By Clint Richardson
“To save man from the morass of propaganda, in my opinion, is one of the chief aims of education. Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.”
–Dr. Martin Luther King, “The Purpose of Education”
“I don’t want a nation of thinkers. I want a nation of workers.”
–John D. Rockefeller, who created the General Education Board
in 1903 to dispense Rockefeller funds to education.
“The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality.”
”The global agenda of the 21st century (Agenda 21) is set around economy and trade, with manufacturing shifting from the west to the east… In order to sustain their economic growth, developed as well as developing economies need to intensify their human capital formation. Not surprising then, nations across the world are increasingly investing in education for continued development of their human capital… The responsibility to shape young minds and prepare them for a new world rests on Education. The world needs to renounce some age old practices in its education system and adopt a futuristic pedagogy…reinventing their education system in line with the unfolding realities of 21st century, CORE is uniquely poised to… help nations enhance the productive capabilities of their future workforce and create immense value for all its stakeholders over coming decades.”
–CORE corporation, India, FY2011-12 Annual Financial Report
“The quality of education given to the lower class must be of the poorest sort,so that the moat of ignorance isolating the inferior class from the superior classis and remains incomprehensible to the inferior class. With such an initial handicap, even bright lower class individuals have little if any hope of extricating themselves their assigned lot in life. This form of slavery is essential to maintain some measure of social order, peace, and tranquility for the ruling upper class.”
–“Silent Weapons for Quiet Wars”, page 7
Now just what exactly could this last document be referring to when it states: this form of slavery…?
Of course, through the control of young minds via human capital management as “Employment Education”, it is really speaking here of voluntary slavery. The 13th Amendment to the United States constitution states emphatically that involuntary servitude shall be unlawful in this nation. However, it says nothing about volunteerism – servitude through the contractual nature of citizenship to that United States corporation and its indoctrination process we today laughably call the educational system. In fact, the U.S. Code protects voluntary servitude as a right of citizens, a subject I’ve covered here before in triplicate.
It was Aldus Huxley who so plainly stated in his blueprint for this “Brave New World” that we are now a global and integral part of that:
“A really efficient totalitarian state would be one in which the all-powerful executive of political bosses and their army of managers control a population of slaves who do not have to be coerced, because they love their servitude. To make them love it is the task assigned, in present-day totalitarian states, to ministries of propaganda, newspaper editors and schoolteachers”… Most men and women will grow up to love their servitude and will never dream of revolution…”
Of course, Huxley was not speaking of actual physical, involuntary slavery. There is no need for visible, physical chains or guards when a population virtually begs for jobs, “employment”, and education from its ruling class government. As a foundational leader in the studies and implementation of mind control and chemical persuasion, Huxley very much knew that slavery must be voluntary and consensual, lest that enslavement result in revolution. Like Plato’s allegory of The Cave, ignorance of ones own contractual enslavement is par for the course of the Bravest New World his ilk could ever have dreamed of.
Today, we literally stand upon the threshold of the perfection of that once fictional system of stultification, what Charlotte Iserbyt so in-eloquently and yet with perfect clarity labeled as “The Deliberate Dumbing Down Of America“. We are watching, seemingly helpless, as the education system is being transformed and re-imagined into a private, standardized, and institutionalized commercial venture – a commodity that is traded on the global stock exchange. The word “Education” is now capitalized when spoken of in corporate financial statements and within the prospectuses of governments and corporations; a proper noun referring specifically to the for-profit business called “Education“, complete with shares and stakeholders requiring the typically destructive expansion that drives the profitability of any corporation and industry. For the shareholders must earn returns on their investment; a requirement by law of the Board of Directors and CEO of any corporation.
As the profitability and privatization of the education system expands, so too does the public taxpayer budget and appropriations granted upon the tacitly manufactured consent of the unwitting people of America. Growing in taxpayer budgetary funding by over $500 billion dollars between the years 2009 and 2012, the incentive principle for private enterprise to subsume the Education markets through public private partnerships (PPP) – and yes, Education is now a financial marketplace – is now a forgone reality, with both foreign and domestic corporate tendrils reaching deeper into the school system with every passing semester.
You could say that education in the United States has already become rotten to the CORE…
Indeed, that’s where an international private corporation called “CORE” comes into play.
If you aren’t familiar with CORE corporation, India, please see my previous research article here: http://realitybloger.wordpress.com/2013/08/29/core-making-children-stupider-around-the-world/
CORE Education and Technology corporation, thanks to Common Core standards and best practices that have been implemented within the individual States to allow such PPP’s to exist, is actually a private corporation created and headquartered in India back in the 1990‘s. It’s wholly owned subsidiary, CORE Education and Consulting Services (ECS), also has headquarters in the Untied States. It reaches across the world, through the public private partnership (PPP) (contractor) model, and has incrementally taken hold of a significant portion of the world’s education standards and practices with reach into over 50 countries, including the United States and the United Kingdom. Its only listed for-profit controlling (voting) shareholders are foreign governments (including the United States) and other government institutional holders across the world, as well as some other private international corporations.
CORE ECS corporation has literally dominated the U.S. marketplace in teacher staffing and IT/data management operations, just a few of its for-profit “products and services” available to the “Education” marketplace via long-term lease agreements (private contracting within government to control that public sector).
Here in the United States, Common Core standard-based curriculum is now all but standard within pre-kindergarten, k-12, post secondary colleges and universities, and vocational training schools. But most disturbingly it has now become standard in U.S. military academies and schools, officer leadership training, the Army’s Training and Doctrine Command or (TRADOC), etc…
We will explore this frightening fact further as we read on…
CORE Corporation and Common Core:
What’s The Connection?
Many folks have expressed personally to me that they don’t quite understand the link between State Common Core standards and this foreign Indian corporation called CORE ECS. This is quite an understandable disposition in my opinion, for the current form of “government” within the United States is also quite difficult to grasp. The changes made to it have been incremental over more than a century by unseen hands – even while the illusion of traditional “constitutional” government is maintained in the paid for media and within the bureaucracy of congress.
It is important for our purposes in understanding how Common Core and privatization through the Public Private Partnership model works to define just what the word bureaucracy means in legal terms:
BUREAU. A French word, which literally means a large writing table. It is used figuratively for the place where business is transacted: it has been borrowed by us, and used in nearly the same sense; as, the bureau of the secretary of state. –Bouvier’s Law Dictionary, 1856
BUREAUCRAT. An official who works by fixed routine without exercising intelligent judgment. –Random House Dictionary
BUREAUCRACY. The abuse of official influence in the affairs of government; corruption. This word has lately been adopted to signify that those persons who are employed in bureaus (and) abuse their authority by intrigue to promote their own benefit, or that of friends, rather than the public good. The word is derived from the French. –Bouvier’s Law Dictionary, 1856
Long ago, government figured out how to bypass its own legal requirements and restrictions by creating and joining its own private, non-governmental associations that would act similarly to an unseen 4rth branch of government, creating legislation in the non-profit, non-governmental, private association sector, and then lobbying government (lobbying themselves) to pass and enforce their own privately created bills.
In this way, and with our definitions of just what the word bureaucracy means above, we can see that the official “elected” government stands as a most definite bureaucracy full ofbureaucrats who do nothing but rubber stamp their signatures onto their own legislation that is created outside of this elected government by themselves, within these bureaucrat’s own non-governmental private associations and in conjunction with other corporate private associations…
Sound confusing? It wont be by the end of this article.
How To Secretly Sell A Nation
While Its People Work, Play, And Sleep
In the early 1990′s, shortly after President Reagan and the Iron Lady of the United Kingdom began to promote and implement the “privatization movement” together, then President George Bush signed the Infrastructure Privatization Act called “Executive Order 12803 – Infrastructure Privatization”. You should read that entire E.O. through the link below to understand that most infrastructure, including public schools, were poised to be sold off to private industry either outright or managed for profit through Public Private Partnerships (PPP).
The most important part of that Executive Order is this:
Section 1. Definitions. For purposes of this order: (a) “Privatization” means thedisposition or transfer of an infrastructure asset, such as by sale or bylong-term lease, from a State or local government to a private party.
(b) “Infrastructure asset” means any asset financed in whole or in part by the Federal Government and needed for the functioning of the economy. Examples of such assets include, but are not limited to: roads, tunnels, bridges, electricity supply facilities, mass transit, rail transportation, airports, ports, waterways, water supply facilities, recycling and wastewater treatment facilities, solid waste disposal facilities, housing, schools, prisons, and hospitals.
Now that you understand the fact government is literally selling off and leasing public infrastructure and allowing it to be managed by private corporations, you will understand not only the dangers of the act of states and local governments accepting any Federal Funds, but also the link between Common Core and CORE of India corporation and how private business is now controlling your childrens public education experience…
It works something like this:
Step 1) Common Core standards are created by the National governors Association (NGA) (a 100% private, non-governmental association made up of the 50 Governors of the United States), and also copyrighted by the NGA, for the purposes of conspiring together to force all schools in all 50 states to choose (from basically a Common Core approved list) the same privately made “products” and “services” for all children in all schools. This sets up the legal basis for schools to enter into infrastructure privatization utilizing the public private partnership (PPP) model through the “long-term lease” mentioned in E.O. 12803.
Step 2) CORE ECS (a wholly owned CORE India subsidiary within the United States) contracts with local and state schools and colleges under that PPP, long-term lease agreement, or other sustainable development “best practice” or “model” to take over everything from IT services, data collection and storage, teacher staffing, etc. Thus, this private corporation from India is now in a private partnership with the public government, literally taking over governmental functions through contract. Other private corporations like Dell Computers, Microsoft, Schoolastic, Texas Instruments, etc. are also in PPP’s with local and state governments and the Federal Department of Education… and it will only get worse unless this information is understood by you as spread to your friends, neighbors, and family.
Step 3) – Most importantly, in order to force this organized crime upon all schools in the nation, legislative laws are passed such as the FAPE Act to ensure that schools uniformly must by law purchase their services and products from these private corporations (note that government institutional, pension, and other investment funds are also the largest shareholders of these private corporations such as Microsoft and Apple, as I’ve also uncovered with my research in triplicate):
Examples of this type of legislation are:
Free, Appropriate Public Education (FAPE):
“Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds. Section 504 provides that: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…””The U.S. Department of Education (ED) enforces Section 504 in programs and activities that receive funds from ED. Recipients of these funds include public school districts, institutions of higher education, and other state and local education agencies. ED has published a regulation implementing Section 504 (34 C.F.R. Part 104) and maintains an Office for Civil Rights (OCR), with 12 enforcement offices and a headquarters office in Washington, D.C., to enforce Section 504 and other civil rights laws that pertain to recipients of funds. The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.””Title II of theAmericans with Disabilities Act of 1990, (ADA), 42 U.S.C. § 12131 et seq., prohibits state and local governments from discriminating on the basis of disability…
It’s for the children, you see – that greatest political weapon ever conceived (pun intended). Who can argue with such a strong and emotional logical fallacy? Essentially, all children must receive “equality” by law, which means that ultimately they must receive Dell computers, Apple IPads, and CORE special needs products and services – and/or products and services from whichever corporation gets the PPP contract and is able to sell its wares to government public schools in exchange for taxpayer money.
Since schools are under the Federal Department of Education, and because they all receive funding from the Federal Department of Education, the schools are thus required to “provide education” to ALL CHILDREN as a requirement for accepting those federal funds. But we must remember that the word Education is now a for-profit business, so the act of “providing Education” might actually mean providing to every student a Dell computer, Microsoft software and “learning tools” and products, CORE ECS corporation special needs curriculum, intervention, and teacher staffing services, free internet purchased with tax dollars from Comcast, calculators from Texas Instruments, and so on and so forth…
The word education has truly been twisted and reshaped by these Common Core standards and accompanying enabling legislation.
And remember, Common Core was created by and copyrighted by the 50 governors of each state while each participated in the private non-governmental association called the National Governor’s Association. This is a true bureaucracy feeding itself.
Let’s take for example these now highly sought after “Special Needs” education contracts. Corporations, as we will discover, have the hots for autistic children to be trained as future workforce employees. And since no child can be “left behind” because of a disability, the taxpayer must fund the education of these autistic and other special needs children so that they can be work ready drones for corporate intake at age 18. The fluffy Agenda 21 title for this action of taking special needs children away from their parents and training them for repetitive actions in the workplace is slyly referred to as “independence” training.
And of course, this workforce training in public schools certainly comes with a price – a very large public debt price-tag indeed. But not to worry, private corporations are beckoning to the call, and government is requiring schools (and more to the point taxpayers) to pay for the products and services that will ensure workforce readiness by age 18.
