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PRÉPARER LA SOCIÉTÉ DU FUTUR (PARTIE 2) - P.1
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MessagePosté le: Dim 3 Jan - 09:16 (2016)    Sujet du message: ITALIE : PAR RESPECT DES MUSULMANS, PAS DE CHANTS DE NOËL A L'ECOLE Répondre en citant

ITALIE : PAR RESPECT DES MUSULMANS, PAS DE CHANTS DE NOËL A L'ECOLE

 Et lorsque cela est permis dans d'autres écoles, dans d'autres pays, les chants de Noël font allusion à Allah.


Cette affaire est révélatrice de l'échec de la société multiculturelle, inévitablement conflictuelle.
 
Audrey D’Aguanno
Journaliste
résidant en Italie

L’interdiction faite aux enfants de chanter Noël ensemble entre les cours, et la transformation de la traditionnelle « fête de Noël » en « fête d’hiver », ont plongé le Directeur d’une école élémentaire de Lombardie dans la tourmente médiatique et administrative. Ce dernier, sans avoir reçu aucune pression de la communauté islamique, mais jugeant que quelques paroles d’inspiration chrétienne pourraient heurter la foi des élèves musulmans, en a appelé au laïcisme, à l’irréligion d’État. « Ce n’est pas un pas en arrière le fait de respecter les sensibilités des personnes qui appartiennent à d’autres credo religieux, d’autres cultures. C’est un pas en avant, vers l’intégration et le respect réciproque. »
 
Parents et autres habitants de Rozzano ont manifesté leur désapprobation devant l’établissement, vite rattrapés par plusieurs personnalités politiques, protestant que l’intégration de l’Autre ne passe par l’effacement de notre culture.

Ce fait divers, qui peut paraître à bien des effets une futilité, a cependant une portée bien plus vaste de la simple recherche de suffrages électoraux ou du respect de la laïcité dans l’espace public. Car, si celle-ci en était la véritable motivation cela signifierait que les sentiments des musulmans importent plus que ceux de nos concitoyens athées, agnostiques ou païens.

Lire aussi : L’islam et la crise identitaire en France : comment et avec qui en sortir par le haut ? (deuxième partie)

Cette polémique est significative pour deux raisons.

Elle arrive tout d’abord à un moment où la société civile, en perte d’identité et soumise à l’immigration massive et incontrôlée, est toujours plus confrontée aux revendications de communautés ethniques et religieuses présentes sur son territoire, et s’inquiète de la force d’un islam prosélyte et souvent conquérant.

Et parce qu’il y a des précédents – entorses aux lois, prétentions iconoclastes, requêtes de destitution de crucifix, de restrictions alimentaires dans les cantines… – les Italiens se sentent menacés dans leur identité et dans leur foi.

À l’opposé, on s’interroge en quoi des étrangers seraient-ils offensés par nos traditions quand c’est de plein gré qu’ils ont choisi de venir s’installer dans le pays occidental le plus fidèle à ses racines chrétiennes, qui n’a de plus jamais été leur colonisateur. Ils ont sciemment préféré une nation de culture chrétienne à un des 50 pays au monde de culture musulmane, consentant qu’il puisse subsister, par-ci par-là, des signes de religiosité, même si nos États sont laïcs. Car nos terres ont une histoire. On peut le regretter ou s’en réjouir, reste le fait que la chrétienté est partie intégrante de cette histoire et de la culture européenne.

Cette affaire est enfin révélatrice de l’échec de la société multiculturelle, inévitablement conflictuelle. Parce que nonobstant les bons sentiments qui en appellent à la fraternité, au “vivre ensemble”, de multiples communautés partageant le même territoire ont des besoins et des volontés différents, parfois incompatibles, qui un jour ou l’autre, dans quelque domaine que se soit, seront amenés à se heurter.

Débattre des bassesses de la nature humaine est inutile. Antagonismes, jalousies, égoïsmes, préférences sont des données anthropologiques consubstantielles à l’homme, quelque soit sa race ou sa religion. Les invitations à la tolérance généralisée n’y peuvent rien.

http://www.bvoltaire.fr/audreydaguanno/italie-respect-musulmans-de-chants-de-noel-a-lecole,223831


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MessagePosté le: Dim 3 Jan - 09:16 (2016)    Sujet du message: Publicité

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MessagePosté le: Mar 5 Jan - 03:46 (2016)    Sujet du message: THE HOLIDAYS OF ISLAM - A GUIDE FOR NON-MUSLIMS Répondre en citant

THE HOLIDAYS OF ISLAM - A GUIDE FOR NON-MUSLIMS

Pdf document : http://nebula.wsimg.com/423ee53f6a46db5fec744fae5fd83f15?AccessKeyId=4AB376…


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MessagePosté le: Ven 8 Jan - 04:41 (2016)    Sujet du message: LE DHIMMI DU JOUR EST ITALIEN : UN EVÊQUE VEUT FAIRE ENSEIGNER LE RAMADAN AUX ELEVES CATHOLIQUES Répondre en citant

LE DHIMMI DU JOUR EST ITALIEN : UN EVÊQUE VEUT FAIRE ENSEIGNER LE RAMADAN AUX ELEVES CATHOLIQUES



23/12/2015 – EUROPE (NOVOpress)

On est habitué en Italie, sitôt qu’il est question d’immigrés et de musulmans, à entendre à peu près tout de la part des évêques. Le message adressé à la presse, à l’occasion de Noël, par Mgr Pizziol, évêque de Vicence, en Vénétie, semble pourtant battre un nouveau record.

Devant les journalistes rassemblés au Palais épiscopal, lundi 21 décembre, l’évêque a exhorté à « avoir un plus grand sens du partage et de la solidarité ». Il a expliqué ses nouveaux projets pour l’accueil des immigrés, notamment en ouvrant partout dans le diocèse « des structures habitatives destinées à de petits groupes d’immigrés ».

Mais Mgr Pizziol a surtout expliqué comment, selon lui, il fallait « avancer pour une saine laïcité », en particulier dans les écoles.

Citation:

Il faut expliquer le Ramadan aux élèves catholiques et expliquer aux musulmans la signification de la crèche. Toutes les expressions religieuses doivent avoir droit de cité à l’école et dans toutes les institutions publiques. C’est cela ma vision de la laïcité, et pas la vision française, qui empêche les symboles religieux d’entrer dans les institutions publiques.


L’idée que la crèche puisse avoir en Italie un autre droit de cité que le Ramadan est manifestement étrangère à l’évêque.



Selon Il Giornale, « tout le monde n’a pas très bien accueilli cette proposition ». Mais le prélat a insisté en conclusion sur la nécessité « de regarder le monde avec une attitude d’accueil, en faisant sienne la valeur de la miséricorde qui réunit toutes les grandes religions monothéistes ».

Dans sa lettre de Noël aux fidèles de son diocèse, l’évêque de Vicence a souligné de même « la relation fraternelle qui nous unit aux grandes traditions hébraïque et musulmane, qui saluent Dieu comme le Miséricordieux ».


Publié le 23 décembre 2015 - Modifié le 23 décembre 2015

http://fr.novopress.info/196528/dhimmi-du-jour-italien-eveque-veut-faire-en…


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MessagePosté le: Sam 9 Jan - 09:35 (2016)    Sujet du message: SWEDEN : KIDS ARE PLAYING ISIS IN PRESCHOOL Répondre en citant

SWEDEN : KIDS ARE PLAYING ISIS IN PRESCHOOL

 


I'm more worried today than I was a year ago, says Mona Sahlin.

Former Social Democrat party leader Mona Sahlin is Sweden's official coordinator against violent extremism.

Mona Sahlin's vision of Sweden has changed due to her mandate as the coordinator against violent extremism, she says in a stunning interview with the Swedish newspaper Expressen, where she admits that the Swedish immigration policy in general has failed.

- When I talk to a preschool teacher who says that kids at her kindergarten are playing ISIS outside, or when I hear about young people who ask: "Are you Sunni or Shia?", then it has gone much further than I thought, she says.

Why has this trend been able to go under the radar?

- A large part of the authorities in Sweden have abdicated our suburbs. And we are also afraid to touch issues regarding religion. The debate stops because we are too ignorant and too cowardly to challenge the extreme interpretation of a religion that ISIS is based upon, and which also exists in our country.

How do you think that the Muslim community has handled the rejection of IS?

- Many disagree (with IS), but too few are engaged in the public debate. If it is a distorted view of Islam that allows young guys to travel to join IS, then the religious leaders must say so. They will hardly listen to me who wear sneakers and jeans.

You've had a long political career. Are you self-critical, - and for the Social Democrats - over how it has become?

- When it comes to the honor culture, I curse myself, the social democratic movement and society in general. It was an example of how we conscious chickened out of a discussion because we were afraid of being associated with the wrong debaters. And therefore we failed the vulnerable girls.

- Integration has also been a failure. There, the Socialist Party gave a picture of us, where we were so much more successful and skilled at countering both class inequalities and gender differences than we actually were. And it has hurt the integration debate very much.

Are you an optimist or a pessimist about the future?

- I do not know. I'm more worried today than I was a year ago. On the other hand, I see more people doing fantastic work. If I'll be honest, I'm very ambivalent. But I'm a realist when I say that I believe we can and will do more.

http://speisa.com/modules/articles/index.php/item.1249/sweden-kids-are-play…


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MessagePosté le: Lun 11 Jan - 14:02 (2016)    Sujet du message: AUX PHILIPPINES, LA PAIX ENTRE CHRETIENS ET MUSULMANS PASSE PAR SKYPE Répondre en citant



AUX PHILIPPINES, LA PAIX ENTRE CHRETIENS ET MUSULMANS PASSE PAR SKYPE


Un autre outil pédagogique pour soi-disant créer la paix et le dialogue entre les peuples, mais sait-on vraiment qui est derrière le clavier de l'autre côté? Connaissant premièrement le but de ce Vatican de l'Islam, nous pouvons supposer bien des choses. Entre autres, ce peut être un moyen de recrutement en annonçant un évangile biaisé ou ce peut-être également un moyen d'espionnage pour en apprendre un peu plus sur votre quotidien et sur ce qui se passe dans votre maison : idéologie religieuse, arme, nourriture, etc. Les parents doivent prévenir leur(s) enfant(s) de refuser cette nouvelle initiative catholique interreligieuse soit disant pour enrayer la propagation du radicalisme religieux qui pourtant est mis de l'avant lorsque cela concerne les vrais chrétiens qui eux sont boycottés de toutes les manières possibles. Présentement, cela se passe aux Philippines, mais demain, ce pourrait être étendu dans votre propre pays.

30/12/2015



L’ONG PeaceTech connecte des adolescents du nord et du sud afin de favoriser le dialogue interreligieux et de briser les clichés sur l’islam, dans le principal pays catholique d’Asie. Une initiative intégrée au programme scolaire officiel, alors que l’avenir du traité de paix de Mindanao et la création d’une région musulmane semi-autonome restent en suspens. Gianna Montinola, présidente de l’ONG, juge les nouvelles technologies indispensables à l’éducation pour contrer la propagation du radicalisme religieux sur les réseaux sociaux.

