workers who share the same globalist vision.
UNESCO’s first Director-General was Sir Julian Huxley, who wrote, “The world today is in the process of becoming one … political unification in some sort of world government will be necessary…” UNESCO’s mission is to “construct” the U.N. model of peace “in the minds of men”:  “Since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed.”
How do you enter the “minds of men” for this reconstruction?  The quickest route to a transformed society is through education.  The U.N.’s Millennium Development Goals, adopted in 2000, include universal education, under the auspices of UNESCO. The Bill and Melinda Gates Foundation, the primary public face of Common Core, prizes its partnership with UNESCO to insure global standards for educating tomorrow’s labor force via Education for All (EFA).
Another champion of CCSS and UNESCO is Arne Duncan, U.S. Secretary of Education.  Duncan addressed UNESCO in 2010 on “transformational education”:
And transformational reform especially takes time in the United States…. That goal can only be achieved by creating a strong cradle-to-career continuum that starts with early childhood learning and extends all the way to college and careers.
Duncan discussed Common Core as a means to reconstruct education in the United States, and noted the increased role of the federal government in education.   Duncan acknowledged the need for America to learn from other nations. He restated President Obama’s commitment to international cooperation for economic viability: “Any world order that elevates one nation or group of people over another will inevitably fail.”
Existing national models must be deconstructed for this global transformation to occur. UNESCO began the deconstruction of national education systems in 1949 with a pamphlet, “Towards a World Understanding, Vol.V: In the Classroom with Children Under Thirteen Years of Age” (Paris, 1949).  The pamphlet states, “As long as the child breathes the poisoned air of nationalism, education in world-mindedness can only produce precarious results…. The school should therefore use the means described earlier to combat family attitudes…” (p. 54-5).
A similar sentiment permeates Common Core aligned texts, many developed by Pearson Education, an international education Goliath—that has also received funds from the Gates Foundation to develop Common Core material.  Pearson produces texts that promote “reconstructed” school practices for social justice.  An example of Pearson texts for Common Core that raised some eyebrows recently includes this grammar lesson on editing possessives: “[The president] makes sure the laws of the country are fair,” “The wants of an individual are less important than the well-being of the nation” and “The commands of government officials must be obeyed by all.”
A similar sentiment permeates other Common Core aligned texts. Concepts found in grade school children’s textbooks such as justice and equality are given politically biased meanings. Justice is newly defined to mean the redistribution of wealth and resources. Equality is used to dismantle preference for one’s own culture, religion and social customs. “Predictive information,” data ostensibly gathered on each student to improve performance, is in truth a measurement of a student’s adjusted attitude and behavior—a Soviet style “managed outcome.”
The Russian model, in fact, is codified in the US agreement to the Moscow Declaration, which states: “Ministers recognized that the internationalization of education is a reality.”  The agreement U.S. officials signed calls for a program, “…implemented by education ministers of all the world countries and international organizations, including the World Bank, UNESCO, and UN” (ITAR-TASS, 6-2-2006). The U.S. Department of Education said the member delegates “pledged to share best practices across borders” to build “education systems that can allow people … to live and contribute to a global society, and to work in a global economy” (U.S. Dept. of Education, 6-2-2006).
U.N. affiliated organizations, the World Trade Organization (WTO) and the World Bank also reflect UNESCO’s vision.  Loans are made and trade preferences are granted to those nations or entities that promote “twenty-first century thinking.”   Most chilling is that UNESCO fronts the implementation of the U.N. plan known as Agenda 21.  Enacted in 1992, Agenda 21 strives to “reorient” the world’s education systems to achieve sustainable development: “Both formal and non-formal education are indispensable to changing people’s attitudes … and behaviour consistent with sustainable development” (# 36.2).
And now we arrive back at Gates’s agreement with UNESCO. EFA contains repeated units on collectivism, shared goals and sustainable development as does CCSS.  Note this passage from the EFA’s Global Monitoring Report:
It is crucial that education stakeholders are well positioned … in advancing a wide range of other development goals.  The GMR will provide Policymakers … stakeholders with powerful new evidence to show why it is crucial that equitable learning be given its rightful place at the centre of the post 2015 global development architecture. It will identify the types of reforms in teaching and learning that are needed to promote transformative change.
Sustainable development is the soft power structure intended to achieve manageable populations and absolute control of global resources, all in the name of “peace.”  It is ruled by unelected, unaccountable bureaucrats—and certain philanthropic billionaires.
Academia, public policy institutes and Non-Governmental Organizations (NGOs) promote this globalist vision. One particularly noteworthy recent example comes from Oxford University where the Oxford Martin School Commission released a report on October 16. The purpose of the Commission is to “anticipate the consequences of our collective actions, and influence policy and behaviour accordingly.”  A pre-publication statement by Commission chairman, Pascal Lamy, former Director General of the WTO, repeated the mantra, “The ability to address today’s global challenges is undermined by the absence of a collective vision for society. We urge leaders to establish shared global values….”