One of the fastest growing special needs markets is in what is called the “assistive technology” industry.
Assistive Technology is:
“Any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities.”
Source: Individuals with Disabilities Education Act of 1990 (Public Law 101-476)
Step 4) With these legal requirements all in place, schools will now be required to enter into public private partnerships (PPP) in order to acquire and purchase the required by law Dell computers to ensure all children are equally equipted. They must purchase Schoolastic software and books. They must utilize CORE ECS IT support, software, data collection, and all of its other products like teacher and administrative Staffing, “Intervention”, the Vocational Training Plan, etc… for no child should be left behind in this Brave New World.
So Common Core was set up not only to aid in privatizing public education, but to create a monopoly of certain already government funded and controlled corporations that will be guaranteed massive sales in the future – literally, for every student in the entirety of America.
In the end, CORE India literally relies on Common Core standards and the PPP best practices and models for its infiltration into America. But this is only the beginning, for the Common Core standards and its supporting legislation allows other private associationswith highly special non-United States interests and motives to write the lesson plans for your children in schools, also through this bridge called the public private partnership.
Is Common Core At The CORE Of
The U.S. National Defense?
Let’s read directly from the CORE India 2011-2012 annual financial report, always remembering that this is a company headquartered in India (spelling and grammar errors copied from the report):
(Page 53) “CORE currently touches the lives of over 20 million students spread over 54,000 schools across the United States, advancing education through an integrated mosaic of innovative solutions… Currently approximately 86% of the Consolidated revenues are generated from the US business, and during the year under review, CORE Education & Consulting Solutions INC., USA, one of our main wholly owned subsidiaries in the US registered a 21.42% increase in Profit after Tax, to USD 20.58 million (’1.016 billion in Indian Rupees).“
(Page 47) “Core provides software solutions for its customers (including governments) operating in industries such as human resources, manufacturing, banking, financial services, supply chain management and data warehousing. It typically meets with the customer to discuss a solution required, and then customize the solution and provide the customer with support for the product on a continuing basis. The Company’s consultants specialize in 15 sectors, including central government, policing and criminal justice, local government, defence, transport and finance.”
I was frankly shocked to read that our military men and women (adults) are also deeply steeped in Common Core standards through public private partnerships.
“Advocates for military families, defense readiness and a top general in the Michigan Army National Guard all say the Common Core State Standards are essential for both the children of military families and for the future safety of the nation.”
The following quotes were from the Army.mil website:
“More schools in The Army School System (TASS) are teaching or soon will be teaching the stand-alone common core for basic and advanced NCO courses(BNCOC and ANCOC)… The Army School System is one system, one standard, so every soldier taking the stand-alone common core will receive identical training no matter which school he or she attends.” –Sgt. Maj. Steve Merrill, chief of the NCO branch the Army’s Training and Doctrine Command (TRADOC). Training is conducted as “distance learning” broadcast through “video tele-training.”
“The Fort McCoy NCO Academy has offered the BNCOC and ANCOC stand-alone common core courses since December 2000, said Master Sgt. Dennis Martinson, Fort McCoy NCO Academy ANCOC and BNCOC course manager. BNCOC is the U.S. Army’s Basic Non-Commissioned Officers Course. This course is one in a series of steps throughout a soldier’s career that help him to be an effective leader. Some courses tend to include a lot of hands-on exercises such as the Warrior Leader Course, but the BNCOC puts more emphasis on written exams. In the fall of 2009,the course transitioned from a traditional classroom setting to an online course. While this is more convenient, some soldiers have complained that this diminishes their educational experience because it leaves out the student-teacher relationship. ANCOC – The current policies and procedures for soldiers selected to attend the Army’s Advanced Noncommissioned Officer Course (ANCOC) began taking shape in 1989, when the Army Chief of Staff approved an initiative that made graduation from Primary Leadership Development Course, Basic Non-Commissioned Officer Course (BNCOC), ANCOC and USA Sergeants Major Course a prerequisite for promotion.”
As we can see, the common core standard curriculum is a prerequisite requirement to be promoted in the military. This forced Education in what the military calls its training and “doctrine” command, or TRADOC, should be an alarming title to anyone reading.
In other words, soldiers must accept forced Common Core doctrine or never be promoted!
The modern Merriam-Webster dictionary defines the word doctrine as:
a : something that is taught
b : a principle or position or the body of principles in a branch of knowledge orsystem of belief : dogma
c : a principle of law established through past decisions
d : a statement of fundamental government policy especially in international relations
e : a military principle or set of strategies
Essentially, the entire population of the military is now on Common Core learning standards. This becomes more and more horrific in its comprehension as we begin to see, through the public private partnership model, just who is writing these lesson plans for our soldiers… and it isn’t the U.S. government!!!
Ultimately, what this means to states like Michigan is:
“…keeping the (Common Core) standards in place could make Michigan more military-friendly.” –Brig. Gen. Michael Stone, assistant adjutant general,Michigan Army National Guard
In other words, the brainwashing of child students into adulthood as well as that of our common chattel soldiers, could make the martial law military occupation of each state more acceptable to the rest of the Common Core workforce educated population.
The Anti-Defamation League:
Militarily Defaming The Arab Spring
Through what is surely the worst possible conflict of interest I can possibly imagine, the so-called Anti-Defamation League (ADL) – a staunch supporter of International “Jewish” interests and the spreading of Zionism (support for the “State” of Israel) – through the Public Private Partnership model can truly be seen for what it is. This non-governmental private association, interest group, and ultra-powerful lobby is one of the most powerful private associations in the United States and indeed the world. And yes – it is publishing the propaganda training manuals for not only our children in schools, but for our men and women in uniform.
If you are from or have any empathy for any of the Middle East countries and the Arab people, such as those in Iraq, Afghanistan, Pakistan, Palestine, Syria, Libya, and most of all the gold at the end of the U.S. and Israel war-profiteer rainbow (Iran), then this fact should light a rather hot fire under your posterior.
Perhaps you’ve already heard of some of the ADL’s infamous lesson plans already introduced through the Common Core standards education system, though most likely you haven’t. I’m referring to such beauties as:
“UNHEARD VOICES: STORIES OF LGBT HISTORY – This is an education curriculum course to be taught to youngsters in grammar, middle, and high school and labeled as lessons in civics, history, language arts, life skills: working with others, and of course visual arts.”
On page four of the lesson outline, we see that this ADL teaching tool is listed as in compliance with:
“CORRELATIONS OF LESSONS TO THE COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS.”
From the ADL’s education resource website, the ADL is proud to give some of the following statistics:
“Over 19,000 educators teach about the holocaust using “Echos and Reflections“
“Over 58 million adults and youth impacted by ADL”
“Reaching 300 campuses in 44 U.S. States”
But let’s focus on perhaps the most resourceful crime against humanity I can imagine being perpetrated by the ADL even as we speak. Coming in November, the ADL has actually stooped to the lowest of lows. In its modern day version of book-banning, and symbolically the political burning of books, the ADL will teach you (the parent and teacher) how to not read or teach books that hold what it refers to as a “bias”, so as to prevent your child from developing any opinions based on fact or historical purview of true “Jewish” history. After all, any book that shares the true history of Israel, international Zionism, Jewish supremacy, or one that tells the true story of the genocide happening right now in Palestine, must be regarded as “prejudice” and “anti-Semitic”, right? Let’s examine this brilliantly conniving best practice that has been created by the non-governmental private association called the Anti-Defamation League to literally destroy history through clandestinely banning “biased” books about history…
Using an Anti-Bias Lens to Examine Early Childhood Children’s Books in Your Program
“Unfortunately, the impressions imparted by some books are
not always positive and free from bias. Learn what teachers can do to
take advantage of their early windows of opportunity to prevent
the development of prejudice. Note this webinar is 1½ hours.”
To further the understanding of just how the ADL has infiltrated and snuffed logic and reason out of the education process via the distorting of history and modern reality, the ADL further explains its Common Core curriculum of clandestine book-burning, which it calls “anti-bias curriculum”.
From the ADL.org/Education website:
The Need for an Anti-Bias Curriculum
“Preparing students to live and work successfully in a pluralistic nation and a global community requires opportunities for them to engage in curricular content that furthers the ideals of justice and equality upon which the nation was founded. Anti-bias curriculum provides an understanding of diverse perspectives, strengthens critical thinking skills, challenges the development of emerging biases, and builds skills and motivation to take action against injustice.”
“Additionally, creating an anti-bias learning environment fosters a positive and open mindset to engage in and learn from curricular content that promotes equality and diversity nationwide.”
Anti-Bias Study Guide
“Anti-Bias Study Guides have been prepared for educators to use as supplementary materials for students in grades 4–12. The Guides are available in both Intermediate and Secondary Level. The lessons assist students in exploring societal issues arising from bias, bigotry and discrimination; building critical thinking skills; increasing understanding of diverse perspectives; and building leadership skills in promoting justice and equity in schools, communities, and society at large.”
Apparently, according to the ADL, to have a bias is to automatically have bigotry and engage in discrimination?
To give you an idea of just how ironically bias the ADL actually is in its support and promotion of Israel and Zionsim, take a look at just what the ADL is protecting from these entirely Jewish sources:
If you are a Christian, or for that matter any other non-Jewish people
with or without religious tendencies, then you are a goyim (non-Jew gentile),
“born only to serve the Jew”. From its own newspapers… this is Zionism.
This is Israel. This is what the ADL truly protects.
The ADL also created the World Of Difference Institute to further promote and implement “non-bias education”, which it describes as:
ABOUT THE ‘A WORLD OF DIFFERENCE®’ INSTITUTE
The Anti-Defamation League’s A WORLD OF DIFFERENCE® Institute is a market leader in the development and delivery of anti-bias education and diversity training programs and resources. Comprised of four distinct departments —CLASSROOM, CAMPUS, COMMUNITY, and WORKPLACE — the Institute’s customizable, interactive programs are used by schools, universities, corporations, law enforcement agencies and community organizationsthroughout the United States and abroad.
The Institute’s training modules and curricula are designed by human relations and education professionals, incorporating the latest research from the education field.Ongoing evaluation efforts in collaboration with renowned universities, colleges and foundations ensure and enhance the efficacy of the Institute’s offerings. Through the development and delivery of its programs and resources, the Institute seeks to help participants: recognize bias and the harm it inflicts on individuals and society; explore the value of diversity; improve inter-group relations; and combat racism, anti-Semitism and all forms of prejudice and bigotry. Institute programs provide the necessary skills, knowledge and awareness to promote and sustain inclusive and respectful school, work and home environments.
Hidden behind Agenda 21 and within these seemingly wonderful and fluffy words like sustain, respect, combat racism, inter-group relations, and of course anti-bias educationlays a corporation (private association) with one of the most clear biases in the entirety of all lobbying groups, as the claimed mission of the ADL states:
“The Anti-Defamation League was founded in 1913 “to stop the defamation of the Jewish people and to secure justice and fair treatment to all citizens alike.”
In other words, forced political equality. It uses other discriminated against groups to hide behind – not so much to protect them as to protect themselves.
But that’s not all… for the ADL does all of this too:
A leader in the development of materials, programs and services, ADL builds bridges of communication, understanding and respect among diverse groups, carrying out its mission through a network of regional and satellite offices in the United States and abroad. ADL’s long-term commitment to fighting anti-Semitism and fighting for fair treatment for all people provides the context for all of its anti-bias initiatives.
Today, ADL’s 30 professionally staffed offices in the United States, plus offices in Jerusalem, Vienna and Moscow, work to translate this country’s democratic ideals into a way of life for all Americans. Legal Affairs files amicus briefs challenging discrimination and encourages model legislation — including hate crimes laws, which enhance penalties when crimes are committed because of a victim’s race, religion, ethnicity, sexual orientation, or national origin.
Its Research and Fact Finding monitors extremist groups, from neo-Nazi skinheads to international terrorist groups. The Civil Rights Information Center provides quick responses to the media and the public on breaking news and eventsrelating to civil rights issues. Education seeks to break the cycle of hatred through curriculum and training.
Perhaps we should just start calling the ADL and Israel the new U.S. Government Intelligence Agency instead? After all, the ADL is now training the CIA as well…
It is important to understand here the illicit word trickery used by ADL and other civil rights groups when referring to the word “equality”. This legal term is one of the most misunderstood in our society and as “equal citizens”. Equality is actually quite the opposite of what we think. Indeed, equality is a way for groups like the ADL, Freemasonry, and the Church of Satan to obtain “equal” status as other “religions” and non-profit organizations. Equality refers to the enforcement of rights, giving protection, credence, and consent for these types of organizations.