L’ONG PeaceTech connecte des adolescents du nord et du sud afin de favoriser le dialogue interreligieux et de briser les clichés sur l’islam, dans le principal pays catholique d’Asie. Une initiative intégrée au programme scolaire officiel, alors que l’avenir du traité de paix de Mindanao et la création d’une région musulmane semi-autonome restent en suspens.
 
« – Bonjour Manille ! – Bonjour Cotabato ! Est-ce que vous nous entendez bien ? » Devant leur webcam respective, parmi les deux classes de cinquième réunies, on se hisse entre les rangs pour mieux voir ses interlocuteurs sur l’image projetée au tableau. Mais la vidéo se fige au bout de quelques instants. « Petit pépin technique », s’excuse le professeur, avant de se ruer sur l’ordinateur.
 
Dans l’archipel philippin, éclaté en plus de 7 000 îles, plus d’un millier de kilomètres séparent le collège-lycée Ramon-Magsaysay à Cubao, dans la banlieue de Manille, de l’établissement jumelé de Cotabato, à Mindanao, une île longtemps théâtre de violences et berceau de l’islam aux Philippines.
 
Dans un pays majoritairement catholique, c’est cette distance nord-sud, parfois accompagnée d’un clivage religieux, que cherche à combler l’ONG philippine PeaceTech, via l’utilisation du logiciel gratuit d’appels Skype.
 
Prière commune
 
« À vos sièges, la liaison est rétablie ! », reprend le professeur. Après une prière commune entre musulmans de Mindanao et chrétiens de Manille, le cours d’éducation civique et morale démarre. Ce jour-ci, il porte sur le respect et l’obéissance. Plutôt qu’une leçon magistrale, les adolescents prennent le relais avec un jeu de devinettes. Post-it sur le front, un collégien questionne la classe d’en face : « Qui suis-je ? Ni mes parents ni la police ne peuvent m’obliger à faire mes devoirs. Dieu, c’est ça ? » Éclats de rire général.
 
Intégrée au programme scolaire officiel deux fois par semaine, l’idée de ces classes en ligne est simple. Encore fallait-il la mettre en place dans un archipel où Internet laisse à désirer. « Une fois les sponsors trouvés, nous équipons les écoles. Les Philippines figurent parmi les pays les plus chers pour Internet ! », relève Gianna Montinola, présidente de l’ONG. Elle juge les nouvelles technologies indispensables à l’éducation pour contrer la propagation du radicalisme religieux sur les réseaux sociaux.
 
« Un outil pour construire la paix »
 
À terme, PeaceTech souhaite connecter 35 000 jeunes. « Avec plus de moyens, nous pourrions étendre l’initiative à d’autres pays en conflits », s’enthousiasme Robin Pettyfer, le Canadien à l’origine de l’initiative. Des vidéoconférences du même type ont déjà eu lieu en Indonésie, plus grand pays musulman au monde.

« Le propos pédagogique reste le même que pour un cours classique, explique Jenielyn Labang, enseignante au collège de Cubao. Mais on consacre plus de temps à répondre aux questions, à un âge où les jeunes sont sujets aux préjugés. »

 
« C’est la première fois que je parle à quelqu’un de Mindanao », témoigne Shekinah Abalon, 14 ans, à l’adresse de ses camarades parfois voilées de Cotabato. L’adolescente se déclare membre des « Born again », des convertis évangéliques. « Avant, je pensais que c’était la guerre partout à Mindanao, admet-elle. Maintenant j’espère faire connaissance plus personnellement avec les élèves de l’autre classe. »
 
Alors que la création d’une région semi-autonome musulmane à Mindanao a été récemment repoussée sine die et que neuf civils ont encore été tués par la rébellion islamiste avant Noël, le fondateur de PeaceTech Robin Pettyfer veut croire que la fin de la violence est à portée de clic. « C’est un outil pour construire la paix concrètement en l’ancrant dans les esprits. » 
 
Marianne Dardard (correspondante à Manille)

© Source : La Croix. 30 décembre 2015
Crédit photo : À terme, l’ONG  PeaceTech souhaite connecter 35 000 jeunes. MARIANNE DARDARD

http://www.paxchristi.cef.fr/v2/aux-philippines-la-paix-entre-chretiens-et-…


http://www.paxchristi.cef.fr/v2/interventions-dans-les-ecoles/


http://www.paxchristi.cef.fr/v2/pax-christi-jeunes/
 






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MessagePosté le: Mer 13 Jan - 07:23 (2016)    Sujet du message: SEX, SEXUAL ORIENTATION, GENDER IDENTITY, GENDER EXPRESSION Répondre en citant



SEX, SEXUAL ORIENTATION, GENDER IDENTITY, GENDER EXPRESSION



https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp…



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MessagePosté le: Jeu 14 Jan - 03:46 (2016)    Sujet du message: FRANCE : FRANCOIS HOLLANDE INVENTE LE "PARCOURS CITOYEN" ET LE LIVRET REPUBLICAIN Répondre en citant

FRANCE : FRANCOIS HOLLANDE INVENTE LE "PARCOURS CITOYEN" ET LE LIVRET REPUBLICAIN

13 janvier 2016 18 h 35 min·


François Hollande prononce ses voeux à la jeunesse, le 11 janvier 2016.

Dans la longue série des vœux que le président de la République présente traditionnellement aux différentes catégories sociales, ceux qu’il a formulés lundi devant les « jeunes » ont particulièrement frappé les imaginations. En présence de Manuel Valls et de Najat Vallaud-Belkacem, garants de la laïcité s’il en est, François Hollande a annoncé la création d’un « livret citoyen », pour suivre à la manière d’un carnet de bons points le lycéen dans son parcours du même métal. Le « parcours citoyen » est celui qu’il faut avoir parcouru depuis l’école élémentaire jusqu’à l’âge de 25 ans, âge auquel on est supposé avoir atteint la maturité républicaine, formaté à vie. C’est plus laborieux que l’arrivée à l’âge adulte : 18 ans pour l’électeur, moins encore pour le catholique pratiquant lancé dans sa vie de miles Christi à la confirmation !
 
Le « livret citoyen » a des relents religieux. Un peu scouts, aussi. En tout cas paternalistes. Ça se mérite, le brevet de conformité !

 François Hollande veut davantage d’engagement citoyen

 
Il ne faudrait pas sous-estimer la volonté de colonisation des esprits qui se fait jour à travers ce projet qui s’appuie sur une foi : la croyance en la République de préférence diverse et multiculturelle et ses dogmes, la liberté, l’égalité et la fraternité. Mais aussi sur une espérance : l’avènement d’une société de bonheur égal pour tous. Et sur une morale : ce qu’il faut faire pour en être digne.
 
Pour l’apprendre, il suffit de se laisser faire. 300 heures d’« enseignement moral et civique » pour transmettre « les valeurs de la République », le cours sera bientôt « construit », a promis François Hollande, nul n’y échappera dans l’enseignement public. Et dans l’enseignement privé ou hors contrat ? Ce sont de telles quantités négligeables dans l’esprit socialiste qu’il n’en a même pas été question…
 
C’est à seize ans, une fois ces 300 heures ingurgitées, que le jeune se verra remettre le « livret citoyen », comportant déjà tout ce qu’il a « pu faire » (c’est vaste, surtout s’il faut y consigner les actes de menue délinquance qu’il s’agit précisément d’éviter, mais je m’égare)… Tout cela validé « à l’occasion du brevet », surtout si le jeune a fait son stage de 3e d’entrée dans la vie professionnelle dans une association. La République veille sur l’engagement, dormons tranquilles !
 
Le président appelle les jeunes au parcours citoyen

 
Ainsi l’a annoncé le président : « Le parcours citoyen se poursuivra en dehors de l’école. A compter de la rentrée 2016, chaque jeune se verra confier un livret citoyen qui lui appartiendra en propre. Il le recevra le jour de ses 16 ans. Ce livret retracera l’histoire de tous ses engagements, chaque action y sera consignée, valorisée, chacun pourra donc revendiquer ses droits à mesure qu’il avancera dans la vie mais rappellera aussi les devoirs qu’il a accomplis. Chaque jeune sera donc inscrit dans ce parcours depuis l’école jusqu’à l’âge de 25 ans permettant de valider plusieurs temps ou formes d’engagement. Les associations – et je salue ici leurs responsables – seront forcément associées à ce parcours. »
 
La remise du livret citoyen ne sera donc qu’un début. La Journée de la défense et de la citoyenneté qui a remplacé le service militaire ne suffisant manifestement pas à conscientiser les masses, François Hollande verrait bien la journée « aller vers une semaine » – on n’arrête pas le progrès. Ce jour démultiplié permettrait au jeune de rendre un « mini service civil ». Quel service ? Hollande ne l’a pas dit. Gageons qu’il ne s’agisse pas d’une semaine chez les Missionnaires de la Charité…
 

Le livret citoyen, un brevet de conformisme républicain
 
Après quoi on pourrait instaurer un « service civique » étendu, généralisé, voire obligatoire pour les diplômés du supérieur. Avec un budget d’un milliard d’euros d’ici à 2018, il permettrait d’« utiliser » les jeunes (comme le note le site d’information pour les enseignants cafepedagogique, bien à gauche), dans les administrations ou les services de santé. François Hollande veut voir 350.000 jeunes au service d’ici à la fin de 2018, contre 70.000 actuellement.
 
Tous les engagements des jeunes seront consignés dans le livret. Il va de soi que cela permettra un suivi idéologique – vérifier les penchants des jeunes – à moins qu’il ne s’agisse au contraire de devancer l’appel en imposant des services estampillés par le gouvernement. Endoctrinement ou surveillance, on ne sait encore ce qui prendra le dessus.
 
François Hollande sait parler aux jeunes. Il a évoqué la mort de David Bowie et les difficultés passées : « L’année 2015, elle a été bouleversante » – on ne change pas une syntaxe qui gagne, surtout lorsqu’on veut demander aux jeunes de prendre « leur destin en main ». A « préférer la fureur de vivre pour cette Nation, votre Nation, qui vous a vu naître ou que vous avez choisie ».
 
Le livret du citoyen sera comme le carnet de santé, François Hollande l’a dit. La version publique et obligatoire des carnets de résolutions ou de sacrifices que le petit chrétien remplissait discrètement jadis, et tout seul… Un carnet de santé républicaine et maçonnique. Les malades et les estropiés de la citoyenneté n’auront qu’à bien se tenir !
 

Anne Dolhein

http://reinformation.tv/parcours-citoyen-livret-republicain-francois-hollande-dolhein-49418-2/


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MessagePosté le: Sam 16 Jan - 10:12 (2016)    Sujet du message: SIGNES DE LA FIN DES TEMPS ! LE VRAI BUT DU MARIAGE HOMOSEXUEL ET DE LA THEORIE DU GENRE Répondre en citant

SIGNES DE LA FIN DES TEMPS ! LE VRAI BUT DU MARIAGE HOMOSEXUEL ET DE LA THEORIE DU GENRE



La destruction de la famille et sur la moralité et moeurs tels qu'établies par Dieu. Vous ne voulez pas écouté les lois de Dieu, le diable lui va vous en donnez d'autres. Les sujets du diable feront tout pour corrompre cette société.