These lofty sentiments of transnational corporations and associations have influenced American school districts for years. For example, one can point to the 2008 Massachusetts Association of School Superintendents position paper, “Global Education: A Call to Action.” In it we read:
[M]obility of populations fuel renewed calls for mutual understanding and appreciation on a global scale … Global education, when seen through this lens, is more about understanding, cooperation, and world peace.  [Schools are to] [i]nclude expanded treatment of global concepts in the next revision of the curriculum frameworks in social studies [and] [p]rovide resources to educators to promote the integration of global concepts into the curriculum.
Common Core exemplars and aligned texts are designed to cause disorientation for the American child by de-emphasizing national cultural identity. At home he learned to be proud of his country, to respect the flag and the Constitution, but under CCSS the child will find few positive images of America.  Of the texts suggested for kindergarten and first grade none teach the concept of freedom, or offer a song (America the Beautiful?) or any story praising heroes of the American Revolution. Children of this age naturally want to love family and friends, discover a sense of belonging and develop an identity.  Common Core avoids “cultural bias” by discouraging the development of a patriotic attachment to the nation state.
International student testing materials encourage this trend. The Program for International Student Assessment (PISA) is administered to 15 year-old students every three years in most of the world’s developed nations.  The PISA standings drive text selection for reading literacy. To avoid cultural bias, PISA defines literacy as the ability to read the material required for workplace proficiency, rather than works of literature.
Therefore, utilitarian texts, such as EPA manuals and assembly instructions account for fifty percent of reading assignments under the CCSS.  Students are deprived of decent grounding in the great works of literature.  As a result, students are less likely to appreciate the cultural heritage of the West.  It’s difficult to conceive of a student learning virtue, self-sacrifice, courage, perseverance, mercy, regret or triumph by reading maintenance manuals.  There is more to good citizenship than “workplace proficiency.”
Yet, CCSS promoters insist that citizenship is addressed. For example, the New York State Common Core Social Studies Framework states:
The primary purpose of Social Studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
This sounds reasonable enough to the casual reader.  A deeper examination must match this rationale with the actual content of texts and tests. Then it becomes clear that the language of the rationale holds different meanings to those who designed the texts and tests with an agenda in mind.
An iconic example of this tactic is at the United Nations where the stealth phrase “health and reproductive rights” seems to promise decent prenatal care. Nothing in the phrase suggests abortion and sterilization, but those are the intended “rights.”  Thus, in the New York framework, the word “informed” should prompt the question, “informed with what information?” And the phrase “public good” must answer “whose definition of public good?”  Is same-sex parenting a public good? And what of the phrase, “culturally diverse, democratic society in an interdependent world?”  Should we be comfortable with a goal that fails to emphasize American cultural achievements, American citizenship, American constitutional principles and civic virtues?  Or do we realize that the “framework” reorients students toward the vision of a secular, globalist humanism?
It appears that few recognize this gambit under the guise of education for “job security” in the global economy. If it is a globalized world, the reasoning goes, then blurring the lines of culture and country must be achieved in order to insure a cooperative workforce with fewer cultural divisions or religious tensions. A tractable workforce asks no questions because it has no foundation of knowledge from which to form the questions.
Common Core is the latest blueprint for a techno-serfdom, workers managed for the global economy. Student and teacher are transformed indeed—into utilitarian tools of global commerce: The student is a product, schools are processing plants, and teachers are information delivery agents.  The socialist “workforce management” scheme is the inverse of American principles where free persons find their own vocation and pursue it according to their talents. The “workforce” model believes that the state can anticipate the workforce needs of the economy, then train workers “cradle to career.”
Common Core is part of the subterranean template in place to indoctrinate our society into accepting “workforce security” in exchange for a global public square where American values are a distant memory, and Christian, especially Catholic, practice is confined behind church doors.  Perhaps with an awareness of this abandonment of fidelity to particular national values in the face of globalizing pressures, Pope Francis this week warned against worldly “hegemonic uniformity”: “And this is the fruit of the devil, the prince of this world, who leads us forward with the spirit of worldliness…. They accepted the habits of the pagan … that all should be one people, and everyone would abandon their customs. A globalizing conformity of all nations is not beautiful” since “it is the hegemonic uniformity of globalization, the single line of thought” rather than a unity of nations each with its own unique customs and traditions that make up a particular civilization. If education is reduced to job training, the consequences will be tragic. As C. S. Lewis reminds us, “If education is beaten by training, civilization dies … civilization is a rarity, attained with difficulty and easily lost.”