The word equality strips men of their natural right to fight such foes, and assigns forced political equality instead, replacing equity with equality. In other words, this type of equality is not natural – not in the hearts and minds of men. It is forced upon men, who must accept that equality against their own morals and values or be punished by law for being “biased” and non-conforming in their acceptance of things that directly harm them and their personal values and rights. In other words, the right to fight for your honor and integrity has been legally stifled through the legal concept of “equality”.
EQUALITY. Possessing the same rights, and being liable to the same duties. 2. Persons are all equal before the law, whatever adventitious advantages some may possess over others. All persons are protected by the law, and obedience to it is required from all.
EQUITABLE. That which is in conformity to the natural law.
Translation: Equality requires all persons (citizens) to obey the law, no matter how reproachable and repugnant the legal law becomes to the natural rights of men (the word men = male and female; or “mankind”), and equality legally takes away the natural right to fight for your natural rights! While lawful natural equity requires good men to fight groups like the ADL as their natural duty to God and Nature and for their self-preservation of self, family, and culture, such legal equality legislation protects the ADL from such actions of men and literally disables the ability to fight such powerful private associations through the protection of them by law.
This is often referred to as “civil rights”.
What you may not know about this private association called the ADL is that it represents a clear and present threat to America in ever more severe ways than just the re-education of our youth and soldiers; for remember that the ADL is a Zionist organization above all else, supporting the political state of Israel above all else:
Evidence of ADL Spy Operation Seized by Police
April 09, 1993|RICHARD C. PADDOCK | L.A. TIMES STAFF WRITER
Police on Thursday served search warrants on the Anti-Defamation League here and in Los Angeles, seizing evidence of a nationwide intelligence network accused of keeping files on more than 950 political groups, newspapers and labor unions and as many as 12,000 people.
Describing the spy operation in great detail, San Francisco authorities simultaneously released voluminous documents telling how operatives of the Anti-Defamation League searched through trash and infiltrated organizations to gather intelligence on Arab-American, right-wing and what they called “pinko” organizations.
Representatives of the Anti-Defamation League, a well-known organization in the U.S. Jewish community dedicated to fighting anti-Semitism, declined detailed comment Thursday but denied breaking any laws.
Police allege that the organization maintains undercover operatives to gather political intelligence in at least seven cities, including Los Angeles and San Francisco.
Groups that were the focus of the spy operation span the political spectrum, including such groups as the Ku Klux Klan, the White Aryan Resistance, Operation Rescue, Greenpeace, the National Assn. for the Advancement of Colored People, the United Farm Workers and the Jewish Defense League. Also on the list were Mills College, the board of directors of San Francisco public television station KQED and the San Francisco Bay Guardian newspaper.
People who were subjects of the spy operation included former Republican Rep. Pete McCloskey, jailed political extremist Lyndon H. LaRouche and Los Angeles Times foreign correspondent Scott Kraft, who is based in South Africa.
Authorities said much of the material collected by the group was confidential information obtained illegally from law enforcement agencies. They also alleged that data on some individuals and organizations was sold separately to the South African government.
In addition to allegations of obtaining confidential information from police, the Anti-Defamation League could face a total of 48 felony counts for not properly reporting the employment of its chief West Coast spy, Roy Bullock, according to the affidavit filed to justify the search warrant.
(Note that the current government of Africa is the Zionist
To comprehend the nature of Zionism’s control in U.S. politics, it is best to hear the story right from the horses mouth. In this article, entitled “Obama Has Been Great For Israel”, Obama’s own political adviser lays it all on the line with regards to the atrocious United States support for Israel in the 10′s of billions, even as US troops and drones ravish the Arab inhabited middle-east world in its efforts to build new nations.
The ADL’s Attempt To Ban
Shakespeare And God As Biased Authors
What better way to usher in the atrocities of the past and allow history to repeat itself – from communism to human trafficking, slavery, and genocide – than to erase the history of such atrocities from the education system by this one people who have provably specialized and profited in it all along? By banning history and literature books with what the ADL calls “bias”, for instance, our children will never learn about the worst holocaust in history – that of the Bolshevik Revolution. They’ll never learn of the Jewish heritage of men like Lenin and Trotsky, who lead the Jewish Red Army to kill many 10′s of millions of Germanic white Christian farmers and families throughout the Soviet Union; nor of the series of “concentration camps” set up throughout the Holodomor and the virtually unknown and certainly untaught Ukrainian genocidal Tragedy of the 1930′s – also known as the “Terror Famine” under Joseph Stalin. Children and soldiers will never understand the war crimes being committed right now in Palestine, or the crimes of the past with such historic facts as the Israeli Air force attack on the U.S.S. Liberty. With the swipe of a pen and the thoroughness of the printing press, the enemy of a once prosperous people can become its master without ever pointing a weapon.
Indeed, privatized Education is perhaps mightier than the pen and the sword.
And perhaps most ironically, the children and soldiers of today will never learn this:
Semite – A member of a group of Semitic-speaking peoples of the Near East and northern Africa, including the Arabs, Arameans, Babylonians, Carthaginians, Ethiopians, Hebrews, and Phoenicians.
How twisted indeed has education become…
Vladimer Putin recently celebrated the atrocious history of the Bolschevek Red Army and the genocide of 10′s of millions of Germanic , women, and children throughout Russia not with favor, but with solitude and remorse, with great hopes that such forces shall never rise to power again. In fact, it was the Jewish Israeli newspaper Haaretz that reported:
“Russian President Vladimir Putin said that at least 80 percent of the members of the first Soviet government were Jewish.
“I thought about something just now: The decision to nationalize this library was made by the first Soviet government, whose composition was 80-85 percent Jewish,” Putin said June 13 during a visit to Moscow’s Jewish Museum and Tolerance Center.
Putin was referencing the library of Rabbi Joseph I. Schneerson, the late leader of the Chabad-Lubavitch movement. The books, which are claimed by Chabadrepresentatives in the United States, began being moved to the museum in Moscow this month.
According to the official transcription of Putin’s speech at the museum, he went on to say that the politicians on the predominantly Jewish Soviet government “were guided by false ideological considerations and supported the arrest and repression of Jews, Russian Orthodox Christians, Muslims and members of other faiths. They grouped everyone into the same category.
“Thankfully, those ideological goggles and faulty ideological perceptions collapsed. And today, we are essentially returning these books to the Jewish community with a happy smile.”
Widely seen as the first Soviet government, the Council of People’s Commissars was formed in 1917 and comprised 16 leaders, including chairman Vladimir Lenin, foreign affairs chief Leon Trotsky and Joseph Stalin, who was in charge of the People’s Commissariat of Nationalities.”
Naturally, this Bolshevik Revolution referred to above by Putin is one of the historical events that the ADL lists as a plot to defame Zionism and Jews, and that it should be labeled as anti-Semetic – and of course “bias”.
Other lesson plans for children, adults, and soldiers that really hit this symbolic book-burning home include:
Antisemitism And The Merchant Of Venice (A discussion guide for “Educators”)
INTRODUCTION AND OVERVIEW
This resource is a tool for teachers presenting The Merchant of Venice to their students. This guide is not intended as an exhaustive study of the play. Rather, it is a supplement intended to guide an exploration of the problematic issue of anti-Semitism as part of the broader discussion of the play. The initial sections of this guide provide important contextual information about the teaching of controversial literature, the impact of anti-Semitism throughout history, and the beliefs and attitudes prevalent in 16th century England that likely influenced Shakespeares writing. The core of the guide, however, focuses on Shylock as the central figure of discussion. When the play was first registered for publication, it was described as a book of the Merchant of Venice or otherwise called The Jew of Venice. The Merchant is Antonio, but Shylock is the most pivotal character. Over four hundred years after The Merchant of Venice was first written, the debate rages on about Shakespeares intentions regarding the character of Shylock, whether the play is anti-Semitic or a criticism of the Christian anti-Semitism of Shakespeares time, and even whether the play should be taught in schools. The goal of this guide is not to answer these questions, but to help teachers raise these very important issues with their students and to offer discussion questions, related activities and other resources that support an in-depth exploration of the play.
I. TEACHING CONTROVERSIAL TEXTS
Works of literature, written hundreds of years ago, may contain viewpoints that seem stereotypical and that offend modern sensibilities. While it is natural to want to protect students from these harsh sentiments, it may be counterproductive to omit controversial texts from class rather than using them as a vehicle for raising awareness and sensitivity about issues of prejudice. When teaching The Merchant of Venice, then, it is important to raise the issue of anti-Semitism as a precursor to examining the text, and to explore this type of prejudice as both a historical and contemporary phenomenon.
Throughout the play, Shylock, and by extension, all Jews, are presented as money-hungry, conniving, and cruel. Shylock the Jew, as he is called by everyone in the play is compared with a dog, acur, and a demon, and is referred to as the very devil incarnation. Teachers should be aware of the negative impact these words and ideas could have on students without a thorough examination of the history and the context of this language. It is important to consider how Jewish students in class may feel after reading The Merchant of Venice, and equally essential to take into account how the play might reinforce stereotypes of Jews among other students. When negative and stereotypical portrayals of minorities are read in class with no examination or critical analysis of these stereotypes, students may assume that these depictions are accurate and true. It is therefore critical to contextualize these stereotypes and offer students an opportunity to examine and deconstruct them.
Related Activities/Discussion Questions<
1. ON CENSORSHIP/FREEDOM OF SPEECH
a. Ask students to define the word censorship.
b. Lead a discussion on the history of the free speech movement in the United States. Students can research organizations dedicated to the promise of freedom of speech, such as the ACLU, http://www.aclu.org or PEN, http://www.pen.org, an association of writers committed to defending freedom of expression.
c. Lead a discussion on whether students think that censorship is ever appropriate.
d. Have students debate whether or not censorship of The Merchant of Venice is ever an appropriate response to concerns about the promotion of anti-Semitism or prejudice. Divide the class into two teams; assign one to argue a pro-censorship perspective and the other an anti-censorship perspective.
Create small groups of four students two from each team and allow them time to debate before debriefing as a whole class.
II. A BRIEF HISTORY OF ANTI-SEMITISM
Anti-Semitism, often called the longest hatred, is both an age-old problem and a current challenge. For centuries Jews have been accused of treacherous acts,including the murder of Jesus, poisoning wells, the ritual murder of Christian children, the Bubonic plague and controlling the media and the banks. Many of these falsities have roots in historical circumstances, and longstanding fear and misunderstanding. Tragically, these lies continue to be launched against Jews. Recently, Jews have been blamed for everything from the attacks on September 11 and the Iraq War to the tsunami that devastated Southeast Asia. The continual demonizing and scapegoating of the Jew as other highlights the need to analyze and discuss the depiction of Jews in literature. Without an examination of both historic and contemporary anti-Semitism, students may be left with stereotypical and negative conceptions of Jews and Judaism.
So now that we have learned from the ADL that the works of Shakespeare made him an anti-Semite, what else should we be taught by this pro-Israel, pro-Jewish, non-governmental, private association?
I’m not here to preach today… but let’s examine some facts. The “story” of Jesus being “murdered by Jews” is of course taken straight from Bible interpretation, where we read that indeed the “Jews” did not actually murder Jesus themselves. No, they did something much worse. In the Bible story, the Jewish leaders did not crucify Jesus, but instead forced others to do it for them through the legal process. The Jewish Sanhedrin was able to use their illicit legal language to try Jesus for blasphemy under Mosaic law, and to then have that sentence carried out by the occupying Roman government through political pressure (lobbying, if you will).
Today, that same force (representing less than 2% of the entire U.S. population) of powerful lobbying and political and legal power is being used for the re-education of children, adults, and soldiers – literally forcing others to teach what the ADL writes as “non-bias” history.
Is the ADL the same lobby today as was in the Bible?
“Behold, I will make them of the synagogue of Satan,
which say they are Jews, and are not, but do lie;
behold, I will make them to come and worship before
thy feet, and to know that I have loved thee.”
Are you not at all afraid of this “New Testament” book from the Bible also being altered or banned, for being apparently too “anti-Semetic”, leaving just the Jewish Torah without Christianity? Let us not forget, after all, that the Bible calls this group of “Jews” and “Pharisees” the “synagogue Of Satan”.