On tente par tous les moyens de reconditionner l'esprit des gens dans cette nouvelle mentalité, comme au temps des grecs par exemple. Vos enfants, vos femmes vous seront enlevées, violées par ces réseaux sataniques qui sont de plus en plus protégés par la loi.

Lors de la grande soirée sur la famille, en septembre dernier, où le Pape a été reçu en rock star, nous pouvions voir une photo du démon sur le mur arrière. Des familles se sont avancées pour recevoir la bénédiction du Pape en plus d'un petit chapelet rappelant que Marie est en contrôle de tout, qu'elle veille sur ses enfants mais dans les faits c'est le serpent qui veille sur eux via ce grand mystère de Babylone. Des milliers de personnes ont assisté à cet événement qui a aussi été retransmit mondialement. Mais le diable, vous le connaissez, il trompe le monde constamment.

Derrière cette belle mascarade théâtrale, voici le projet et le monde que tous ces gens qui ont donné leur vie à Satan sont en train de construire. Cet agenda est imposé par tous les moyens possibles, mais surtout dans les institutions scolaires où la limite de la décence est dépassée depuis longtemps. La jeune génération est spirituellement en grand danger avec tous ses enseignements pervers qui leur sont mis sous les yeux, jour après jour. Quand nous regardons les fruits de cette tolérance enseignée dans les écoles depuis les derniers 30 ans et ce que nous voyons maintenant dans les parades gai et tout autour de nous, avec le viol de la conscience que les enfants subissent, il est clair que ce monde s'en va à sa complète destruction.

Ce n'est pas pour rien que la Parole de Dieu est interdite dans toutes ces institutions : ils ne veulent pas que vos enfants soient confrontés à la lumière du vrai Dieu et qu'ils se tiennent debout pour la vérité et la sainteté de la vie. C'est donc votre rôle à vous parents de déformater vos enfants à tous les jours, afin qu'ils puissent voir la guerre qui sévit contre leur âme et leur esprit afin de les entraîner vers toutes ces perversions sexuelles. Vos enfants doivent savoir qu'il y a des forces spirituelles qui travaillent contre vous et contre eux.

Nous arrivons à un point de déchéance spirituelle telle que l'humanité n'en a point connu, car soit il a été trompé par toute cette infiltration dans les églises ou soit carrément parce qu'ils ne prennent pas garde de ce que Dieu nous a fait connaître. Alors, un autre viendra et il est déjà là, et les entraînera vers le chemin de la perdition éternelle.

VIDEO : https://www.youtube.com/watch?v=Oj32YztJ0bo


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MessagePosté le: Mar 19 Jan - 05:06 (2016)    Sujet du message: ISLAMIST RUNNING 140 TAX-FUNDED CHARTER SCHOOLS IN U.S. Répondre en citant

ISLAMIST RUNNING 140 TAX-FUNDED CHARTER SCHOOLS IN U.S.

Casts broad net of influence over lawmakers

Published: 1 day ago


Leo Hohmann 

Leo Hohmann is a news editor for WND. He has been a reporter and editor at several suburban newspapers in the Atlanta and Charlotte, North Carolina, areas and also served as managing editor of Triangle Business Journal in Raleigh, North Carolina.



Muhammad Fethullah Gulen heads a global empire of schools and Islamic cultural centers and is one of Turkey’s most influential spiritual leaders. He lives in exile in the United States and has 140 charters schools in 26 states.

Muhammad Fethullah Gülen is a Turkish Islamist, writer and preacher with a secret plan for bringing Shariah law to America.

Arguably Turkey’s most influential spiritual leader of the past 50 years, Gülen left that country in the late 1990s and now directs his cult-like Islamic movement from a guarded compound in the Pocono Mountains of Pennsylvania.

Part of his empire consists of a thriving network of more than 140 charter schools in 26 states that sell themselves to parents as a secular and more academically rigorous alternative to public schools.

As the second largest chain of charter schools in the United States, Gülen schools rake in tens of millions of U.S. taxpayer dollars every year.

But the schools — which have innocent-sounding names like the Horizon Science Academies in Illinois, Harmony Schools of Excellence in Texas, Dove Science Academies in Oklahoma and Magnolia Science Academies in California — have long been the subject of investigations into alleged corruption scandals involving influence peddling and visa abuse.

USA Today reported recently that the Gülen faith movement secretly funded 200 overseas trips for congressional lawmakers and staff since 2008.
Citation:

“Turkish leaders have asked the United States to extradite Gülen from the remote compound in rural Pennsylvania where he has lived for 20 years.

“The movement has founded hundreds of charter schools across the United States and around the world, has its own media organizations, and was deeply entrenched with the Turkish regime until a falling out two years ago. That led President Recep Tayyip Erdogan to declare Gülen was running ‘a parallel state’ inside the country with the intent of undermining the government.”



Critics argue that the schools also covertly engage in Islamic missionary outreach, usually after-hours or during school extra-curricular activities.

Anti-Shariah activist Pam Geller says Gülen has been dubbed “the Turkish Khomeini” for a reason.

“It has been widely reported for years that he wants ultimately to restore the Islamic caliphate in Turkey. That alone should make his charter schools in the U.S. a subject of law enforcement scrutiny, but it largely hasn’t,” Geller told WND. “There have been allegations that funds from these schools have gone to a Turkish Islamization movement, Hizmet. The U.S. government shouldn’t be funding Gülen’s schools; it should be investigating them and shutting them down.”

See list of 140 Gülen charter schools in 26 states.
See sampling of state and federal grants to Gülen schools.

Most of the parents of students who attend Gülen charter schools have no idea about Gülen’s background as a Turkish Islamist and believer in civilizational jihad — which is a form of nonviolent jihad focused on infiltrating and overcoming Western nations over time through immigration and exploitation of the civil liberties available in those nations.

But a new book on Gülen and his U.S. schools hopes to blow the lid on his cloak of secrecy.

Clare Lopez, co-author with Christopher Holton of “Gülen and the Gulenist Movement: Turkey’s Islamic Supremacist Cult and its Contributions to Civilizational Jihad,” says the movement is extremely secretive but there’s no small amount of information for those willing to dig. She and Holton decided to peel back the layers.



“There have been many articles and of course the movement itself puts out a great deal of material and Fethullah Gülen himself is a prolific author of articles and books,” Lopez told WND.

Lopez, who is vice president of research and analysis for the Center for Security Policy, a Washington, D.C.-based think tank operated by former Defense Department analyst Frank Gaffney, said Gulen is “fundamentally jihadist in outlook,” while promoting orthodox Islamic tenets within a worldwide movement.

Gulen is also heavily involved in the global interfaith movement, which seeks to build bridges between the major faiths of Christianity, Islam and Judaism.

“While not very well known by many Americans he is nevertheless quite influential and works through the schools, cultural organizations and the media to promote not only the orthodox teachings of Islam, but also a positive outlook towards Turkey,” Lopez said. “We’re concerned about its influence on our children, civic leaders and elected officials.”

Listen to Clare Lopez talk about the subject of her new book, the shadowy Gülen movement.

Traditionally the centers of Islam have been based in Saudi Arabia for Sunnis and Iran for Shiites.

But Turkey has always been the wild card. Students of history will recall that it served as the head of the Ottoman Empire for more than 500 years, but crashed and burned in the aftermath of World War I and was steered into a more Western mindset by Ataturk.

Under Erdogan's AKP party, however, that has all changed, as documented in the film "End Times Eyewitness" by Christian author and filmmaker Joel Richardson.

Erdogan has overturned the secularized Western influence that had banned the hijab and the fez in public places and eliminated the many Shariah-compliant restrictions placed on society.

Asylum in American

Gülen's cultural empire, including his schools and media companies, had a lot to do with the return of Islamist values in Turkey. But Gülen lost out on the political power struggle and in 1998 fled to the U.S., where he was offered asylum.

In the U.S., Gülen schools are not outwardly Islamic. Any influence in that regard is subtle, Lopez said.



Map of Gulen schools and cultural institutions in the United States.

But he has become expert at buying influence from politicians in Washington and in state Capitols.

"There have been many allegations of abuse of the visa system, kickbacks in salaries, and attempted influencing of school administrators, parents and teachers, journalists, priests and rabbis, everyone," Lopez said.

In 2013 Gülen and Erdogan had a final falling out.

"These are two powerful men each intent on seizing power for themselves, not that they disagree in any way over the direction to take Turkey, which is away from the West and toward the neo-Ottoman Islamic caliphate," Lopez says.

The U.S. gave Gülen legal permanent resident status in 2008, and he is now eligible for citizenship.

Soaking the U.S. taxpayer

The amount of public taxpayer money Gulen's charter schools receive every year runs into the tens of millions. A charter school is essentially operated like a private school only it receives taxpayer funding and does not answer to any widely elected school board.

"There's all kinds of charter schools in the U.S. that receive taxpayer funding and that is how the Gulen movement has developed its network of schools in the U.S., making them attractive by making them STEM schools, which parents love," Lopez said.

And when Congress passed the re-authorization of No Child Left Behind late last year, it included increased funding for taxpayer-funded charter schools run by unelected boards.

"Gulen Charter Schools exemplify the unconstitutionality of tax-funded school choice," writes Charlotte Iserbyt, a former education adviser to President Ronald Reagan, in her blog, "The ABCs of Dumb Down."

"There is no citizen accountability or oversight," Iserbyt says. "No wonder there is corruption. Those who think that charters are the solution for Common Core, forget it."

And for all of the taxpayer money flooding into the Gülen schools, most of the teaching positions go to foreigners who come to the U.S. on H-1B guest-worker visas from Turkey. This is the visa program that GOP presidential hopeful Sen. Marco Rubio wants to expand through his I-Squared bill, tripling the cap on such visas from about 66,000 per year to 195,000 per year.

"To the best of my knowledge in all the research I've done, I don't see that the Gülen schools are being accused of teaching Islamic ideology in the schools, that's not the issue, rather it's the abuse of H-1B visa system to bring in Turkish teachers instead of hiring Americans," Lopez said. "There is alleged abuse of the teachers who are required to kick back a percentage of their salaries, and they do teach a cultural emphasis on Turkey and Islam."

Charges of influence peddling

The schools also are known for offering lavish, all-expenses paid trips to Turkey for friendly politicians at the state, local and federal level.

The USA Today investigation accuses the Gülen movement of falsifying its funding of trips for U.S. congressional members.

Lopez said teachers and parents have complained that the schools' main purpose is to promote a love not only for Turkish culture but Islam.

"You'll see in the book former teachers or people who've broken away from the movement who say there is an attempt to inculcate a positive view of Turkey and Islamic culture," she said.

An Islamist with a hidden agenda


Joel Richardson is a Bible teacher, author and documentary filmmaker.

Richardson, the Christian author and filmmaker, said Gülen is without a doubt an Islamist with an hidden agenda. His strategy mirrors that of the Muslim Brotherhood, which advocates non-violent civilizational jihad as the means to infiltrate and influence Western societies.