MISSISSIPPI ABORTIONIST: “GOD CALLED ME TO KILL BABIES”

MISSISSIPPI ABORTIONIST: 
“GOD CALLED ME TO KILL BABIES”



SEE: 

Inside Diane Dervis’s Mississippi’s 

Lone Abortion Clinic:


Last Deathcamp in Mississippi:


Just another day at Jackson Women’s Health Organization:


Abortionist & Friend Of Tiller: “We All Love & Are Proud Of What We Do; 

It’s Right & Moral”: Interview with Diane Dervis, abortionist:



COMMON CORE BARACK OBAMA SCHOOL BOOK IS RACIST REVISIONIST HISTORY

Middle School Book: 

‘White Voters Would Never Vote 

For A Black President’

See: http://www.theglobaldispatch.com/middle-school-book-white-voters-would-never-vote-for-a-black-president-24385/
Excerpt from above article which recites a particularly offensive paragraph in the book:
“But some people said Americans weren’t ready for that much change. Sure Barack was a nice fellow, they said. But white voters would never vote for a black president. Other angry voices were raised. Barack’s former pastor called the country a failure. God would damn the United States for mistreating its black citizens, he said.” 
See also: http://eagnews.org/st-clair-county-4th-grade-book-says-white-voters-rejected-obama-because-of-race/


A FICTIONALIZED “NON-FICTION” HISTORY BOOK 
FOR YOUR CHILDREN

“Angry Right Wing Responses 

to a Children’s Author”

by Jane Sutcliffe the author of 
the Barack Obama book:
SEE:
http://www.youtube.com/watch?v=MzYsZoSSUMQ


Then see her website and blog profile here:
http://www.janesutcliffe.com/
http://www.blogger.com/profile/14342876518387565126, excerpts:
“I’m the author of nearly two dozen children’s nonfiction books, mostly biographies, including AMELIA EARHART, WALT DISNEY, and BARACK OBAMA. My first picture book, LEONARDO’S MONSTER, is out now from Pelican Publishing Company. Look for THE STONE GIANT: MICHELANGELO’S DAVID AND HOW HE CAME TO BE, due out from Charlesbridge in 2013.”
AND, IN HER OWN WORDS:

“How long does it take you to get from idea to just right?