Oh wait, that book was already banned from education long ago, despite being the most relevant book in history pertaining to the origins of modern law and civil government – the book that the Vatican Cannons and ecclesiastical powers that be were justified from, and from which the Pope and Queen claim to rule the temporal realm of the Earth as the anointed vicar (replacement) of Christ on Earth.
Nope, that’s not at all important for children, adults, the CIA, or the military to study…
So what else should we learn from Abe Foxman’s lobby corporation curriculum in public schools, universities, and in the military?
The Holocaust is woven into the very existence of those who lived during that time some seven decades ago. Today, young people’s knowledge of this horrific chapter of history is limited by educators’ choices in planning their classroom curriculum. Although the mandate of “Never Again” has proved difficult to achieve, the lessons of the Holocaust remain relevant and significant in the lives of youth, including the dangers of silence, the consequences of indifference, and the responsibility to protect the vulnerable. Through programs and curriculum, ADL helps educators bring these lessons to life for students.
(Author’s note: Please keep in mind that the ADL and other powerful lobbying groups have been able to make it law in many countries, including Canada and Germany, that challenging the “history” provided by such private associations as the ADL about “the holocaust” is punishable by fine and imprisonment. Does that sound reasonable to you?)
The Resilience of Anti-Semitism –
The Lies of The Protocols of the Elders of Zion
A three-part unit for high school students prepared in conjunction with the Anti-Defamation League special exhibit of Will Eisners The Plot
Part I: Prior to Viewing the Exhibit/Novel
(90 minutes plus time for research)
1. In the center of a large sheet of chart paper write, THE PLOT, and beneath it add the following quote:
Whenever one group of people is taught to hate another, a lie is created to inflame the hatred and justify a plot. The target is easy to find because the enemy is always the other.
3. Draw eight spokes emanating from the title/quote in the center of the chart posted earlier, and write the following topics at the end of each spoke:
The Russian Revolution
The Black Hundreds
The Dreyfus Affair
Zionism/First World Zionist Congress (1897)
So here we can see the very clever but fallacious tactic of using association of historical events and persons to attempt to somehow wipe the historical slate clean regarding Zionist genocide, slavery, and even the well documented and indisputable World Jewish/Zionist Congress. And while the true origin of the Protocols of Zion are certainly a disputed topic of debate, just the fact that these so-called protocols have literally escaped from those pages to become the reality of global political and economic takeover – including that of the Education system today – should be enough for anyone to see the conflict of interest with a pro-Zionist private lobbying organization such as the ADL being the sole provider of information regarding Jewish history, holocaust information and promotion, and educational autonomy on subjects such as these. I would state the same opinion about the Klu Klux Klan, United Negro College Fund, the AARP, the National Governors Association, or any other non-governmental private association. Such breakdowns in logic, reason, and equity of source information should be enough to make any parent (and especially a soldier killing Arabs across the Middle East in the name of Zionist interests and the protection of the “State” of Israel) at the very least suspect of this source for education curriculum.
One of the soft and fluffy words being used throughout the ADL propaganda materials here has been the word “diversity“.
Ironically, if you haven’t noticed through all of the Agenda 21 rhetoric, the goals of the ADL and Common Core are to kill diversity, and to destroy the multi-cultural world by transforming it through the process of education into a “global society” per the Agenda 21 principals.
They then label this Zionist utopia as “equality”.
It is interesting to examine the definition of the word culture, for that is exactly what will both be disappearing from a Common Core educated world, and what will be replaced by the uni-cultureal ideals of the ADL, Zionism, and globalist agenda. If all students and adults around the world are learning the same thing from the same biased corporations called “Education”, then multi-culturalism and diversity must in fact by necessity be destroyed.
From Merriam Webster, this dualistic definition explains both the cultures being lost and the institutional corporate culture that is taking over:
: cultivation, tillage
: the act of developing the intellectual and moral faculties especially by education
3: expert care and training
4a : enlightenment and excellence of taste acquired by intellectual and aesthetictraining
b : acquaintance with and taste in fine arts, humanities, and broad aspects of scienceas distinguished from vocational and technical skills
5a : the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations
b : the customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time <popularculture> <southern culture>
c : the set of shared attitudes, values, goals, and practices that characterizesan institution or organization <a corporate culture focused on the bottom line>
d : the set of values, conventions, or social practices associated with a particular field, activity, or societal characteristic <studying the effect of computers on print culture>
All of this diversity of culture, my friends, is being educated out of the population, incrementally, as the tendrils of CORE and Common Core (and international Zionism) best practices, standards, and curriculum spread without resistance by the very parents who seek to preserve that history and heritage of their family and of all different races.Common Core is in fact a counter-culture movement. There is no excuse to sit idly by anymore and watch your own children and teachers be physically and mentally brainwashed by the ADL, Microsoft, CORE, and other private corporations around the world. This is truly the end of humanity and the beginning of trans-humanity.
And when good people do nothing, evil certainly doth prosper…
The aesthetic, or appreciation for the beautiful things in nature, art, culture, and races of people, is perhaps the most manipulated aspect of CORE education, as we will see later. In its place, Common Core and its partners, if you haven’t already noticed, are promoting nothing but computerized pictures of nature and digital interfacing with other people. In other words, a simulation and simulacra is being created where the appreciation of the aesthetics of the world, of nature, and of humanity are being recreated in 3 dimensions and broadcast through “Distance Learning” and in virtual reality to our children (see the disturbing pictures below).
And let’s face it, the culture of today has rapidly turned to IPhones and IPads, massive online artificial worlds, and digital friendships and dating. This is not a natural culture; but a complete turning away from nature and culture – a uni-culture; soon to be broadcast and promoted into every Common Core classroom around the world… and into your very own interconnected home entertainment systems.
Finally, we can read from the ADL annual financial report to understand how the defamation of the Arab nations, the truly “Semitic” people, does not apply to the protections of such defamation by the Anti-Defamation League.
The report states:
We monitor and expose online hate and anti-Semitism to make everyone aware of hidden threats.
We keep government out of religion and religion out of government—and religion flourishes.
Our partnerships with law enforcement help us protect against violent extremists.
We deepen the knowledge of Catholic-school educators so our future will be more peaceful than our past.
Our legal experts pioneered hate crime laws and work to implement them nationwide.
Our outreach to Hispanics and Latin Americans dispels ignorance and creates allies.
We help combat global terror by connecting American and Israeli law enforcement.
Our educators teach students to reject bullying and to treat each other with respect.
No lobby or associaton should ever have this type of manipulative governmental power!
In its ridiculously obvious attempt to pretend to protect what it calls “religious freedom”, The ADL indeed attempts to restrict the religious freedom of all others – as in no religion left behind:
ADL confronted these assaults head on. In Texas, we brought together Christian, Jewish, Muslim and other faith advocates to sign a unified message expressing concern over the governor’s blatant disregard for church-state separation in his call for an exclusionary prayer rally…
Now we are calling on candidates in the 2012 election to keep religion out of the campaign. A broad coalition of national religious leaders convened by ADL asserted that candidates should “conduct their campaigns without appeals, overt or implicit, for support based upon religion.”
Does that really sound like religious “freedom” to you?
Please understand that the ADL and AIPAC are by far the largest special interest contributors to political campaigns in the entire world. If this is not clear, you’d better darn well watch this video of the real United States presidential election:
Not ironically, in a new poll released this month, over 60% of American “Jews” answered that they are not religious in any way (atheism is indeed listed as one tenet/description of Judaism), and that that their Jewishness was simply a racial “identity”, a meme pushed by such organizations as the ADL and international Zionism.
The article from USA Today states:
“WASHINGTON (RNS) In the most comprehensive study of American Jews in 12 years, a strong majority said being Jewish is mostly about ancestry or culture, not the religious practice of Judaism.”
“A Portrait of Jewish Americans,” released Tuesday (Oct. 1) by the Pew Research Center, shows strong secularist trends most clearly seen in one finding: 62% of U.S. Jews said Jewishness is largely about culture or ancestry; just 15% said it’s about religious belief…”
The ADL And CORE Instructs
U.S. Government, Military, FBI, CIA…
This financial report goes on to show how deep the ADL is intertwined and infiltrated into the law enforcement, military, and government of the United States through the utilization of Common Core standards and the PPP model.
“Additionally, in a new program affecting Jews overseas, we’re partnering with the U.S. State Department to train U.S. diplomats to recognize anti-Semitism. And a unique program created by ADL and the U.S. Holocaust Memorial Museum in Washington, DC, has trained over 70,000 FBI New Agents on their role as protectors of individual rights.
The ADL’s use of word magic and trickery – the language of illicit fallacy of the law society (attorneys) – shines through and is very convincing when it speaks of “hate crimes” legislation (thought crime), which it brags about both authoring the legislation and lobbying to get passed:
“For millions of students, bullying, cyberbullying and name-calling damage their self-esteem and ability to learn. No student should ever feel isolated because of his or her ethnicity, race, religion, sexual orientation or physical appearance. ADL’s No Place for Hate® initiative enables schools to build inclusive and safe environments in which respect is the goal, and all students can thrive. No Place for Hate engages entire school communities in anti-bias activities, which ADL helps the schools develop, sending a clear message that all students have a place to belong.”
Remember first and foremost that this “No Place For Hate” is a registered trademark, meaning that it is a for-profit product offered by ADL to the for-profit Education industry through public private partnerships under Common Core Standards and within the privatization movement and legislation. This is not a charity.
In essence, this is the forced promotion of wolves in sheep’s clothing, straight from a pages of the Fabian Society, where respect is not earned but forced through private association-created “integration” legislation and Education.
Secondly, the reader and the parent must not be fooled by the fluffy and sustainable Agenda 21 language being used here. In reality, this re-education process is designed to create what the United Nations is today calling “peace-keepers”, those who would protect the corporate world peace through global martial law – by oppressing and killing anyone who opposes the servitude and voluntary slavery being forced upon them by sanctions and international laws of the United Nations. You certainly don’t see this lesson being taught to Israeli soldiers or children in their atrocious dealings with the Palestinian people. Semantics and word magic is the greatest tool of such “synagogues” of false charity.
Case in point… the next section in the ADL annual financial report shows the true nature of a corporation that defames the majority of the world’s population:
DANGERS OF THE ARAB SPRING
“Zionism is a gang, not a country. So we will resist them until they do not have a country.”
From its charter and public statements, the Muslim Brotherhood ideologically continues to reject Israel’s right to exist. On a practical level, the evidence is more complex. Some statements suggest it will let the peace treaty stand and others indicate in time the desire to end the treaty and relations with the Jewish state.
Tracking the Muslim Brotherhood online is just one example of how ADL’s Arabic-speaking analysts obtain valuable insight into new developments.Our monitoring and translation of media from the Arab world consistently reveals the demonization of Israel and Jews in state-sponsored venues—even in Muslim and Arab countries with extensive ties to the West.
We shared our findings with Members of Congress, the State Department and the White House to make sure that the Muslim Brotherhood’s hostility is part of the conversation between the United States and the “new” Egypt.”
Terrorism has plagued the Middle East for decades, and Israel has learned the hard way how to prevent and combat it. With ADL’s help, its counterterrorism experts are showing U.S. law enforcement how to do the same.
The partnership between ADL’s Israel Office and the Israel National Police allows ADL to provide major American law enforcement agencies with access to Israel’s top security professionals and facilities. When ADL brought groups of U.S. law enforcement to Israel last year, they were briefed on the tactics that deflect terror attempts at border crossings, coastal waters, the airport, holy sites and much more.
Once they get home, many from this and previous ADL law enforcementmissions to Israel participate in a network that enables them to maintain regular contact with each other and with ADL. Said one: “I can assure you that these lessons will serve as a constant reminder of how we can do things differently and even better in the States.”
Hmm… Does this mean Americans should be expecting the illegal use of terror on its own people who are against Zionism like in Israel, with the use of outlawed and internationally condemned white phosphorous bombs and depleted uranium bullets and shells? Why not, they are U.S. made after all…
Anything to keep the peace!
Keep in mind that Judaism is a global presence, and this monitoring claimed by the ADL is in reality spying by this non-profit, non-governmental organization. The American Israel Political Action Committee (AIPAC) is certainly no angel either. Why just in 2010, this bit of news came out about the true nature of AIPAC:
AIPAC was caught red-handed undermining the business and security of the United States:
“Declassified files detailing an FBI investigation targeting the American Israel Public Affairs Committee (AIPAC – the most powerful lobby in the United States) are now available on the Internet. AIPAC was investigated after it acquired and circulated classified government information provided in strict confidence by US industry and worker groups opposed to AIPAC sponsored economic legislation.”