"In the past, he has made very overt comments about the need to infiltrate the arteries of the system and so forth," Richardson told WND. "On the other hand, he is definitely non-violent and has furthered the idea, popular within some of the Turkish-Islamist movement of non-violent Islamism."

Erdogan struck harshly against the Gülen movement in Turkey, rooting numerous Gülen supporters out of the government and throwing them in prison. Erdogan has called for the U.S. to extradite Gülen for allegedly subverting the Turkish government.

"In terms of the danger that Gülen represents to the United States, I would say that five years ago, Gülen and his charter schools were a bigger concern," Richardson said. "They still need to be defunded by the U.S. government. Today, however, compared to the much larger dangers we are facing, including the very real Islamists that Obama has allowed into the U.S. government, or the very real, very violent Islamists that have infiltrated the country, Gülen, with his ideological jihad, is a relatively small fish, in an ever-expanding pond of violent Islamists."

Lopez said the Gülen movement helped drag Turkey back to its Islamic roots and so his influence should not be under-estimated in the U.S., and he certainly should not be given taxpayer funding."Look what's happened to Turkey, the Islamic supremacists were voted in, and Erdogan is on a neo-Ottoman path to take Turkey back to its roots as a jihadist state, so I think there is ever good reason to be concerned about his activities (in the U.S.)," Lopez said.

http://www.wnd.com/2016/01/islamist-running-140-tax-funded-charter-schools-in-u-s/


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MessagePosté le: Mer 20 Jan - 00:24 (2016)    Sujet du message: SCHOOLCHILDREN TOLD THEY WOULD BE PUNISHED FOR RACISM IF THEY DID NOT ATTEND A RELIGIOUS WORKSHOP ON ISLAM Répondre en citant

SCHOOLCHILDREN TOLD THEY WOULD BE PUNISHED FOR RACISM IF THEY DID NOT ATTEND A RELIGIOUS WORKSHOP ON ISLAM

November 22, 2013 | by SWNS Reporter http://swns.com/news/schoolchildren-told-punished-racism-attend-religious-w…


Parents today slammed a school after children as young as eight were told they would be punished for RACISM if they did not attend a religious workshop – on ISLAM.

Angry mums and dads were sent a letter by Littleton Green Community School, in Huntingdon, Staffs., warning their children would be considered racist if they did not go on the school trip.

The visit to Staffordshire University – for Year 4 and Year 6 pupils – had been arranged as part of the children’s “cultural education” on November 27.



Angry parents at the gate of the school after their children were threatened with being labelled as racists if they didn’t attend a workshop in Islam

Headteacher Lynn Small wrote to parents and said if kids did not attend a “racial discrimination note” would be made on the pupil’s records and would remain there for their school careers.

On top of that, they were also ordered to pay £5 towards the cost of the trip.

Yesterday parents blasted the school’s “ludicrous” threats and accused the school of trying to blackmail them.

Stacy Waldron, 26, who has an eight-year-old daughter at the school, said: “I feel my child will be racist if I don’t allow her to go.


The Littleton school Huntington, Cannock, Staffs.



A text message sent to parents demanding £5 for the Muslim school trip

“This is my choice, not hers, and she shouldn’t have to pay for it.”

Mum-of-four Tracy Ward added: “I was shocked by the letter. To be told my kids have got to attend this workshop is disgusting.

“Everyone should have a choice but that’s my opinion and I don’t want a stain on my kids’ record as a result.

“They are not old enough to be called racist.”

Her sister Donna, whose daughter also attends the school, said: “It’s not our religion. We should have a right to stop our children going.”

Another parent Gillian Claridge, 55, added: “To be told we had to pay for the trip as well was just a kick in the teeth.

“How dare they threaten to brand the children racist at such a young age. Its going to make them feel like little criminals.

“The very nature of religion is all about choice – on this occasion they were not being given any choice at all.

“It was draconian move and its left a lot of parents fuming.”

Around 100 pupils across four years were expected to take part in the course – which would have involved them being shown Islamic artefacts.

But after parents contacted the school they were then forced to make an embarrassing U-turn and withdraw the threat after council chiefs intervened.

A letter from the head to parents on Thursday night apologised for “inaccuracies” in the previous correspondence.

In the letter Mrs Small asked parents to “on reflection disregard a section from the earlier letter”.

South Staffordshire MP Gavin Williamson slammed the original move –  labelling it “bonkers”.

He said: “The idea of attaching a ‘racial discrimination note’ to children’s education records saying it will remain on their file for the duration for their school career seems unfair, particularly when it is no the child’s decision whether or not he or she attends.

“It seems a very heavy-handed approach.”

Defending the decision Mrs Small said that exposing the pupils to other faiths was part of the school’s statutory duty.

She said: “We are a mainly Christian school, but we have to cover at least one other religion as part of the national curriculum.

“This visit is part of that.

“They would not be taking part in any religious practices. We have had similar workshops on a variety of religions in the past – including one on Islam with no problems at all and the children have absolutely loved it.

“We have pupils and teachers at the school who belong to the Islam faith and it is right for the children to understand and appreciate their faith as well as their own.”

The school, which was told it “required improvement” in an Ofsted report earlier this year caters for 341 pupils aged between 3 and 11.

A spokesperson for Staffordshire County Council said: “This is a school matter and the council was only contacted once the letter had been sent.

“We believe it is important for children to find out more about different cultures.

“However parents also have a right to withdraw their children from religious activities.

“Clearly it is not appropriate for comments about racial discrimination to be made in these circumstances.”

The original letter – dated Wednesday, November 20 – read:

“Dear Parent/Carer,

As part of the National Religious Education Curriculum together with the multicultural community in which we live, it is a statutory requirement for Primary School aged children to experience and learn about different cultures.

The workshop is at Staffordshire University and will give your child the opportunity to explore other religions. Children will be looking at religious artefacts similar to those that would be on display in a museum. they will not be partaking in any religious practices.

Refusal to allow your child to attend this trip will result in a Racial Discrimination note being attached to your child’s education record, which will remain on this file throughout their school career.

As such our expectations are that all children in years 4 and 6 attend school on Wednesday 27th November to take part in this trip.

All absences on this day will be investigated for their credibility and will only be sanctioned witha GP sick note.

If you would like to discuss this further please contact our RE Coordinator, Mrs Edmonds.”

http://swns.com/news/schoolchildren-told-punished-racism-attend-religious-workshop-islam-40466/


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MessagePosté le: Sam 23 Jan - 05:03 (2016)    Sujet du message: NAVY PROGRAM EXTENDING CHILDCARE AND FITNESS HOURS PROVES SUCCESSFUL Répondre en citant

NAVY PROGRAM EXTENDING CHILDCARE AND FITNESS HOURS PROVES SUCCESSFUL

Story Number: NNS160122-08Release Date: 1/22/2016 12:54:00 PM

By Mass Communication Specialist 1st Class John Belanger, Navy Installations Command Public Affairs


130419-N-YC505-064 NORFOLK (April 19, 2013) Naval Support Activity Hampton Roads Child Development Center hosts a Month of the Military Child parade. April was designated the Month of the Military Child by former Defense Secretary Caspar Weinberger in 1986. The monthly observance was set aside as a time to applaud military families and their children for the daily sacrifices they make and obstacles they overcome, such as frequent moves, separation from their active-duty parent and school changes. (U.S. Navy photo by Mass Communication Specialist 3rd Class Molly Greendeer/Released)

WASHINGTON (NNS) -- Commander, Navy Installations Command (CNIC) is continuing to expand hours in its child development centers and fitness centers to include 10 additional Navy installations by March and expects a roll-out to all installations by December.

In April, CNIC implemented a pilot program to provide greater services to support Sailors and their families at three installations. These installations were chosen because of the highest concentration of personnel with work requirements beyond the normal work day. The program was implemented first at Naval Base Kitsap in Bremerton, Washington, Joint Expeditionary Base in Little Creek, Virginia, and Naval Base Coronado in San Diego.

"The need has been identified to extend hours to give families a better opportunity for things like flexible work schedules, more opportunities for education, fitness opportunities and things of that nature," said Greg Young, Navy Child and Youth Program director.

CNIC will continue to roll out expanded hours at other installations with the goal of being complete by the end of this year in accordance with secretary of the Navy's (SECNAV) Talent Management Initiative release in June, 2015.

The 10 additional locations are:
- Naval Support Activity Midsouth, Millington, Tennessee
- Naval Air Station Corpus Christi, Texas
- Naval Air Station Jacksonville, Florida
- Naval Base Coronado, California
- Naval Air Station Fallon, Nevada
- Submarine Base New London, Connecticut
- Naval Weapons Station Yorktown, Virginia
- Naval Air Facility Atsugi, Japan
- Naval Technical Training Command Corry Station, Pensacola, Florida
- Metro San Diego Child Development Home Program (select homes)

"We are expanding now to 10 additional locations based on the pilots we have been running," said Young. "We are opening those locations up to 14 hours per day from 5 a.m. to 7 p.m. based on utilization from initial pilot sites."

Demand will be monitored to determine if there is a need to go up to 16 hours, added Young.

"Approximately one fourth of the enrolled families have been using the extended hours," said Young. "Between the hours of 5 a.m. to 6 a.m. and 6 p.m. to 7 p.m. are the most utilized."

CNIC has already extended the hours of their fitness centers at all their installations. The centers are authorized to be open up to 118 hours a week to meet customer demand since October.

"Right now that program is considered fully implemented," said James Baker, CNIC's Fleet Readiness Program director. "We are meeting the Navy's Talent Management Initiative set forth by SECNAV to make sure the facilities are open to satisfy the customer's demands."

CNIC is responsible for operations and maintenance of shore installations worldwide and quality of life programs to support the fleet, fighter and family. With more than 40,000 civilian and military employees operating 70 installations under 11 regions, the Navy's shore enterprise ensures requirements necessary to train and operate the Navy's fleet are maintained and ready; that naval installations are able to facilitate the manning, training and equipping of the Navy's fighting force; and supports Navy families through Family and Community Services programs.

For more news from Commander, Navy Installations Command, visit www.navy.mil/local/cni/.




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MessagePosté le: Sam 30 Jan - 04:57 (2016)    Sujet du message: PARENTS OUTRAGED AFTER SCHOOL CHANGES THE WORD ‘GOD’ TO ‘ALLAH’ IN CHRISTIAN HYMN Répondre en citant

PARENTS OUTRAGED AFTER SCHOOL CHANGES THE WORD ‘GOD’ TO ‘ALLAH’ IN CHRISTIAN HYMN
 
Jan 28, 2016



Parents of 10 year old children at a school in Austria are reportedly fuming after teachers assigned homework to learn the words to a Christian hymn.. except they substituted the word ‘God’ for the word ‘Allah’.

Austria’s largest newspaper Kronen Zeitung reports that school officials claim to have made the change the words to the song ‘Gottes liebe ist so wunderbar’ (God’s love is so wonderful) to ‘Allah’s liebe ist so wunderbar’ in order not to offend the Muslim children in the class.

The newspaper reports that an angry father registered a complaint with the Austrian schools inspectorate, saying that it is unacceptable to change the wording to Christian hymns.

The teacher and the Principal of the school are being questioned regarding the incident.