It depends. Once in a great while the stars are aligned, and I get lucky. A poem or an idea will come to me full blown. Other times, it takes me months or even years before I get things just right. And let’s not talk about the dozens of poems and stories I suspect I’ll never be able to finish. Even after a book has been published, there are times I wish I could take it back and tweak it ever so slightly.”
DOES THIS APPEAR TO BE “NON-FICTION” WRITING TO YOU?
________________________________________________________

Outrageous!… Common Core Book Teaches Children White Voters Rejected Obama Because of Race

MANY PROFESSING “CHRISTIAN CONVERTS” ARE VICTIMS OF DECEPTION, FALSE THEOLOGY & “DECISIONS” WITHOUT REPENTANCE

The following videos from Mike Gendron of Proclaiming the Gospel are for those who “profess” Christianity but are not saved and born again:

False Converts in the Church

False Converts and Biblical Assurance

Published on Nov 18, 2013

The most terrifying words any professing Christian could ever hear are “Depart from Me, I never knew you.” In this broadcast, Mike Gendron interviews his pastor, Jesse Barrington, on his experience as a false convert, how he found out and how others can examine their faith to know if they have truly been converted to Christ. With 87% of Americans professing Christ, Jesse shares some thought provoking questions we can ask professing Christians who bear no fruit of true conversion. You may want to share this broadcast with your loved ones.

http://www.gracelifedallas.org
http://www.sermonaudio.com/gracelifed…
http://www.sermonaudio.com/sermoninfo…
http://proclaimingthegospel.org/store…

Todd Friel – Beware Of The False Conversion (Wretched Radio):


SEXUAL ASSAULT & ABUSE AT BOB JONES UNIVERSITY KEPT UNDER WRAPS~VICTIMS TREATED AS SUSPECTS


BOB JONES UNIVERSITY’S
WAY OF HANDLING 
SEXUAL ASSAULT 
AND ABUSE:

“YOU DON’T GO TO THE POLICE”





From Al Jazeera America at:

“How the ‘fortress of fundamentalism’ 

handles sexual assault”

EXCERPTS:
“Some alumni are skeptical that the investigation at BJU will bring about concrete change, like a clear accounting of past errors, a new sexual assault reporting system, better training and more openness. They wonder if the whole thing is window-dressing.”
“Earlier this year, BJU decided to take a serious look at sexual assault on its campus, and hired the organization Godly Response to Abuse in the Christian Environment, or G.R.A.C.E., to do the job. G.R.A.C.E. typically works with churches and ministries, and focuses primarily on the abuse of children. It’s the first time it’s investigated a university. So far, G.R.A.C.E. has conducted 80 in-person interviews in Greenville and Charlotte, N.C., and many others over the phone.”
“The sexual assault investigation at BJU won’t be finished until early next year, so no one could comment on any conclusions so far. But Chris Peterman was one of the former students interviewed by G.R.A.C.E. Without Peterman, in fact, G.R.A.C.E may not be doing this work at all.”
“Student-on-student sexual assault at BJU fits into a larger simmering issue of sexual abuse in the fundamentalist church, and evangelicalism more broadly. G.R.A.C.E. was founded by Boz Tchividjian, grandson of famed preacher Billy Graham, because of what he saw as serious problems in the way churches responded to abuse.”

BJU board member resigns

Alumni-circulated petition took issue with how Phelps handled abuse allegations:
SEE:
http://www.journalwatchdog.com/schools/1303-bju-grads-seek-removal-of-board-member

Protest at Bob Jones University:

Uploaded on Dec 16, 2011
A small group of students (former and current) convened upon Bob Jones University today to hold a silent protest to get the word out about sexual abuse within Independent Fundamental Baptist Christian circles. The students, some traveling as far as Michigan, wore red as a symbol of their cause and released balloons in unison to show public awareness of abuse within this segment of Christianity. The group is called “Do Right BJU” and has a sole purpose of bringing out the tradition of secrecy within Fundamentalist Christianity.