“FBI reports of Israelis circulating classified documents in the US Congress, “compromising” the authority of the U.S. President.”
“…an Israeli intelligence service operative (MOSSAD) was working undercover on AIPAC’s staff.“
“An FBI director order that the Washington Field office give the AIPAC investigation top priority after Israeli spy Jonathan Pollard was caught on video surveillance stealing classified US national defense information.
“…FBI special agent interviews of Israeli minister of economics Dan Halpern who claimed diplomatic immunity. Halpern admitted passing classified US documents to AIPAC but refused to name his source.
“These files, available on the Internet for the first time, reveal activities that undermined rule of law and governance. They have wrought massive economic harm to American businesses and workers. We urge all concerned Americans to carefully review and ponder the implications of these FBI files and other documents now available from the Israel Lobby Archive.” —PRNewswire-USNewswire, Forbes, March 10, 2010
–While this article was on the Forbes website (and is now removed), the full article can still be seen here: http://www.prnewswire.com/news-releases/new-fbi-files-alleging-aipac-theft-of-government-property-and-israeli-espionage-released-87230727.html
This article details leaked classified information, corporate espionage, usurpation of government authority with Israeli intelligence officers undercover in AIPAC, theft of government property, Dan Halpern interviews admitting to passing classified U.S. documents to AIPAC as well as lists of the traitors, and more. These files are available on the internet for the first time, and should be utilized while the internet still can be.
When we add the connection of ADL and AIPAC as the leading legislative lobbying and campaign funding private organizations in the country, we quickly see that the once claimed sovereignty of the United States is all but disappeared. Add to this the Common Core standards and best practice of public private partnerships with companies like CORE Education and Consulting Services, which data mines every aspect of American and foreign students and provides IT and other types of tracking of student data right into India, including our military, CIA, and FBI students, and we have a recipe for disaster on our hands.
Spying is being perfected through the meme of education of the children and government in peace and diversity… and a peace-keeping force with no empathy is being created from the children and adults – referred to as the business of human capital management.
Finally, this annual financial report shares how the ADL actually led the lobbying campaign, authoring and introducing the “hate and speech crimes” legislation into Congress, and allowing Federal overreach into States without permission of state authorities. This is just another example of ADL’s use of and hiding behind children, history, and tragic events to pass legislation not based on reason, logic, or even need… but instead purely by a fallacious appeal to emotion.
“Capping a 13-year coalition lobbying campaign led by ADL, Congress finally passed the federal Matthew Shepard and James Byrd Jr. Hate Crimes Prevention Act (HCPA) in 2009. ADL had pioneered a model hate crime law for states in 1981. The HCPA permits the federal government to investigate and prosecute if local authorities can’t or won’t. “I know ADL was critical to getting it done,” Mrs. Shepard says.
Now ADL and the Shepards are helping the FBI and Justice Department implement the law, including training on new protections for lesbian, gay, bi-sexual and transgender (LGBT) victims. We continue to educate law enforcement on what constitutes a hate crime under the new law.”
“Some individuals still think hate crime laws aren’t necessary,” Mrs. Shepard says. “In some places, the fact that the LGBT community suffers crimes based on bias isn’t on their radar. But it isn’t up to them anymore. This law is about protecting everyone.”
How Deep We Have Fallen
In my further efforts to expose just how deep the CORE and Common Core curriculum, standards, and “best practices” go, I am most horrified to bring you this deeper tier of CORE corruption that has infiltrated the entirety of the U.S. government. Obviously, today we are focusing on the Federal Department of Defense and its military branches.
Core Education and Technology corporation, which again is headquartered in India, is quickly spreading to take over the federal education standards and staffing of the 50 States in the union through Public Private Partnership… and the rabbit hole seems to be never ending. Somehow this foreign corporation through its Common Core and other educational corporate entities and standards has literally become the official IT, staffing, teacher training, and computer-based learning tool of choice for the U.S. Department of Education. And through private public contract, this now for-profit industry shows no signs of slowing.
But what is the end goal of such privatized education?
The answer to this question stems from the creation of what CORE refers to as “Employment Education” for better “human capital management”. Take page 11 of its Annual Financial Report (AFR) for example:
“Stepping into the world of productive employment, students’ approach often is too theoretical. While professionally qualified, they lack fundamental understanding that can make them readily employable. Also, fast developing countries are facing tremendous skill shortage. Despite having vast rural youth population, India itself today need an additional 140 million skilled workers across industry segments.”
“In order to make students industry ready, educational institutes must use contemporary tools to bridge the gap. Core offers best-in-class, employability-linked vocational training in areas like Hospitality & Housekeeping, Spa Healthcare & Wellness, Data entry operations, IT & ITeS operations, Basic Accounting, and Construction. Core follows the Source, Train, Place model by working closely with industry and government organisations. It plans to expand its span by adding more sectors such asAutomobile, retail, Travel and Tourism. Core’s comprehensive employability education is created using principles of 4E i.e. engagement, education, employability, entrepreneurship and 4A i.e. Accessible, Affordable, Attractive and Applicable.”
“Core has partnered with The East Valley Institute of Technology (EVIT), a US based institute recognized for excellence in career and technical education… for developing high quality Career and Technical education curriculum.”
Later, on page 13, we read:
“A continuous assessment of students’ assimilation of the concepts taught is an important step of overall education system. Speed of teaching should be adapted to students’ speed of learning and not the other way around. Core provides powerful and comprehensive formative assessment solution, designed to support region-wide assessment initiatives. These solutions help teachers, schools and administrators to scientifically assess their students and thereafter design their individual learning paths.”
And on page 14:
“CORE assists government agencies globally to monitor, process and evaluate complex information across the state.”
“Core provides innovative educational solutions for governments across the globeto help them address key global education challenges like Accessibility & Inclusion, Increasing employability, enhancing Learning experience and Literacy. Whether it is helping North Carolina to manage its special education needs, or automating Mozambique’s examination management system, or tracking of 8 million children in Jharkhand, Core strives to enlighten minds and nations globally.”
Did you notice all of the spelling errors from this financial report?
I remember my public education in political science, geometry, and grammar.
But apparently these subjects take second place to such subjects as employ-ability in hospitality and housekeeping standards, construction worker training, spa health-care and wellness, and the redundancy of data entry skills. This may seem strange to the average reader unfamiliar with Huxley’s Brave New World model, but in the real world of course these vocational training “skills” are all considered as “unskilled labor” jobs.
It is important to note here that the word “capital” when used in conjunction with the word human literally creates legal (voluntary and consensual) human trafficking, where human beings are commodities to be managed first and foremost through workforce Education, and secondly through specialized workforce applications mostly based around immersion into computers and internet.
In dictionaries, we find capital defined as:
CAPITAL – of or relating to capital; especially : relating to or being assets that add to the long-term net worth of a corporation <capital improvements> – a store of useful assets or advantages – a stock of accumulated goods especially at a specified time and in contrast to income received during a specified period; also : the value of these accumulated goods (2) : accumulated goods devoted to the production of other goods (3) : accumulated possessions calculated to bring in income – (1) : net worth (2) : stock 7 – c : persons holding capital : capitalists considered as a group – d : advantage, gain <make capital of the situation> – e : a store of useful assets or advantages…
In a nutshell, the government considers its citizen children and adults in industry and in its military as capital assets, with enlisted men generally considered as cannon fodder.
Note here that murder and kidnapping are referred to in the United States law as “capital crimes” or as a “capital offense”. This signifies a criminal activity by one human capital commodity against other human capital commodity of the nation, just like stealing a cow from a farmer would be stealing one of that farm’s “commodities” as his bovine capital. The farmer governs the farm in cow capital management, including their slaughter. So the farmer (government) uses cows as his capital to be managed, defined above as “accumulated goods devoted to the production of other goods” such as milk, fertilizer, and meat. Cows and humans are “assets that add to the long-term net worth of a corporation“, the corporation being government. The word capital is a descriptive way to dehumanize (to make slavery appear less inhumane) the management of people (as livestock). To call a cow “beef stock” is a similar term, and is a way to treat living things as commodities by never acknowledging their sentience or natural state under God.
This limited liability to the protection of life and nature is the gift of corporations to the world, which sacrifice the well-being of people and just about everything in nature for the benefit and protection of shareholder dividends and profits – all with the blessing of corporate government regulatory agencies. And of course no corporation I can think of is more streamlined in the successful implementation of human capital management than the corporation called the Department Of Defense (DOD). In fact, the military has made human trafficking as human capital management into an art-form, utilizing a contractual state of voluntary servitude (service) that relies on the illusion of words like honor, patriotism, nationalism, loyalty, and bravery to justify its actions – and indeed its very existence. If you are doubtful that this cabinet is indeed a corporation of the United States government, simply pull up a Dunn & Bradstreet report and see for yourself. Here’s a link –> http://creditreports.dnb.com/webapp/wcs/stores/servlet/IballValidationCmd?storeId=11154&catalogId=71154&productId=0&manPartNumber=&hiddenSessionId=-175605115&skipIPValidation=YES&strImagePath=&sortValue=&lookupType=&eyeballType=eyeBallValidationToEmailDUNS&sortBy=PRIM_NME&x=14&y=16#goTop
So many sub-corporations all stated to be “also traded as Dept of Defense”…
And this “military industrial complex” must continuously create new global and domestic threats to ensure the support of the rest of the United States’ voluntary citizenry as human capital to ensure the perpetual state of psychological terror that justifies such a corporate military presence around the world in peace-time; not to mention the clandestine military rule (martial law) over the people of the 50 States of America – a people that have no idea that under the Liebor Code, these military bases within their 50 republic states represent the military occupation of each state by this foreign corporation called “United States” within U.S. and international Admiralty Law. In short, the mass of the workforce human capital called soldiers in the U.S. military, thanks to such substandard education as a standard, have no idea they are part of the Federal army that occupies the 50 countries of North America called “states” under the military rule of the United States Federal government.
“A place, district, or country occupied by an enemy stands,
in consequence of the occupation, under the Martial Law
of the invading or occupying army, whether any proclamation
declaring Martial Law, or any public warning to the inhabitants,
has been issued or not. Martial Law is the immediate
and direct effect and consequence of occupation or conquest.“
The presence of a hostile army proclaims its Martial Law.
–Leiber Code, (General Orders 100) Article 1
Trust me when I say to you that the United States does not wish this information to be taught within public education. Thus, it must nationalize Education so as to control the flow of information. But the logic is so simple it hurts…
The fact that martial law can be declared by a government at any time represents the simple fact that the nation is always under military martial law, which in peace-time is called “military rule”.
Today, CORE Education and Technology corporation, a U.S. funded and supported corporation in India, is now streamlining that substandard education process into a for-profit business for military application. In other words, Common CORE is being used to train children in pre-K through 12th grade, in universities and colleges, and in vocational schools… and is now used to train the soldiers and officers of the U.S. military!!!
Listen to what the high officials in charge of this implementation of Common Core standards have to say about why this equalized, dumbed-down education tool is so important to the continuity of the U.S. government:
“We’re trying to build nations, and do things like that.”
–Major General Wesley E. Craig, U.S. Army
“You’ll have the same basic education no matter what State
of the Union you’re in… And will provide a basic floor of competency.
And that’s in the military what we’re looking for. We’re all about standards…
And Common Core allows this floor to be established.”
–Major General Wesley E. Craig, U.S. Army
Oh, I get it now generals… you can’t build nations across the world with an educated military force that understands that building nations is a communist, corporate venture, and therefore educated men who can think independently outside of Common Core standards are not wanted as human capital soldiers and “Warriors”.
Turning Education Into
A McDonald’s Franchise
On a recent 4,000 mile road trip I took to Texas, even I was at times comforted by the nationally and internationally known franchises of restaurants, gas stations, fast food outlets, and other department and smaller store chains and outlets. With reservation and helplessness we partook of these global chains, simply because we had to. Gasoline and food are necessities, and sometimes the choices to eat locally have already been usurped by these national chains. From Cracker Barrel and its “Home-style cookin’” to the same old oil and gas products sold now through convenience store companies like “Maverick” and “Holiday” – portraying scenes of nature and happy clowns in the hopes of making the negative aspects of brand recognition with products like Exxon and BP eased or forgotten among the nonsensical symbolism of these front corporations. In reality, I find these so-called “convenience stores” quite inconvenient while browsing the 100′s of junk-food choices just to find the one that is half-organic and without high fructose corn syrup, MSG, sulfates, and dextrose.