The teachers claim that Muslim and non Muslim children were supposed to be given different segregated versions of the hymn.

“The teacher had distributed to the Christian and Muslim pupils different texts.” said inspector Karin Lang, claiming that “In the case, a child must have received the wrong copy into their folder”.

The incident dovetails with a professor from the University of Vienna publishing a report warning of rapid Islamisation of Austria’s schools.

The government commissioned report noted that there are at least 150 “problematic” schools in the country.

Read More

http://woundedamericanwarrior.com/parents-outraged-school-changes-word-god-allah-christian-hymn/


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MessagePosté le: Sam 30 Jan - 05:12 (2016)    Sujet du message: LOS ANGELES PUBLIC SCHOOLS TEACHING STUDENTS ALLAH Répondre en citant

LOS ANGELES PUBLIC SCHOOLS TEACHING STUDENTS ALLAH



VIDEO : https://www.youtube.com/watch?v=a9YKVGRXqLI


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MessagePosté le: Mer 3 Fév - 07:28 (2016)    Sujet du message: ANNOUNCING SUMMER MARXIST SCHOOL Répondre en citant

ANNOUNCING SUMMER MARXIST SCHOOL



Dear Maria,

We have been informed by the Chelsea Fund for Education that a Marxist summer school is being planned for August 20-27 2016.

Each summer Marxist activists from around the country gather to attend a week long intensive set of courses on the basics of Marxist thought and action. Among the topics discussed will be the U.S. working class and the class struggle today, political action and the 2016 elections, Peoplesworld.org,  social networks, social media and new forms of activism, democratic struggles like women's, Latino, African American and LGTQ rights, and new features of U.S. imperialism.

The school will be held at the Unity Center in  Chicago Illinois. Participants will be housed at the Center or a nearby hostel.

If you are interested in and able to participate, please let us know by sending a short email to cpusa@cpusa.org. Looking forward to seeing you in Chicago! It's an experience you'll carry with you for a lifetime.

Yours in struggle,

Dee Miles

e-mail



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MessagePosté le: Mer 3 Fév - 07:41 (2016)    Sujet du message: ACTION DES JEUNES POUR METTRE EN PLACE LE PROGRAMME 2030- FORUM DE LA JEUNESSE / Youth Taking Action to Implement the 2030 Agenda - ECOSOC Youth Forum Répondre en citant





ACTION DES JEUNES POUR METTRE EN PLACE LE PROGRAMME 2030- FORUM DE LA JEUNESSE

ENGLISH :
Youth Taking Action to Implement the 2030 Agenda - ECOSOC Youth Forum

 https://www.un.org/ecosoc/en/content/youth-taking-action-implement-2030-agenda-ecosoc-youth-forum



POURQUOI ?
 
Les participants ont examiné comment les jeunes peuvent contribuer et comment ils contribuent effectivement à gérer la transition des objectifs du Millénaire pour le développement (OMD) aux objectifs de développement durable. Ils se sont également penchés sur les moyens de faire en sorte que les besoins et les priorités des jeunes soient au cœur du futur programme de développement et de sa mise en œuvre.

AVEC QUI ?
 
Le Forum de la jeunesse a rassemblé des jeunes dirigeants du monde entier au Siège de l'ONU à New York. C'est un lieu d'échange où les jeunes peuvent dialoguer avec les États Membres et contribuer à l'élaboration des politiques économiques et sociales.

Réunion officielle
 
Cette manifestation de deux jours a comporté des séances de réflexion, des tables rondes et des débats avec les États Membres, au cours desquels les représentants des jeunes ont eu la possibilité d'exprimer leurs opinions, de mettre leurs idées en commun et de réfléchir ensemble à des questions présentant un intérêt spécifique pour les jeunes et, d'une façon plus générale, au rôle que les jeunes femmes et les jeunes hommes peuvent jouer dans l'instauration et la promotion du développement durable.

https://www.un.org/ecosoc/fr/content/youth-taking-action-implement-2030-age…


   



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MessagePosté le: Mer 3 Fév - 07:48 (2016)    Sujet du message: LE FORUM DE LA JEUNESSE / ECOSOC Youth Forum Répondre en citant





LE FORUM DE LA JEUNESSE

ENGLISH : ECOSOC Youth Forum
https://www.un.org/ecosoc/en/ecosoc-youth-forum



Thandiwe Chama, une jeune militante des droits à l'éducation; s'exprime devant le Forum de la jeunesse organisé par le Conseil économique et social en 2015 sur le thème des conditions à réunir pour amener les jeunes à participer à la transition des objectifs du Millénaire pour le développement aux objectifs de développement durable. Photo ONU/ Evan Schneider.

Le Forum de la jeunesse, que le Conseil économique et social organise chaque année depuis 2012, rassemble des jeunes venus débattre des objectifs du Millénaire pour le développement et du programme de développement pour l'après -2015.

Il offre aux jeunes un espace unique où exprimer leurs opinions, mettre leurs idées en commun et réfléchir ensemble à ce qu'ils peuvent faire pour instaurer un développement durable. Les jeunes participent à des séances de réflexion, des tables rondes et des débats avec des États Membres autour d'un grand thème. Des manifestations parallèles encouragent les participants à intervenir davantage dans des domaines très divers.

Participent essentiellement à ce forum de deux jours des représentants de conseils nationaux de la jeunesse, du grand groupe des enfants et des jeunes, d'organisations régionales de jeunes et d'organisations dirigées par des jeunes et visant les jeunes.

Le Département des affaires économiques et sociales organise le Forum de la jeunesse en collaboration avec le Bureau de l'Envoyé du Secrétaire général pour la jeunesse et le Réseau interinstitutions des Nations Unies pour l'épanouissement des jeunes.

https://www.un.org/ecosoc/fr/node/49697


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MessagePosté le: Jeu 4 Fév - 06:08 (2016)    Sujet du message: MARYLAND HIGH SCHOOL PUNISHES CHRISTIAN STUDEN FOR REFUSING TO PROFESS HER FAITH IN ISLAM, THREATENS TO ARREST HER FATHER FOR MAKING A STINK ABOUT IT Répondre en citant



MARYLAND HIGH SCHOOL PUNISHES CHRISTIAN STUDEN FOR REFUSING TO PROFESS HER FAITH IN ISLAM, THREATENS TO ARREST HER FATHER FOR MAKING A STINK ABOUT IT



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 SCHOOLS - THE STEPS FOR A FINALTAKEOVER OF ISLAM IN AMERICA AND AROUND THE WORLD


1. NATIONWIDE EPIDEMIC' OF MUSLIM INDOCTRINATION HAPPENING IN AMERICAN SCHOOLS
http://overpassesforamerica.com/?p=18419

2. SCHOOLCHILDREN TOLD THEY WOULD BE PUNISHED FOR RACISM IF THEY DID NOT ATTEND A RELIGIOUS WORKSHOP ON ISLAM
http://swns.com/news/schoolchildren-told-punished-racism-attend-religious-w…

3. MARINE BANNED FROM DAUGHTER'S SCHOOL AFTER DISPUTE OVER ISLAM HOMEWORK ASSIGNMENT
https://www.youtube.com/watch?v=Aw9MgjsBlbU

4. MARYLAND HIGH SCHOOL PUNISHES CHRISTIAN STUDEN FOR REFUSING TO PROFESS HER FAITH IN ISLAM, THREATENS TO ARREST HER FATHER FOR MAKING A STINK ABOUT IT
http://freedomoutpost.com/2016/01/maryland-high-school-punishes-christian-s…


5. ABDUCTING CHILDREN : ISLAMOPHOBIA IN SCHOOL - YOUR CHILD WILL BE KIDNAP   BY SOCIAL WORKERS TO PROTECT THEM FROM YOU PARENTS, CHRISTIAN FAITH IN SCHOOLS NOW CONSIDERED AS INDOCTRINATION.

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Walid Shoebat January 31, 2016



A public high school has been accused of radical Islamic indoctrination by forcing non-Muslim children to profess the Muslim statement of faith (the same statement used to convert people to Islam), ordering them to memorize the Five Pillars of Islam, and teaching that the faith of a Muslim is stronger than the average Christian, according to a federal lawsuit just filed.


WND: A Maryland high school punished a student for refusing to profess faith in Islam, gave her failing grades for a series of assignments that violated her Christian beliefs, and then threatened her father with arrest for complaining, a federal lawsuit charges.

The suit was filed in U.S. District Court against the Charles County Public Schools in La Plata, Maryland, its board of education, Principal Evelyn Arnold, and Vice Principal Shannon Morris by the Thomas More Law Center.

Plaintiffs are Marine Corps veteran John Kevin Wood and his wife, Melissa, who “refused to allow their teenage daughter to be subjected to Islamic indoctrination and propaganda in her high school world history class.”

The lawsuit charges that the defendants’ “curriculum, practices, policies, actions, procedures, and customs promote the Islamic faith by requiring students to profess the five pillars if Islam.”

The students, the complaint says, were required to “write out and confess the shahada, the Islamic profession of faith.”



The lawsuit charges that school officials concealed the curriculum by using two separate history textbooks, one of which contained the Islamic teachings and which students were required to leave at school. The other, which did not contain the teachings, was allowed to be taken home, the complaint explains. The school also excised the Islamic teachings from the course syllabus.

“Defendants have treated plaintiffs’ Christian beliefs and heritage with deliberate indifference, and have been hostile toward C.W. [the student] and her family,” the complaint alleges.

It explains that Arnold and Morris violated the First and Fourteenth Amendments, as well as state and federal law by “depriving plaintiffs and C.W. of their fundamental right to be free from a public school’s promotion of certain religious beliefs, their fundamental right to be able to speak freely and raise concerns about religion being taught in our public schools without retaliation, and their fundamental right to be free from unjust discrimination against their Christian heritage.”

The legal team notes the shahada states, “There is no god but Allah, and Muhammad is the messenger of Allah.”

“For non-Muslims, reciting the statement is sufficient to convert one to Islam,” the complaint says. “Moreover, the second part of the statement, ‘Muhammad is the messenger of Allah,’ signifies the person has accepted Muhammad as their spiritual leader. The teenager was also required to memorize and recite the Five Pillars of Islam.”






Not only did the district refuse permission for C.W. to opt out of the religious assignments, it imposed grades of zero. Further, the complaint says, the district disparaged Christianity in multiple ways, including the statement, “Most Muslims’ faith is stronger than the average Christian.” The district taught that the West engages in “imperialistic pursuits” and insists “men are the managers of women.”



It also taught: “To Muslims, Allah is the same god that is worshipped in Christianity and Judaism.” The district’s teachings specified that the Quran “is the word of Allah,” while Jews and Christians “believe the Torah and the Gospels were revealed to Moses and the New Testament writers.”
“The sugarcoated version of Islam taught at La Plata High School did not mention that the Quran explicitly instructs Muslims ‘to kill the unbelievers wherever you find them.’(Sura 9-5),” the complaint says.




John Kevin Wood discovered the teachings and called to voice his objections, the lawsuit says, but the school imposed a “no trespass” order against him, threatening him with arrest if he came onto school property. The school refused to give him any opportunity “to refute the untrue allegations” made by Arnold.