Do Right was started earlier this year in order to get Bob Jones board member, Chuck Phelps, to step down from his position. Phelps, Then pastor of Trinity Baptist church, is said to have inadequately reported the rape of Tina Anderson, a 15 year old parishioner of his church, by Ernie Willis, a business man and member of the same church. Ernie impregnated Tina and when it was figured out Tina was “Church Disciplined”. This discipline consisted of a public apology to the church, and being sent to Colorado to give birth to, and adopt out, her baby.

The story of Tina Anderson was not told until there was a posting on the Facebook group ” Independent Fundamental Baptist Cult Survivors ” about the situation. Several people took action after hearing of this injustice and sought to pursue justice for Tina Anderson. After a strong online pursuit, Ernie Willis was arrested and sentences to 15-30 years for forcible rape of a minor.

According to “Do Right BJU” Tina is not the only one that has been abused, there are many men and women that have been hurt by pastors and parishioners alike.

Chuck Phelps still remains on the board of several Christian camps and Christian mission boards.

SEE VIDEO BELOW:


AMERICA TONIGHT “Sex Crimes On Campus” :


COMMON CORE COMPLAINT FILED WITH OREGON ATTORNEY GENERAL

From Truth in American Education at:
http://truthinamericaneducation.com/common-core-state-standards/common-core-complaint-filed-with-oregon-attorney-general/,
Excerpt:
“The complaint accuses Rob Saxton, Deputy Superintendent of Public Instruction and the Oregon School Board Association (OSBA) of coercion under ORS 163.275, and bribery under ORS 162.015 as exhibited in the Guide to Common Core State Standards andpresentations to school administrators.”
“The complaint suggests that the Guide illegally threatens school districts with repercussions if they don’t adopt CCSS.”
FULL COMPLAINT AS FILED is in above article link.







GATES FOUNDATION HOSTS ABORTIONISTS AT ETHIOPIAN ICFP EVENT

Melinda Gates Promised 

Not to Push Abortion

Now Promotes Planned Parenthood

See: 
Excerpt from above:
“Even if these organizations’ focus at the event was contraception, they were joined by late-term abortion provider LeRoy Carhart and Princeton ethicist Peter Singer.  Whatever Mrs. Gates’ personal beliefs may be, it is clear that those with whom she shares the stage, her celebrity, and her funding believe abortion to be an inherent component of “reproductive health,” and have few qualms about population control, if any.”

Melinda Gates to speak at pro-abortion conference:

Excerpt:
“Almost a year after Melinda Gates stressed that her organization supported contraceptives, not abortions, at the Summit on Family Planning in London, she will speak at the Women Deliver conference alongside a late-term abortionist and a pro-infanticide philosopher, according to the Catholic Family and Human Rights Institute (C-FAM).”

Gates Foundation Repeatedly Breaks Promise Not to Support Abortion:

Excerpts:
“Yet this week the Gates Foundation is hosting an international conference in Ethiopia on the campaign and a significant number of workshops focus on abortion.”

“On the agenda for the family planning conference in Ethiopia are sessions titled “Efforts to Implement Policies that Expand Access to Safe Abortion,” “Access to Safe Abortions,” “Abortion and Quality of Care,” and “Abortion: Before and After.” These feature representatives of the world’s top abortion providers — Ipas, Planned Parenthood, and Marie Stopes — as well as other pro-abortion groups.”
“Abortion is also the topic of two of the five poster exhibits and several “topical roundtables,” including an Ipas-chaired discussion promoting the World Health Organization’s problematic guidelines on how to do abortions.”
“In addition to prominent participation by Ipas, PP, and UNFPA, speakers included infamous abortionist Dr. Leroy Carhart and notorious Princeton ethicist Peter Singer.” 

Bill Gates: Population Reduction Using Vaccinations:


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