So what does this have to do with Common CORE education?
In this video, entitled “Common Core State Standards for Military-Connected Students”, we can see the promotion of Common CORE standards across the United States and the world for the purposes of ensuring the same type of brand recognition. The notion that military children are uprooted and have to move across the country or to another nation is the reason stated for turning education into a familiar corporate franchise. So no matter where you go, you can always expect your children to receive the same exact dumbed-down education schedule and curriculum. And of course this suits the military quite nicely, for they want nothing more than to have an army of workforce ready students ready for military induction and service, all with the same opinions and lack of carnal knowledge. There is even talk around capital hill of creating mandatory military and/or civilian non-military service after high school for all children… not ironically, just like in Israel.
Here, advocates for Common Core actually declare it to be the modern “Common Sense”, replacing Thomas Payne’s treatise.
Some of the more telling quotes from this propaganda video include:
“As America grew, it became perhaps the most diverse nation on Earth. Each of the 50 states is almost like a country into itself; with different experiences and characteristics. This lead in part to different education standards from one state to the next. What a third-grader might learn in California, for example, could be quite different than her same-aged cousin in Pennsylvania. That might have worked at an earlier time, but as the world has changed, communication has been revolutionized, and economies have to compete on a global scale. Americans, including our youngest citizens, need every advantage we can give them. We’re in a global marketplace these days. And we’re competing for everything, and we’ve really got to have the best curriculum, and we’re all doing our own thing, it leads to a lot of discontinuity… Once our students master the Common CORE, they’ll be well positioned to compete in this global economy…”
The thing that made America great was its diversity of thought and culture. We must change that. We have already uprooted everything that was built in America and moved it to other nations – part of a United Nations plan known as Agenda 21. Now we must educate our children to function in an international society. (Each state is in fact a separate country, you idiot, all contractually indentured to the Untied States district – a foreign corporation that is not one of the 50 states. The federal United States is a nation, not a country, which is made up of the 50 countries with legal federal boundaries called the 50 “states”.) And while the diversity of education and ideas made these states the individually great and diverse countries they are today, we now wish to make every state exactly the same and destroy cultural and racial diversity and any characteristics that make each state unique. We wish to computerize the world, and as we destroy the independence of America by relocating its infrastructure and public education both overseas and through public private partnerships into the corporate world, our children will now have to learn to work for international conglomerate corporations instead of locally or in family businesses, while paying international taxes on their wages. There is no room for family in the new world. Where once we provided for ourselves and traded between states without competition from outside nations, we now depend on international corporations globally under the United Nations to supply us. Therefore, a common global education system like Common Core must be implemented so that the children of America can be equally utilized and managed as human capital commodities just as the children in India, China, and soon to be the entire world population. And our dumbed down military men and women will ensure that no country in the world threatens our “globalist agenda of the 21st century”.
It is ironic that the problem of uprooting children from their homes and friends and the break up of the family is not being addressed as the problem here, but rather the symptoms of this crime of nature are being addressed by making all political places the same. Again, this is the franchising of education as for-profit corporations, so that in every town across all 50 states there will be Walmart, Starbucks, government-censored Internet, and Common CORE.
The video also states:
“American students and their parents need to know that upon completion of high school, they are fully prepared for a collegiate career, and that their educational experience is globally recognized for excellence… What we expect from (all) youngsters to be able to do and to know, is the same, irrespective of where they’re coming from… ah- in order to be admitted to universities and in order -most importantly – to be successful… From the point of view of these military kids and their parents, it just makes so much sense to have the continuity in that curriculum from kindergarten to 12th grade, so that no matter where you’re stationed, when you move, you’ve got a confidence that what you’ve been learning is gonna transfer smoothly into your new location…”
We don’t want our children to have a liberal arts education under the Trivium learning logic, grammar, rhetoric, reasoning, or how to think for themselves…
And the military occupying force under the Leiber Code, which implements and ensures martial law (called military rule in peacetime) within all 50 states (countries) and around the world as peace-keepers in states and nations that are claimed by the militarized United States and Crown corporations, should be able to transfer nationally and internationally without worrying that their children will not get the same education as “civilian children”. This is not “No Child Left Behind”… but instead, this is “No Child Gets Ahead”. And since CORE reaches into the deepest aspect of the university and “higher education” system, K-12 should be nothing more than preparation for induction into either the workforce, the military, or into some other Common CORE post k-12 vocational education structure. In other words, in order to make the lives of our occupying forces of the United States easier, CORE should be implemented so that military children and all children for that matter never have to slow down or catch up. And soon, all children will become military children – that is if they want to collect their federal benefits and not go to work-camps clandestinely called the private prison industry (another type of public private partnership). We want our children across the nation and across the world to be “successful” human capital and be good assets for the United States corporation. And the best way to do that is to manage those children through CORE education, ensuring the continuity and equality of intelligence and learning of CORE values as opposed to family values for an unquestioning, unthinking, and docile workforce. Our children must be taught to love their servitude. How else do we keep our soldiers in the dark about their true role as a foreign military force occupying the 50 States of the Union, under an oath not to the people of America but to the corporate charter called the “constitution of the United States” that created this United States corporation and is its foundation. They may as well take an oath to Walmart – and with CORE Education and Consulting Services, we hope that someday our children will indeed take contractual and blood oaths to all of our international, government-owned corporations for which we call the “global economy”.
As a “civilian” parent, do you believe that your child’s education should be based on the relocation of military brats so as to ensure easy transition into the military or global economy?
As a “military” parent, do you understand that what you are fighting for is this Orwellian nightmare for your own child and for all children in the world – who will likely follow in your footsteps to become useful idiots of the U.S. government and its military, standing guard against your own people?
“Socialism… is merely State-capitalist monopoly.”
Some other quotes from this video:
“This common sense approach to promoting excellence in our schools and the educational experience of our children has been adopted in 46 of the 50 united states, as well as the Department Of Defense education activities schools.”
“When we agree on those basics, then we begin to have a clearer picture – our kids learning what they need to learn when they need to learn it. And that means all kids… We need clarity. And that’s true for military-connected kids as well as other kids.”
“A common misconception is that the Common CORE standards are federally driven. This is not the case. The “Council Of Chief State School Officers” and the “National Governors Association (NGA) Center For Best Practices” have worked for several years with 48 states, two territories, and the District Of Columbia. States voluntarily decide whether they will or will not adapt the standards, and how they will implement them. The notion that these were handed down by the Federal government and imposed on everybody is just not true. In fact it was a very collaborative process involving literally 100′s of collegiate faculty and high school teachers, middle school and elementary teachers and administrators- from all over the country.”
How Government Really Works In America
Common Core is literally a conspiracy in the truest sense of the word…
The American people have been systematically fooled into believing that the United States is a participatory (democratic) government that counts on the opinions, will, and votes of the people. But nothing could be further from the truth. In fact, today’s government consists almost solely of private associations like the one that made this video, as well as the ones listed within – like the National Governor’s Association and the Council Of Chief State School Officers.
Let’s read about these non-governmental private associations from their own words:
“The National Governors Association (NGA) is an American 501(c)(3) tax-exempt nonprofit organization, best known for involvement with developing the Common Core education initiatives.” “Mission Statement –The National Governors Association (NGA)—the bipartisan organization of the nation’s governors—promotes visionary state leadership, shares best practices and speaks with a collective voice on national policy.“
“Who We Are – Founded in 1908, the National Governors Association (NGA) is the collective voice of the nation’s governors and one of Washington, D.C.’s most respected public policy organizations. Its members are the governorsof the 55 states, territories and commonwealths. NGA provides governors and their senior staff members with services that range from representing states on Capitol Hill and before the Administration on key federal issues to developing and implementing innovative solutions to public policy challenges through the NGA Center for Best Practices. NGA also provides management and technical assistance to both new and incumbent governors.
“What We Do – Through NGA, governors identify priority issues and dealcollectively with matters of public policy and governance at the state and national levels.”
“The National Governors Association Center for Best Practices (NGA Center)develops innovative solutions to today’s most pressing public policy challenges and is the only research and development firm that directly serves the nation’s governors.”
“The Council of Chief State School Officers is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia,the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public.”
“The work of the Military Child Education Coalition (MCEC) is focused on ensuring quality educational opportunities for all military children affected by mobility, family separation, and transition. A 501(c)(3) non-profit, world-wide organization, the MCEC performs research, develops resources, conducts professional institutes and conferences, and develops and publishes resources for all constituencies.”
And so here, folks, is your crash course lesson in supporting such propaganda – that Common CORE is not being federally (centrally) implemented by government…
Common Core was actually created by the National Governors Association. They did not just create the standards, they copyrighted them.
From the main website for Common Core, we read the following mind-blowing information. Remember this is a non-governmental, private association:
This website and all content on this website, including in particular the Common Core State Standards, are the property of NGA Center and CCSSO, and NGA Center and CCSSO retain all right, title, and interest in and to the same.
Public License for Use of Common Core State Standards
Use of the Common Core State Standards is permitted by NGA Center and CCSSO pursuant to, and subject to the terms of, a Public License, which is available on this website.
Access to This Site
NGA Center and CCSSO reserve the right to refuse to any person access to this site or any of its resources, and to terminate or suspend any person’s access at any time.
Now, if the impact of this knowledge isn’t fully impressed upon you, let me explain the conspiracy clearly and concisely so that you understand just how your government truly operates within that Federal sanctuary from law called the United States.
Let’s take this National Governor’s Association (NGA) as our primary example. You see, these non-governmental (NGO) private associations/organizations have been formed by the officers and members of government, including everything from Governors to State legislators, Treasurers, Mayors, councilman, financial officers, commissioners, and public pension schemes, as well as tax councils, teachers, police, Sheriffs, firemen, comptrollers, auditors, etc…
Each of these political functions have formed their own private, non-governmental public policy association, of which they make up the membership.
Politicians figured out a long time ago (in the late 1800′s) that the best way to circumvent the reasonable and lawful restrictions placed upon government officials was to create their own private, non-governmental associations and then inhabit them as the organization’s appointed members. You may ask why someone in power would need to resort to such means when they are indeed the makers of law in the first place? And of course the answer to this question is that by creating special interest lobbying organizations, government officials can meet outside of their perspective states (legal jurisdictions) and indeed outside of America proper, generally meeting in the foreign corporate district of Washington D.C. where such conspiratorial offenses are protected by Federal laws – a literal government sanctuary.
In other words, through non-governmental private associations, these Governors and other politicians can literally lobby themselves and create their own model legislation, which they in turn promote and introduce as legislation once they go back to their own States. In this way, the official “elected” government legislature of each state becomes nothing but a rubber stamp for the will of the conspiring politicians that make up these private, non-governmental associations.
Before you ask… yes, this is perfectly legal.
But then the same legislators participating in these associations were the politicians that made them legal and legally protected in the first place!
If you missed how that works, let me recap. Your particular individual state governor traveled outside your state to conspire with the 49 other state governors to create Common Core standards and “Best Practices”, copyrighted them under that private non-governmental association, and then your governor personally hand-delivered these standards back to each state legislature and lobbied to get them passed by the state legislature through the NGA. In this way, each state has “uniform” laws and acceptance of Common Core Standards and all other “uniform acts” of each state. In other words, THE GOVERNORS LOBBIED THEMSELVES!!!
Who is there to complain to? Government?
In fact, most of the very influential organizations involving government officials are all tenants of one single building in Washington D.C. called the “Hall of States”. Below is the link to the State Services Organization (SSO) website, which acts as the caretaker for all of these corporate non-governmental association tenants when they participate in their conspiring meetings. There you will find a list of these organizations that all are housed in this single Washington D.C. building. It’s like a government away from government…
And indeed, it is your taxpayer dollars that pay for the transportation and expenses of these legislators and appointed officers to meet and conspire together outside of the 50 states.
You see, it is very important for the 50 governors of the United States (a required military office along with the Lieutenant Governor and Attorney General by the United States for each constituted State) to be able to shed the perception of the two-party political fallacy – the Democrat or the Republican. This persona is simply entertainment for the masses, who again believe that they have some say in the political spectrum through the pointless actions of voting, petition, etc… You will notice that all of these non-profit, non-governmental associations and organizations uniformly state that they are “bipartisan“. This simply means that while acting as governor of their perspective states, they play the part of Democrat or Republican. But within these private associations in Washington D.C., these politicians are free to show their true colors as mere conspirators acting in “consensus” without the moniker of right or left.