“The Woods, as Christians, believe that Jesus Christ is the son of God and our Savior, that Jesus Christ died on the cross for our sins, and that following the teachings of Jesus Christ is the only path to eternal salvation. The Woods believe that it is a sin to profess commitment in word or writing to any god other than the Christian God. Thus, they object to their daughter being forced to deny the Christian God and to her high school promoting Islam over other religions,” the lawsuit explains.

“The school ultimately refused to allow the Woods’ daughter to opt-out of the assignments, forcing her to either violate her faith by pledging to Allah or receive zeros for the assignments.




Together, John Kevin Wood, Melissa Wood, and their daughter chose to remain faithful to God and refused to complete the assignments, even though failing grades would harm her future admission to college and her opportunities to obtain college scholarships.”






Wood was deployed in Operation Desert Shield/Desert Storm “and lost friends to Islamic extremists,” the complaint notes. Later, he “responded as a firefighter to the 9/11 Islamic terror attack on the Pentagon.”

“Wood witnessed firsthand the destruction created in the name of Allah and knows that Islam is not ‘a religion of peace.’ The school prevented John Kevin Wood from defending his daughter’s Christian beliefs against Islamic indoctrination, even though as a Marine, he stood in harm’s way to defend our nation, and the Charles County Public Schools,” the lawsuit says.

Defendants forced [the] Woods daughter to disparage her Christian faith by reciting the shahada and acknowledging Mohammed as her spiritual leader. Her world history class spent one day on Christianity and two weeks immersed in Islam. Such discriminatory treatment of Christianity is an unconstitutional promotion of one religion over another,” said Thomas More Law Center President Richard Thompson.




The lawsuit concludes: “Defendants deliberately [chose] this curriculum, instructional materials, and texts, and punished Christian students who disagree with espousing religious statements and reproducing religious doctrine that promotes Islam. The actions, policies, procedures, customs, and curriculum of defendants unconstitutionally endorse the Islamic religion.”







As a result, it says, the Christian family suffered “irreparable harm, including the loss of their fundamental constitutional rights, entitling them to declaratory and injunctive relief.”

“Defendants, by requiring C.W. to make reference to a belief in the Muslim god, forced C.W. to directly violate her sincerely held religious beliefs. Defendants did not allow C.W. to opt out of these assignments or receive alternative assignments. Defendants refused to accommodate C.W.’s Christian beliefs. Instead, defendants coerced and punished C.W. for refusing to violate her Christian beliefs,” the claim explains.





As a result, it says, the Christian family suffered “irreparable harm, including the loss of their fundamental constitutional rights, entitling them to declaratory and injunctive relief.”

“Defendants, by requiring C.W. to make reference to a belief in the Muslim god, forced C.W. to directly violate her sincerely held religious beliefs. Defendants did not allow C.W. to opt out of these assignments or receive alternative assignments. Defendants refused to accommodate C.W.’s Christian beliefs. Instead, defendants coerced and punished C.W. for refusing to violate her Christian beliefs,” the claim explains.

http://freedomoutpost.com/2016/01/maryland-high-school-punishes-christian-student-for-refusing-to-profess-her-faith-in-islam-threatens-to-arrest-her-father-for-making-a-stink-about-it/


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MessagePosté le: Ven 5 Fév - 06:24 (2016)    Sujet du message: YOUTH AS AGENTS OF PEACE Répondre en citant




YOUTH AS AGENTS OF PEACE



SYMPOSIUM FOCUSES ON RELIGION, VIOLENCE, EXTREMISM


...

The potential of youth as agents of peace; education systems and families as ways to approach prevention of violence; pluralism and culture were also highlighted by Bueno de Faria as common aspects raised in the discussions.

Bueno de Faria concluded his summary by raising a question brought by several speakers: “What is the convening space for bringing together FBOs, UN agencies and bilateral governments in terms of addressing concrete actions and strategies?”

He proposed that the UN interagency task force for Engagement with faith-based organizations could serve as such space.

Participants in the symposium envisioned that a publication will document their discussion. It will include the final versions of the presentations by speakers and participants, and a summary report will highlight major plenary discussion points and specific recommendations.

More information on the WCC UN liaison office
Religion and Violence relationship probed (WCC press release of 29 October 2015)

http://www.oikoumene.org/en/press-centre/news/symposium-focuses-on-religion…


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MessagePosté le: Ven 5 Fév - 06:26 (2016)    Sujet du message: FUN ACTIVITIES FOR ANTI-BIAS EDUCATION Répondre en citant

FUN ACTIVITIES FOR ANTI-BIAS EDUCATION

Are you looking for fun and creative ways to engage your students in anti-bias learning? This webinar features video footage of educators teaching Perspectives for a Diverse America advisory activities. Created in partnership with The Origins Program using the Developmental Designs approach, these team-building exercises break down social barriers and improve classroom climate. Help students learn the meaning and value of Identity, Diversity, Justice and Action—the four domains of the Teaching Tolerance Anti-bias Framework—and find out how to implement these activities in your classroom with this exciting webinar!

Pdf document : http://www.tolerance.org/sites/default/files/general/PDA Advisory Activitie… 


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MessagePosté le: Ven 5 Fév - 16:01 (2016)    Sujet du message: CRUZ LEGISLATION ATTACKS HOME SCHOOLING – IN LOCKSTEP WITH UNITED NATIONS ONE WORLD EDUCATION ! Répondre en citant

CRUZ LEGISLATION ATTACKS HOME SCHOOLING – IN LOCKSTEP WITH UNITED NATIONS ONE WORLD EDUCATION !

February 3, 2016 Dianne Marshall

Senator Cruz is at it again saying one thing and pushing a secret agenda. This time it involves you and your kids. His Proposed Bill, S306 “Enhancing Educational Opportunities for all Students Act” offers what is called Title 1 Money to all parents who home school. What he isn’t telling you is – all Title 1 Money comes with a string attached….that string is Federal Control over your choice in how your child is educated.

We are now learning that every thing Cruz presents needs to be lifted up and looked under, as well as shaken up to see what might fall out or crawl out because he sure isn’t going to tell you.

In a nut shell Ted Cruz’s Federal Education “Choice” is a deceptive term that really means your choice to home school will now fall under the classification of “private school” with all the Federal bells and whistles tacked on the end, including the United Nations mandates of cooperation for world education. (more on that later)

Now that we are aware of how Rafael Cruz always announces his seedy hidden agenda programs as though they each were the staff of life….we know how to read between the lines. But in his case we now know to always check the amendments he tags on to the end at the last minute.




“The rich and middle class have had school choice from the beginning of time,” said Sen. Cruz. “This fight is about ensuring that every child, regardless of race, ethnicity, or zip code has the same opportunity to choose the school that best fits their needs and will help them achieve their very best. I am proud to work with Sen. Lee and Congressman Messer on this legislation to give more and more kids hope and opportunity for a better life.”

The Enhancing Educational Opportunities for All Act would:
  • Allow Title I funds to follow low-income students to any public or private school of their choice.
  • Remove contribution limitations on Coverdell Education Savings Accounts, the lone tax break available to parents for K-12 expenses.
  • Expand “529” Savings Accounts to cover K-12 elementary and secondary education expenses, giving families yet another option to pay for K-12 educational expenses.

Sounds good, but by now most all are aware of how Rafael Cruz always announces his seedy hidden agenda programs as though they were each the staff of life. We all now know we must read between the lines, and when it’s a bill, we must always check every word and the amendments he tags on at the end.

Now please remember last October Cruz said in an interview on Beck’s The Blaze, “I’m not remotely pushing for homeschool to be reclassified in any way, shape or form.” If this is so Cruz, why didn’t you explain about Title 1 funding?

I’ll explain it.

In an amendment at the end of the bill Cruz attaches S 306, Section I, Title I Portability under ESEA are state plans for standards, testing, and accountability which is referenced in Sen. Ted Cruz’s bill. A Title I child accepting funds to implement a federal education program is considered a recipient of federal financial assistance. (This will effectually mandate Common Core to every private school accepting the enrolled Title I funded portability child and any child home schooled.) So now how do you like his Title 1?

Read the entire bill and the amendments made by Cruz here: https://www.govtrack.us/congress/bills/114/s306/tex

With the additional proposed Bill, S 306, Cruz forms a tight fist of Federal control over all private, religious, and homeschools, and dictates Common Core Equitably to ALL schools in America .

But, when you read what is stated on Sen. Ted Cruz’s website, as always, he paints a different picture:

Sen. Cruz Joins as Lead Cosponsor of Messer-Lee-Cruz Bill to Expand School Choice EVERY CHILD MUST HAVE HOPE AND OPPORTUNITY FOR A BETTER LIFE.

January 29, 2015

WASHINGTON, D.C. – U.S. Sen. Ted Cruz, R-Texas, today joined as lead cosponsor of the Enhancing Educational Opportunities for All Act, which was introduced by Sen. Mike Lee, R-Ut….

“The rich and middle class have had school choice from the beginning of time,” said Sen. Cruz. “This fight is about ensuring that every child, regardless of race, ethnicity, or zip code has the same opportunity to choose the school that best fits their needs and will help them achieve their very best. I am proud to work with Sen. Lee and Congressman Messer on this legislation to give more and more kids hope and opportunity for a better life.” 

The Enhancing Educational Opportunities for All Act would: 
  • Allow Title I funds to follow low-income students to any public or private school of their choice.
  • Remove contribution limitations on Coverdell Education Savings Accounts, the lone tax break available to parents for K-12 expenses.
  • Expand “529” Savings Accounts to cover K-12 elementary and secondary education expenses, giving families yet another option to pay for K-12 educational expenses.
Cruz’s interest in education equality are the same goals of the United Nations Sustainable Development goals for education for the 21st century. (Agenda 21).  The original bill by Messer did not have the mandates, Cruz added to it. It seems Cruz has a pattern of eyeing others work and adding his poison pen ink at the end.  Either to make an awful thing pass, or kill a good thing.  What else could you call it?

His tight control over what is taught at home and in all schools, religious, private, public are in lock step with the US participation Obama has linked America to as a member state to serve as ‘Champion Countries’ for GEFI. Their role is to catalyze political and financial support for education among governments. http://globaleducationfirst.org/memberstatechampions.html

The Youth Advocacy Group (YAG), comprised of young people from around the world, promotes the priorities of youth and GEFI activities and messages.

As the GEFI Secretariat, UNESCO provides overall support to the Initiative

“The future belongs to young people with an education and the imagination to create. If we want America to lead in the 21st century, nothing is more important than giving everyone the best education possible – from the day they start preschool to the day they start their career.”  –  President Barack Obama

http://globaleducationfirst.org/usa.html

As a Champion Country for the Global Education First Initiative (GEFI), the United States puts education at the top of the public agenda, to advance quality education for all as a driver for socio-economic opportunity, peace and security. It joins other governments and partners to promote strategic investment in education, expand the use of educational technologies, and drive initiatives that enhance global citizenship.

In order to bring the world together under one umbrella, the agenda is to start with our youth at home and insure they all learn the same things and above all learn not to question and only to memorize what they are supposed to be taught. Yes it does sound a lot like a brave new world, but isn’t that what globalist are creating?