And when they go back to work, each to their perspective 50 states, they carry with them their new model legislation… exclaiming that this bipartisan act was reached with consensus and therefore should be immediately passed independently in all 50 state legislatures. And thus through this continuous conspiracy, year after year, we see uniform acts and model legislation being passed by all of the states at virtually the same time.
And so when these propagandist private associations come out and state fervently that Common CORE is not being imposed on a federal level, but instead by individual states and local governments without partisanship, they are actually telling a strange kind of veiled truth. For to hide the uniformity of all State laws, model legislation is created so that the federal government can claim to be a voluntary political partner and funding champion in purely state decisions. And so a national law is clandestinely passed by all 50 states, through trickery and word magic. In this way, the federal government has plausible deniable evidence that Common Core is not a federal law.
This is the game of thrones – individual politicians pretending to act alone while acting as one private association with absolutely no real legal or popular opposition, passing the same law in every state as if it were a federal (central) law mandating all states together, becoming “uniform” in its application from state to state. And this is how Uniform Commercial Code and over 100 other uniform laws have been able to be implemented in each state without the need for federal mandate or voter approval, mostly created by a merry band of attorneys called the National Conference of Commissioners on Uniform State Laws (NCCUSL), which have since been approved and adopted for the people (not by the people) under Executive national emergency status. Chances are at least one of these effects your life in “interstate commerce”, including the Child Protection Services (CPS) agency that has kidnapped, harmed, and murdered so many of our children as “property” of government.
Here is a list of these uniform acts: http://en.wikipedia.org/wiki/List_of_Uniform_Acts_%28United_States%29
Of course, the most important aspect of the “Global Agenda of the 21st Century (Agenda 21)” is that this form of uniform governance is coming from a much higher place – the United Nations. Just as States show up in Washington D.C. (the United States corporation) and conspire together with immunity from their own laws, so to do nations travel and meet in the sanctuary from law called the United Nations, where they create similarly uniform law. These “representatives” then take that U.N. Agenda 21 “model legislation” back to their perspective nations and again lobby themselves to ramrod it through their own legislative processes. And today, we see uniformity throughout most nations in a collaborative conspiracy for globalization. The global Education markets are just one piece of that global economy and marketplace. And Common Core type standards and best practices are being implemented uniformly across the globe thanks to private corporations like CORE in India.
Common Core by any other name, like a rose, is still Common Core.
So yes, my fellow human capital assets, I suppose I’ll have to admit that the acceptance and propagation of Common CORE Standards and Practices is indeed a voluntary act of each state, municipality, and school district. It’s just that the word “voluntary” has been cut up into tiny pieces, thrown into an attorney’s special Cuisinart blender, and spit back out as an irreconcilably sinister legal word and concept. I, for one, dare to call this a massive conspiracy – so big that none others dare call it so.
The Common Core Website maintained by the NGA states the following upon its interactive map:
“Forty-five states, the District of Columbia, four territories,
and the Department of Defense Education Activity
have adopted the Common Core State Standards.”
It might surprise most readers to learn that their own “State” is also listed as a tenant of this SSO building in Washington D.C. This stems from the fallacy that States are independent of the central government with sovereign rights, as opposed to what they really are – judicial jurisdictions of the United States corporation under military rule (martial law). The word of means belonging to. A State is nothing more than an incorporation of part of a previously claimed United States territory; for the republics of each state have been abandoned by the people, and government operates almost exclusively in a private (contractual) capacity. And while the constitution requires the central federation of the United States to protect those individual republican forms of government within each state, each state in their acceptance of federal membership (constitution) and federal funding accepts all of the terms of that membership and funding, including the rules of the Department of Education, through that contractual private relationship.
And thanks to the already decayed state of education, this knowledge is also abandoned in lieu of an institutionalized patriotic dogma from a victor’s history and false perspective. CORE education will be the crowning achievement of ensuring true obedience from U.S. subjects (citizens) and total ignorance of the true nature of just what this central government corporation really is and how it really operates outside of the people’s will or voting capacity.
It is important to note here that even after all of these ridiculous attempts to justify Common CORE as a voluntarily accepted standard for Education – now that the uniformity of the legislation created by so many private associations has already been voluntarily and officially inundated by the government officers of each state, who also happen to make up those private associations, so as to nowadays be the “common” and uniform standard in k-12 around the nation – there is a new 1200 page bill on the Congressional floor that is being called the “Obama-care of Education“.
The grassroots organization named “Education Freedom Committee” exposed Senate BillS.1094, the “Strengthening America’s Schools Act of 2013.” The EFC refers to this bill as “A 1200 page regulatory tsunami on local school systems“.
The EFC states on its website that:
“S.1094 puts approximately 150 new reporting requirements on states relating to:
>>> Teacher evaluations >>> Learning goals >>> Curriculum standards >>> Standardized testing >>> Annual reporting
S.1094 also continues the war on local schools through FORCED implementation of Common Core Standards.
A longstanding line of defense used by Common Core advocates is that it is voluntary for the states to participate. With the passage of S.1094, participation and implementation of Common Core Standards will be required of states.
This bill puts every single major decision on American education policy in the hands of Washington DC bureaucrats in the U.S. Department of Education.
What’s worse is that local school systems are required to implement all of these new federal mandates and standards in a very short time frame…
The bill has already been rubber stamped in the Senate Health, Education, Labor, and Pensions Committee and could be voted on in the U.S. Senate at any time.
And so after passing the legislation clandestinely and uniformly in each state, the federal government can swoop in without threat of appearing tyrannical. it’s a wonderfully devious plan that is coming to fruition before our eyes.
Disappointingly, this organization simply asks people to do exactly what government wants them to do… to sign an online (digital) petition. This of course brings us back to the comprehension of that illusion of a participatory government we all fool ourselves with. A petition to a politician is the digital or written equivalent of hundreds or thousands of slaves grovelling to their masters on bended knee to please- no, pretty please- don’t harm us any more. A petition, phone call, or email has no more legal bearing upon these congressmen than it would on the board of directors of Walmart. And these criminal conspirators count on the people playing their parts as helpless, mind controlled servants of the United States and government of their perspective states, who still believe in the American dream even as they are wide awake in this Federal nightmare. The people somehow still have hope… and until that hope is abandoned, the hopeful human capital will be enslaved further and further until hope is finally irreplaceable but by physical action.
While a gazelle would protect its child from even the most ferocious beast in the jungle, as anything in nature would, the citizen is as a deer in headlights as it faces the attorney’s elicit words pontificated by its political electorate as public uniform law. For the attorney has no match in that jungle for its evil prowess and ferociousness. And so the parents hold up a sign protesting Common CORE while their child’s mind and mental state is raped right in front of them, never considering the completely unnatural state of their disposition as artificial persons caught in de facto (illegitimate), invisible legal chains.
The Dark Side: Planning The Life Of The Child And The Adult
“‘Autism doesn’t hold me back. I’m moving up the career ladder.”
“Driven new generation of people with the condition are
showing employers there is no limit to what they can do.”
“He is part of the most visible generation of young people with autism
our society has ever known. Diagnosed early, this generation have been
educated to expect not just a job when they leave school
but a career on par with their “neuro-typical” contemporaries.”
“Autism doesn’t hold me back because I have had the
correct support from a young age. It’s key to have that support,
both in education and in the workplace”
“I’m more focused, intense and honest than a neuro-typical person…
I do things thoroughly and pay proper attention to detail.
I’m always switched on: even when I’m not at work…”
“…employers are increasingly coming round to the arguments from
disability advocates that employing those on the spectrum
is not about charity or social responsibility – but the empirical benefit
of taking on people with unique skills.”
“Tom Madders is head of campaigns at the society and responsible for its Undiscovered Workforce campaign to get young people with autism into employment. He talks of a “vast pool of untapped talent” among those with autism. ‘When someone has the intellectual ability and ends up doing a job like working in a supermarket, it’s heartbreaking. It’s such a waste because although everyone with autism is different, the things they bring that are additional to the rest of us include a very high concentration level, very good attention to detail and analytical skills that are key in data analysis and when looking for anomalies in complex spreadsheets,” he said. “Why would employers want to miss out on those skills? In addition, those with autism have very specialist areas of exhaustive interest which, if these can coincide with the job in hand, can be extremely useful. They’re much more reliable in terms of timeliness and absenteeism and very loyal. Often, they’re very happy in jobs other people find boring.’”
“When we decided to take on three young people with autism last year, we thought there would be limits to what they could achieve,” said Gani… Yes, they need work that’s repetitive and structured, but much of the service industry is like that anyway.We would gladly take them on full-time and increase the numbers of people with autism working for us across all our outlets.”
–Guardian Article promoting a Goldman Sachs hiring program
“With an estimated 433,000 adults with autism in the UK,
having only 15 percent in fulltime work means that there is
too much potential going to waste; too many people in this country
who could be more independent than they are;
in short – too much wasted talent.
This is a tragedy, but not only for individuals and their families.
It is also a tragedy for employers, who are missing out on a large
national resource of loyal and hard working staff.
So the economy is also missing out.
But if we are to utilise this resource, and realise its potential,
the impetus must be from employers themselves.
They must first realise what they are missing out on,
then equip themselves to capitalise on it…”
“…it makes good business sense to employ people who are reliable,
punctual and loyal; people who have good attention to detail
and concentration levels; people who have excellent problem
solving skills and can be analytical, resourceful and creative.
What good employer wouldn’t want an employee with those skills?”
–Lord David Freud, Member House of Lords,
Minister of Wellfare Reform, from his speech of March 20, 2012
“Till at last the child’s mind is these suggestions,
and the sum of the suggestions is the child’s mind.
And not the child’s mind only.
The adult’s mind too – all his life long…”
–Aldus Huxley, Brave New World
The promotion of special needs children as potential human capital is one of the great focal points of corporations in public private partnership with the Education system. CORE ECS is certainly no exception. Many of its for-profit “products” are geared towards Autism Spectrum Disorder and other special needs – a life plan not just for the child, but continued into the workforce as an adult.
But how can this private corporation in India get its for-profit special needs products into public schools?
This is where the Common Core Standards come into play, for the regulators of “Education” can only accomplish this through the public private partnership model, doling out massive public funds to private corporations for their “services” to ensure equal education products and services to all children.
But first, government needed a way to foce all state and local governemnts to include all special needs children into the public school curriculum. And the easiest way to do that was to foce all children into the Education system under the guise of “protecting the equal rights of all of the children”. Let us not forget here that children are the greatest political weapon ever conceived. The second nail in the coffin is of course how to fund this corporate venture. Money is the second greatest political tool, and by threatening to withhold federal funds to local and state schools, local goverments were all byt forced to cave into the will of the federal government and fall in line with its ideals of human capital management through the Education process.
So here is what the Fed ED did:
Free, Appropriate Public Education (FAPE)
“Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds. Section 504 provides that: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance…”
“The U.S. Department of Education (ED) enforces Section 504 in programs and activities that receive funds from ED. Recipients of these funds include public school districts, institutions of higher education, and other state and local education agencies. ED has published a regulation implementing Section 504 (34 C.F.R. Part 104) and maintains an Office for Civil Rights (OCR), with 12 enforcement offices and a headquarters office in Washington, D.C., to enforce Section 504 and other civil rights laws that pertain to recipients of funds. The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.”
“Title II of the Americans with Disabilities Act of 1990, (ADA), 42 U.S.C. § 12131 et seq., prohibits state and local governments from discriminating on the basis of disability. ED enforces Title II in public elementary and secondary education systems and institutions, public institutions of higher education and vocational education (other than schools of medicine, dentistry, nursing, and other health-related schools), and public libraries. The requirements regarding the provisions of a free appropriate public education (FAPE), specifically described in the Section 504 regulations, are incorporated in the general non-discrimination provisions of the Title II regulation. Because Title II does not change the requirements of FAPE, this pamphlet refers only to Section 504.The Section 504 regulation uses the term “handicap.” However, Congress has amended the Rehabilitation Act of 1973 and has replaced the term “handicap” with the term “disability.” The terms “handicap” and “disability” have the same meaning. This pamphlet uses only the term “disability.”
And so the proper fallacy implemented to anyone who sees the inherent flaw in this type of “no child left behind” nonsensical legislation would be to attack the messenger (myself) with ad hominem attacks on my character to make it appear that I don’t care about the children. Again, that great political weapon pulling heartstrings for decades. In reality, this whole article and the months of research I have personally put into it is more than obviously not only for the children, but is in fact a direct attempt at intervention to parents everywhere to protect their own children and stop letting government furnish its own brand of protection.
Other ad hominem and strawman arguments might include the thought that this is an anti-Semetic article. Of course, in reality, this is an attempt to protect the true Semitic Arab people of the Middle East from the very synagogue that attempts to hide behind them.
This tactic is explained well by a former Israeli Minister – the art of attacking the messenger to avoid considering the truth of the message:
But this trafficking in “special” children is nothing more than the implementation of Common Core Standards, creating a completely nightmarish hierarchy of legal happenstance that helps to create a booming need for the public private partnership model, selling out the education system so as to privatize it in what appears to be shear necessity.
Reading from the “Military Child Education Coalition” publication entitled “Special Needs & The Military Child”, we see this darker side of education as employment training and human capital management, where autistic and other special needs children are literally coveted by CORE and Common Core partners as the workforce of the future – the perfect data entry and repetitive action specialist.
“The transition from high school to young adulthood is a critical stage for all adolescents , including children of military families and those with disabilities. For a student with a disability, a Vocational Transition Plan must be included as part of the Individual’s Education Program (IEP) and needs to be developed when the student turns 16 years of age (or earlier).”
Hmmm. Ok. And just what exactly is this “Individual Education Program” and the “Vocational Transition Plan”?
“An EIP is provided for all students who receive special education programs and services through their schools, and preparation of the vocational transition plan is a careful process which determines where the student needs to live,work, and play as an adult.
The transition plan is based upon the students needs and takes into account his/her strengths, preferences, and vocational interests. It contains specific details regarding the training and services that will be required for the student to make a smooth transition from school to work or post-secondary schooling and provides the bridge between the student’s EIP and adult life.
The transition plan must include all of the specially designed instruction, related services, community experiences, and development of employment and other post-school adult living objectives that the student requires as well as the plan for the students acquisition of all functional daily living skills. Itmust be established as part of the students EIP no later than the age of 16 years, and it must be updated annually thereafter.”
So a “special needs” child, no matter what the need, is really a legal status placed on that child like a bar-coded, biometric scarlet letter, allowing the State as parens patria (child as ward of the state – the state as parent/guardian of child and then the adult) to force certain political rights upon that adult, including where he or she can learn, and then “live, work, and play” as an adult.
Of course, this is really just a way to use children as a political weapon to extract massive amounts of wealth from the public sector (taxpayers) and force feed it into private corporations like CORE.
Like a robot on an assembly line, the special needs child can be molded into whatever the public private partnership corporation that sponsors that school wishes he or she to become – a specialty drone that is work-ready for that particular sponsoring corporation or industry to subsume into its own specialized workforce. It can then place that child in special compartmentalized public private sponsored housing complexes that also receive taxpayer funding paid to that private corporation. And this life-plan is called the “Vocational Transition Plan”.
Have a look at this video, where in public private partnership, Dell Computers and CORE ECS have partnered with public sectors to bring repetition training to autistic children. Remember, this is what corporations are foaming at the mouth to tap into as a human capital resource. Please view the video here:
Never forget that this is an appeal to pity, using children and special needs as a political weapon to justify the voluntary enslavement of autistic and other “special” children. And here we can see the public private partnership model being utilized to ensure that Dell computers with Intel processors and Microsoft software are purchased by taxpayers to provide all children “equality”.
That same military report then explains its opinions and plans with autistic children:
“Autism is a specific disorder that requires special attention. Tricare offers additional services (up to $36,000/year) through enrollment in Extended Care Health Options (ECHO) to provide critical standard of care behavioral intervention for children with autism.”
I took a look at the Tricare website, which is the health care insurance benefits for military families. I found it ironic that the two back to back news headlines had such an obvious and disturbing correlation…
The first story states:
“TRICARE Immunizations and Physicals Help Parents and Children Get Ready for School
8/15/2013 The sun is setting on summer fun and thoughts are turning toward a new school year. TRICARE beneficiaries will be scheduling physicals and making sure their kids get their shots. Most primary schools in the United States require students to have an annual physical and to be up-to-date on immunizations before starting the school year. Parents should check their school district’s enrollment requirements. TRICARE covers necessary physical exams children ages 5-11 need to enroll in school, and age-appropriate immunizations recommended by the Centers for Disease Control and Prevention (CDC). Immunizations are the most effective way to prevent disease and complications from disease, especially among young children. August is Immunization Awareness Month, the perfect time to make sure children get immunized before heading back to school. TRICARE covers immunizations at no cost to beneficiaries if they get them at a TRICARE-authorized provider or participating TRICARE network pharmacy. To find a pharmacy or provider that participates in the vaccine program and to see a list of covered immunizations go towww.tricare.mil/immunizations. Parents should keep in mind that immunizations aren’t just important for elementary school-aged children; babies and teens also need to stay fully vaccinated. CDC’s website has information about which immunizations are recommended up to age 18, and why.”
Here we have the military blatantly omitting the truth about vaccinations and available exemptions for children, eluding that vaccines are in fact mandatory for school attendance. But then, the third greatest political weapon is to deny rights and benefits to citizens who aren’t manageable as good little human capital assets. Ironically, after denying entrance of children into public school for issues parents don’t agree with, government will then arrest the parents and take the child for not lawfully placing their child into forced government education!
Your children will be Common CORE educated, damn it!!!
The following news story follows just below this one on the Tricare website…
“Applied Behavior AnalysisTRICARE covers Applied Behavior Analysis (ABA) for all TRICARE-eligible beneficiaries who are diagnosed with an Autism Spectrum Disorder.Covered ABA by Board Certified Behavior Analysts under the basic TRICARE benefit includes:
- Functional Behavioral Assessment and Analysis/Initial Behavioral Plan
- ABA services to the beneficiary
- Updated ABA Treatment Plan
- ABA interventions to family member/caregivers
In addition, TRICARE continues to provide all necessary treatment for Autism Spectrum Disorders, such as psychometric testing, physician services, psychological services, speech therapy, occupational therapy, physical therapy and pharmacy.
The Health Freedom Foundation recently held a seminar on this phenomenon of what I believe to be the intentional infliction of autism and other mental disorders upon children. This seemingly unbelievable plot, it turns out, is not at all unbelievable. The symposium can be found and purchased here: http://www.coreecs.com/advanced_technologies/products-assistive-learning-technologies
At the CORE of NASA?
It only seems to get worse the deeper we look…
“CORE Projects & Technologies Celebrates the Opening of its New Office at the NASA John C. Stennis Space Center
Stennis Space Center, MS (PRWEB) July 18, 2007
CORE Projects and Technologies announces the opening of a new office in conjunction with Mississippi Enterprise for Technology at NASA’s John C. Stennis Space Center. The announcement comes in conjunction with planned festivities to celebrate the office’s inaugural day.
B. Greg Hinkebein, president and CEO of Mississippi Enterprise for Technology at NASA’s John C. Stennis Space Center welcomes Shekhar Iyer, president of CORE-ECS, US headquarters of CORE Projects and Technologies.
Located an hour away from Gulfport, Mississippi and New Orleans, Louisiana, the center is a unique federal city, home to more than 30 federal, state, academic and private organizations, as well as several technology-based companies. Initially established in 1961 as a national testing center to flight-certify all first and second stages of the Saturn V rocket for the Apollo Program, the center now serves as NASA’s premier rocket propulsion testing headquarters. SSC currently manages such testing for NASA’s Constellation Program, which will supersede the Space Shuttle Program in 2010 to transport both humans and cargo to the moon and Mars.
Shekhar Iyer, president of CORE-ECS, is pleased about the company’s collaborative partnership with the Center for Higher Learning located at the space center. “Our active collaboration towards the research and development of cutting edge technologies is a significant opportunity for technological advancement, especially in the field of education.”
Based out of Mumbai, India, CORE Projects & Technologies is recognized as the fastest growing information technology service provider in the country by the Government of Maharashtra, India’s third largest state. CORE specializes in developing enterprise and educational technology, and RFID and GPS services via its offices in the USA, UK, Africa, Middle East and India. CORE’s North American headquarters is located in Atlanta, Georgia. More information about CORE Projects & Technologies can be found at http://www.coreprojectstech.com…”;
Safety In Private Business
Requires Public Funding
Elsewhere, in the FY2008 financial report, the CEO of CORE corporation states a very important fact:
“Education sector is generally immune to slowdowns in terms of government spending in the respective countries, but our ability to offer an end-to-end range of integrated education solutions also enabled us to outperform the market sentiments.”
Bad economy? No problem. Taxpayer appropriations by Congress for “Education” are made through publicdebt. So don’t worry, our children’s-children’s-children will float the bill!
Its a great business, this Education market. It will never need accountability because its being done “for the children” … puke!
The average consumer as human capital doesn’t realize that anything that is labeled as publicly funded in actuality means publicly consented to. This funding from the Federal Education corporation represents the authority of all the people in America to turn our children into workplace automatons, and to do so by funding today’s Education marketplace with tomorrows taxpayer dollars.
Isn’t it time to cease being a consenting member (citizen) of society?
CORE: Making Transhumanism
Look Cool In 3 Dimensions
Nothing says workforce education and human capital integration like total cerebral immersion into the computer realm. Soon to become a true-to-life virtual reality, welcome the CORE’s simulacrum of Plato’s allegory of The Cave…
In it’s 2008-2009 Annual Financial Report, CORE Projects & Technologies (now CORE ETS) revealed one of its many technological “tools” for learning:
“CORE – CAVE”
“At CORE Projects, we have always partnered with the best companies and institutions and in the process, utilised the relationship to develop our product offerings and technological skills. We partnered with Centre for Higher Learning (CHL) at NASA John C. Stennis Space Centre to develop our ability to offer virtual-enabled learning solutions. In the process, we installed India’s first full-fledged immersive 3D Visualisation Centre in Navi Mumbai in March 2009. We also partnered Mechdyne (USA) for the infrastructure requirements for the same.
A Cave Automatic Virtual Environment (better known by the recursive acronym CAVE) is an immersive virtual reality environment where projectors are directed to three, four, five or six of the walls of a room sized cube. CAVE system is best known as visualisation of real-time 3D graphics on a desktop or an immersive virtual reality environment. A lifelike visual display is created by projectors positioned outside the CAVE and controlled by physical movements from a user inside the CAVE. This multi-person, room-sized, high-resolution, 3D, video and auditory environment can be used to present very immersive virtual environment simulations, which can be used to impart quality education in complex topics that are not easily assimilated in a normal classroom environment. Key areas are all sciences (Physics, Chemistry, Biology, Medicine, Engineering, Astrophysics, etc.)
This 3D Immersive Visualisation technology is also suited for a host of industries like transportation, engineering design, pharmaceuticals, health care, oil & natural gas, or disaster management – where real time situations can be simulated to enable testing, training and creating ‘what if’ situations, in a customised, affordable and efficient way.”
It looks so cool on the surface… but is this how we want to teach our children about nature, family, and life in general – through transhumanism?
I must admit, growing up in the video game generation with my Commodore 64 and my series of cheesy Atari game consoles, the thought of virtual reality and other incredible technologies such as these were a nerds wet dream. And today, if I had not become aware of the agenda of such technological tools, I would likely be first in line to take a virtual ride down that trans-humanist rabbit hole. And so I can empathize with children and former children like myself today who would embrace such miraculous artificial virtual life as indeed wondrous and divine.
But nothing could possibly be farther from divinity than this. Transporting young minds away from nature and humanity into the workability mode of technology in 3D will indeed be the greatest success for the envisioning pioneers of this Brave New World.
Doesn’t anyone else see how truly uncool this really is?
Truly, I imagine that one day a young teenager will suddenly take off his headgear and biometric reality simulator plugged into this CAVE, and see the real world in nature for the very first time. Imagine what will happen when he tries to tell his friends and fellow students that there is a whole real world out there better than anything a programmer can create…
As Plato rolls in his grave.
This Is Not The End!
It is my sincere hope that the research presented here has been a severe wake-up call, not only to the true nature of education in this country and around the world, but also to the true nature of just what this nation is and how it is run outside of public purview.
Your silence to this CORE of common indoctrination and privatization is golden to government, for your silence represents consent to all of these conspiratorial actions by that government. Your vote or approval is not needed for this Brave New World to be further implemented into this global society, just your lack of courage and conviction. This plan relies on your silence and inaction.
Please share this information freely, with all who will listen, with no permission needed by myself to reprint, reproduce, or alter this for further consumption.
We are at war now, and your children are the prize.
Fight for their future, for your own future depends on it!
–Clint Richardson realitybloger.wordpress.com
–Monday, October 21st, 2013