Well, here is the proof in the pudding, so to speak for we see President Obama’s Equity Plan called for each and every child: A STRATEGY FOR EDUCATION EQUITY AND EXCELLENCE. See Link:  http://www2.ed.gov/about/bdscomm/list/eec/equity-excellence-commission-report.pdf

“The time has come for bold action by the states—and the federal government—to redesign and reform the funding of our nation’s public schools. Achieving equity and excellence requires sufficient resources that are distributed based on student need, not zip code, and that are efficiently used.” – President Obama

The World Bank’s new Education Strategy lays out a ten-year agenda focused on the crucial goal of “learning for all”. (yes you heard that right), World Bank is also involved in your educational goals America. Think Goldman’s Robert Zolieck, former head of World Bank, who Heidi Cruz was his Special Assistant when he was Ambassador Trade Representative in the Bush Administration, and her boss at Goldman Sachs. The bottom line: Invest early, invest smartly, and invest for all. The strategy draws on consultations with governments, development partners, students, teachers, researchers, civil society, and business representatives from more than 100 countries.

Davos 2013 - The Global Education Imperative
 



VIDEO : https://www.youtube.com/watch?v=-8gR49Ln5VE

Learning for All



VIDEO : https://www.youtube.com/watch?v=kWv72ZQRnY4

Where this all sounds very good….the danger is in mandates, control, and human herding, i.e.: Creating a world of memorizers – not thinkers. Government control over the minds of our children directed and controlled from the cradle to the grave is not a better world. It is a world of worker bees for those who allow themselves to think….and not be categorized among those who are only allowed to memorize. Mainly two class distinctions. Those who are of privilege and allowed to think, and those who are human functionality task performers only allowed to memorize that which shall enhance their assigned careers.

For those who are not aware, the United Nations is now in charge of all textbooks for every nations educational system, class room and online, including the United States. McGraw Hill is the writer for the New World Order Educational system.  https://www.mhfi.com/corporate-responsibility

http://www.mheducation.com/prek-12/home-guest.html

The United States is also a contributor and Board Member of the Global Partnership for Education and the OECD DAC, actively promoting aid effectiveness in education and playing a role in the monitoring and evaluation process. The world is all learning the exact same thing and following along in the exact program to direct the masses.

Which brings us full circle back to Cruz and his marvelous bill “Enhancing Educational Opportunities for all Students Act”.

“Accordingly, this commission believes the time has come for bold action by the states—and the federal government—to redesign and reform the funding of our nation’s public schools.

…and develops mechanisms that allow the federal government to MONITOR and ENFORCE the ongoing performance of its new equity and excellence investments to make sure those investments are, in fact, enhancing student achievement.”- Senator Ted Cruz 

In closing I have one final thing to say. It is much easier to screw over America and deceptively push a globalist agenda when you are foreign born and have desired to rule the world from your youth, than if you are a natural born citizen.

Dianne Marshall

http://newswithviews.com/Hoge/anita123.htm

https://themarshallreport.wordpress.com/2016/02/03/cruz-legislation-attacks-home-schooling-in-lockstep-with-united-nations-one-world-education/


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MessagePosté le: Lun 8 Fév - 15:24 (2016)    Sujet du message: THE COMMUNIST MANIFESTO RANKS THIRD IN ASSIGNED UNIVERSITY TEXTS Répondre en citant

THE COMMUNIST MANIFESTO RANKS THIRD IN ASSIGNED UNIVERSITY TEXTS
 
January 29, 2016  •  From theTrumpet.com

The failed theory is still hugely popular in university syllabi.

Par Kieren Underwood



The Communist Manifesto is the third-most popular assigned book in universities’ syllabi, according to the Open Syllabus Project.

The Open Syllabus Project was made available to the public on January 22. It gathered over 1 million syllabi published on university websites, and set up a Syllabus Explorer to rank the frequency of assigned texts. The project’s founders describe it as an “effort to make the intellectual judgment embedded in syllabi relevant to broader explorations of teaching, publishing and intellectual history.”

University teachers list The Communist Manifesto, by Karl Marx and Friedrich Engels, more frequently in their syllabi than all but two other texts. Plato’s Republic is the second-highest assigned text; Elements of Style, by E.B. White and William Strunk Jr, is No. 1.

Marx’s manifesto is so popular because it can be assigned across a number of subjects including history, politics and sociology. Wealth of Nations by Adam Smith, a foundational text on capitalism and the next most popular text on economics, is found down the list—ranked No. 37.

Economist and former Marxist Thomas Sowell described a phenomenon he saw that is only now being proved by the data:
During my years on the lecture circuit, I liked to go into college bookstores across the country and see how many of their courses assigned The Federalist among the books students were to buy, as compared to how many assigned The Communist Manifesto or other iconic writings on the left.

My survey of college bookstores across the country showed The Communist Manifesto virtually everywhere, often required reading in multiple courses—and The Federalist used virtually nowhere. Most college students will get only the left’s uncritical negativism toward the American form of government, under the rubric of “critical thinking.”

The Federalist Papers, which Sowell says could be described as “the Constitution for dummies,” is ranked No. 294 on Syllabus Explorer.

To understand the significance of the widespread dissemination of leftist ideologies among American students, read editor in chief Gerald Flurry’s article “The Roots of America’s Dangerous Turn Left.” ▪

https://www.thetrumpet.com/article/13512.19.0.0/society/the-communist-manifesto-ranks-third-in-assigned-university-texts


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MessagePosté le: Mer 10 Fév - 04:33 (2016)    Sujet du message: INTERVIEW: EDUCATION AMONG MEXICO'S MANY CHALLENGES Répondre en citant

INTERVIEW: EDUCATION AMONG MEXICO'S MANY CHALLENGES
 
Carlos Guereca, Rector of the Inter-American University for Development: Pope Francis’ visit is a reason for joy for the Mexican people, but it is even more so for young people

February 9, 2016 Rocío Lancho García Interviews



WIKIMEDIA COMMONS - Ssolbergj

Mexico is finalizing the details for Pope Francis’ arrival this Friday. Various sectors of society are taking part actively in the preparations. Among them, is the university world.

In this interview, Carlos Guereca, rector of the Inter-American University for Development  (UNID), points out to ZENIT the challenges in the world of education, as well as the hopes and fruits that the Holy Father’s visit might leave. The Pope’s appeals to “cause a stir,” to accept the challenge of being a Christian, to reject the disposable culture and to adopt the culture of support have great echo in the youth, said the Rector.

UNID is a higher educational institution with private support, with a presence in 24 federative entities. At present, it has 50 campuses in different parts of Mexico.

ZENIT: What are the great present challenges of education in Mexico?

Guereca: Our country has great challenges in the educational field. Only 30% of young people attend University for different reasons, one of them being coverage. In 2021, seven million young people will not be able to study for lack of space in the Universities.

However, the greatest challenge of education in Mexico is to give special attention to its human quality. To define the base and the standard that measures the human quality of a professional, to educate in ethics and values, to answer the questions that make the human being yet more human: Who am I? From whence do I come? Where am I going?

ZENIT: What can the Holy Father’s visit imply for the world of education in Mexico?

Guereca: Pope Francis’ visit is a reason for joy for the Mexican people, but it is even more so for young people. The Pope’s appeals to “cause a stir,” to accept the challenge of being a Christian, to reject the throwaway culture and to adopt the culture of support have great echo in the youth.

The Universities must provide the spaces and opportunities so that those appeals that the Pope makes to the world (not only to Christians), can be put into practice. We will be very attentive to the messages of the Supreme Pontiff in our country so that they lead us in the formative journey of young Mexicans.

ZENIT: Pope Francis will have a meeting with the world of work. From your position as Rector of a Mexican University, do you think the Mexico’s young people have hope for the future?

Guereca: Of course! And not only the young people, but all of us who live the virtue of hope founded on Jesus Christ. But speaking especially of young people, they have a natural tendency to want to improve society, to take part actively in projects that transcend and are part of something greater and more noble. That strength that youth has infects those of us around them and motivates us in the certainty of a better Mexico.

ZENIT: How do you help young people at your University to keep alive hope in a society so scourged by violence?

Guereca: The Universities contribute to keep the hope in young people for a better future. The study and efforts they make are channelled to a good end, which is to have a profession and, therefore, work that helps them to live their vocation worthily. This motivates young people.

There is talk of preparing our young people to compete in a changing and global world. However, at UNID we believe that not only do we have to prepare them and provide them with tools to compete, but also to exercise a positive leadership based on service to others. That, during their stay in the University, our students put into practice selfless donation to do good so that they find in their professional life a means to help the people around them, giving priority to those who have not had the same economic, family, study, etc, opportunities.

In our University we offer the UNID-LIVES program of integral formation which is made up of four essential fundamentals to achieve the positive transformation of the individual and his surroundings: Values, Social Impact, University Life and Spiritual Growth — all of this through curricular projects and co-curricular activities in the course of their professional career.

In addition, and very especially, our University premises have the support of chaplains who help the students and administrators in their spiritual life with dialogues and Sacraments.

ZENIT: Do you know if there are young people of your University involved in the Holy Father’s visit? How?

Guereca: More than 2,000 UNID students and collaborators are taking part actively as volunteers in the different cities that Pope Francis will be visiting, primarily in Morelia, Michoacan.

In addition, we are supporting the administration of some of the official Social Networks of His Holiness’ visit and helping in the Communications Office.

ZENIT: What fruits do you think the papal visit will leave?

Guereca: Pope Francis’ visit is an opportunity to reaffirm the Christian vocation of the Mexican people, to revive the flame of faith, and to take up again the flag of charity.

I am certain that the Supreme Pontiff’s presence in Mexican lands will move our hearts in the imitation of the merciful Christ and in charity to the less favoured.

ZENIT: Do you have any other information that you think would be of interest to ZENIT’s readers?

Guereca: The Inter-American University for Development is concerned with the integral formation of its students through the UNID-LIVES program of formation, which seeks to impact positively 100% of its students, benefitting more than 40,000 people a year. Its students take five subjects of formation in the course of their career, carrying out concrete actions to support the society. In the last survey the institution made of employees, 92% acknowledged the integrity of the young students and graduates of UNID. I thank ZENIT for this important space and I invite all the readers to follow closely the Pope’s activities in our country.

[Translation by ZENIT]

https://zenit.org/articles/interview-education-among-mexicos-many-challenge…


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MessagePosté le: Mer 10 Fév - 05:41 (2016)    Sujet du message: COMMENT L'EDUCATION NATIONALE VEUT CONTRER LES THEORIES DU COMPLOT Répondre en citant

COMMENT L'EDUCATION NATIONALE VEUT CONTRER LES THEORIES DU COMPLOT

A LIRE ATTENTIVEMENT... Nous savons bien ce qui se cache réellement là-dessous ! Pensée unique et formatage sont au programme ! Seule la perception de la réalité imposée par le pouvoir doit être véhiculée ! Vic.

Source : http://www.20minutes.fr/societe/1782447-20160209-comment-education-nationale-veut-contrer-theories-complot


COMMENT L'EDUCATION NATIONALE VEUT CONTRER LES THEORIES DU COMPLOT

EDUCATION Alors que Najat Vallaud-Belkacem préside ce mardi une journée d'étude sur le sujet, certains enseignants travaillent déjà à décrypter les contrevérités...

Delphine Bancaud
  • Publié le  09.02.2016 à 07:05
  • Mis à jour le  09.02.2016 à 08:45
Les attentats du 13 novembre 2015 ont été orchestrés par le gouvernement, avec l’aide des services de renseignement pour mettre en œuvre une politique sécuritaire renforcée en France. Voilà un exemple de théorie du complot circulant dans certains collèges et lycées. Pour tenter d’endiguer ce phénomène grandissant, Najat Vallaud-Belkacem organise ce mardi une journée d’étude avec des enseignants, des journalistes et des chercheurs sur le sujet.

Le but : créer des outils pédagogiques destinés aux enseignants pour les aider à répondre aux élèves véhiculant des contrevérités. « Les enseignants doivent être accompagnés et soutenus. Ils doivent être formés car ces discours ont un public de plus en plus nombreux », affirme la ministre de l’Education. Selon deux sondages, 51 % des Français sont en effet sensibles aux sujets conspirationnistes (sondage OpinionWay de mai 2012et 36 % des 15-24 ans croient à l’existence d’une société secrète qui dirigerait le monde (sondage Ipsos de 2014). Et les jeunes de 13 à 19 ans passant en moyenne 13h30 par semaine sur Internet (autre sondage Ipsos de 2014), les probabilités de tomber sur ces théories fumeuses sont grandes.

VIDEO : http://www.dailymotion.com/video/x3q9t2z_complot-ou-theorie-du-complot-petite-discussion-entre-razy-ontemanipule_news

Les réseaux sociaux, caisses de résonance

Un phénomène dont est témoin Lionel Vighier, professeur dans un collège de l’académie de Versailles : «Les théories du complot ont toujours existé. On se rappelle d’ailleurs celles qui ont fleuri après le 11-Septembre. Mais depuis les attentats de janvier 2015, elles se sont multipliées, car les réseaux sociaux font caisse de résonance. Et le fait que certains élèves ne suivent sur Facebook que des jeunes qui pensent comme eux conforte encore plus leurs croyances erronées», explique-t-il.

>> A lire aussi: Au collège Flavien, l'éducation aux médias fait école

Selon le ministère de l’Education, parmi les théories du complot les plus répandues figure celle qui concerne le 11 septembre 2001, selon laquelle les Etats-Unis auraient organisé les attentats pour justifier l’invasion militaire en Irak et en Afghanistan et accéder ainsi à leurs réserves de pétrole. Les autres tops de la complosphère concernent l’assassinat de JFK qui, selon elle, aurait été orchestré par les services secrets américains, les chemtrails (traînées blanches) des avions qui seraient répandues par les gouvernements pour réguler les populations et l’homme qui n’aurait pas marché sur la Lune. Les juifs sont aussi régulièrement au cœur des théories complotistes. «Quant aux morts de célébrités, elles souvent remises en cause par les élèves. Et à chaque attentat, de nouvelles théories apparaissent», constate également Lionel Vighier.

L'éducation aux médias promise à un bel avenir

Selon l’enseignant, si les jeunes se laissent prendre par ces théories douteuses «c’est parce que les adolescents ont besoin de réponses. Certaines théories très romanesques sont plus confortables pour eux que des faits qu’on ne sait pas expliquer. Par ailleurs, certains ds élèves éprouvent une fierté lorsqu’ils ont l’impression de connaître une pseudovérité que les autres ignorent», indique-t-il. Reste que, selon lui, il n’existe pas de profils plus susceptibles de tomber dans le panneau : «Par exemple, être bon élève ne protège pas de la mauvaise interprétation de l’actualité, car il faut des compétences spécifiques pour évaluer la fiabilité d’une information».

>> A lire aussi : Comment lutter contre les théories du complot sur les attentats de Paris?

D’où l’intérêt pour les enseignants de plancher avec leurs élèves sur le sujet, car éveiller leur esprit critique semble le seul moyen efficace de lutter contre ces théories du complot. L’enseignement moral et civique, qui est dispensé depuis septembre du CP à la terminale, aborde d’ailleurs l’éducation aux médias. Certains enseignants, à l’instar de Lionel Vighier, font aussi un travail spécifique de décryptage des théories du complot : «Avec une classe de troisième, nous avons travaillé sur la rhétorique des théories complotistes pour leur démontrer qu’il y avait une récurrence de certains procédés», explique-t-il. Une initiative qui pourra être partagée avec les autres enseignants après la journée d’étude de mardi.


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MessagePosté le: Jeu 11 Fév - 05:46 (2016)    Sujet du message: LES AGRESSIONS SEXUELLES D'ENFANTS SUR D'AUTRES ENFANTS EN AUGMENTATION A CAUSE DE LA PORNOGRAPHIE ACCESSIBLE A TOUS Répondre en citant

LES AGRESSIONS SEXUELLES D'ENFANTS SUR D'AUTRES ENFANTS EN AUGMENTATION A CAUSE DE LA PORNOGRAPHIE ACCESSIBLE A TOUS

Voilà ce que l'Empire Romain des temps de la fin, au service des démons, est en train de faire à cette génération. Parents, soyez aux aguets, car le diable rôde comme un voleur pour voler tout ce qu'il y a de plus beau dans le coeur et l'esprit de vos enfants.


10 février 2016 18 h 05 min·



Un symposium sur les « Dommages de la pornographie sur les enfants et les jeunes » a permis de constater, mardi à l’Université de New South Wales en Asutralié, que les agressions sexuelles d’enfants sur d’autres enfants sont en forte augmentation. Les experts présents ont expliqué que la pornographie facilement accessible à tous sur Internet est responsable de cette hausse inquiétante, spécialement lorsqu’elle met en scène des actes violents et dégradants assortis de contrainte.
 
Les conséquences de la facilité d’accéder à ces « contenus » sexuellement explicites et contraires à toute dignité humaine sont multiples, au point de constituer une « crise de santé publique » : non seulement les enfants passent à l’acte très tôt, mais leur génération voit déjà le sexe violent et dégradant, dénué de toute dimension relationnelle, intime et amoureuse, comme la norme. Les conséquences sont incalculables, a prévenu Liz Walker, auteur du livre Not for Kids (« Pas pour les enfants ») lors du symposium. Tout cela prépare « les agresseurs sexuels de demain » et un monde de « violence sexuelle entre partenaires intimes », a-t-elle affirmé.
 

La pornographie sur Internet a des effets sur les enfants
 
Le Dr Joe Tucci, président de la Fondation australienne pour l’enfance, a expliqué que le phénomène est quasi impossible à éviter. Citant des études du monde entier, il a mis en évidence le fait que « plus de 90 % des garçons de moins de 16 ans ont visité un site pornographique sur Internet, mais aussi 60 % des filles ». La pornographie est si facile d’accès qu’il est « impossible pour les enfants de ne pas en voir » : « Il suffit de taper des mots innocents comme “amour” dans Google et en l’espace de trois ou quatre résultats on se trouve sur un site pornograpique », met-il en garde.
 
Comme Liz Walker, il s’attend à « l’émergence d’un grand nombre d’adulte au comportement sexuel offensant, un comportement qui fera du mal à autrui » : « Je crois que nos communautés seraient profondément choquées si elles connaissaient les conséquences que nous voyons au sein d’un petit groupe d’enfants qui sont exposés à ce type de pornographie. » Les autorités sanitaires en Australie ont déjà constaté une augmentation des comportements inacceptables de certains enfants, imposés à d’autres enfants.
 
Un symposium en Australie fait le lien entre pornographie en ligne et agressions sexuelles

 
Coralie Alison, de la même Fondation pour l’enfance, a déclaré à la presse en marge du symposium que ces comportements comprennent non seulement des attouchements, mais des actes de pénétration – des viols à part entière –, du sexe oral et même des actes sexuels avec des animaux.
 
Non seulement la moralité et la sécurité des enfants sont en jeu en raison de l’omniprésence de la pornographie sur Internet, mais aussi leur bonheur. « Nos enfants sont conditionnés et façonnés par ce qu’ils voient », affirme Melinda Tankard-Reist, une militante contre la « réification de la femme et la sexualisation des publicités » du groupe « Collective Shout ». « Les garçons apprennent qu’ils ont tous les droits tandis que les filles se voient comme des sortes de “station service” à la merci des garçons et des hommes », explique-t-elle dans une interview.
 
Elle a vu les choses évoluer : les confidences qui lui étaient jadis faites par des jeunes filles de 16 ou 17 ans le sont aujourd’hui par des fillettes de 11 ou 12 ans, objets de harcèlement à l’école de la part de garçons qui les « classent » en leur donnant des notes de 1 à 10 en fonction de leur corps ou de leur comportement… C’est le résultat d’un véritable « endoctrinement pornographique de garçons de plus en plus jeunes », dit-elle.
 

L’endoctrinement pornographique des enfants provoque l’augmentation des agressions sexuelles
 
Les agressions sexuelles d’enfants par des enfants ont été multipliées par quatre en quatre ans en Australie, selon le bureau australien des statistiques, tandis que 20 % des viols de femmes adultes sont aujourd’hui imputables à des garçons adolescents dans le pays, ainsi que du tiers, voire de la moitié des agressions d’enfants.
 
Selon Melinda Tankard-Reist, le problème se rencontre dans la quasi totalité des écoles dans lesquelles elle se rend en tant que conférencière pour alerter les jeunes sur sa gravité. Dans l’Etat du Victoria, des enfants de quatre ans sont dirigés vers des programmes de réhabilitation en raison de leur comportement sexuel, afin de les faire de nouveau ressembler à des enfants normaux.
 
Alors que le présentateur lui rappellait que pendant longtemps, les auteurs pornographiques – tel Larry Flynt – revendiquaient la liberté artistique et la liberté de parole pour montrer « des gens qui se font du bien » comme le disait l’un d’eux, Mme Tankard-Reist a simplement répondu qu’il s’agit là d’un « abus de la liberté de parole ». Ce que voient les gamins de 10, 11 ans aujourd’hui, ce sont des viols pornographiques, du sadisme, de la violence, de la bestialité. « Ce n’est pas de la liberté d’expression ! »
 

Des enfants de quatre ans au comportement sexuel dégradant
 
Beaucoup d’enfants sont attirés dans ce monde malgré eux. Alors que l’industrie pornographique des seuls Etats-Unis représente 100 milliards de dollars, les marchands de « X » créent des sites avec des noms de personnages de dessins animés et étudient les fautes de frappe les plus fréquentes des jeunes pour les attirer alors qu’ils font des recherches tout à fait innocentes, accuse la jeune femme. Sans vouloir d’un « Etat Nounou », elle rappelle que les nounous sont justement chargées de veiller sur les enfants et qu’il est urgent que les pouvoirs publics aident les parents à protéger leurs garçons et leurs filles dans un monde où il devient de plus en plus difficile pour eux de le faire seuls.
 
L’un des participants au symposium a déclaré à un média Australien qu’il avait lui-même été attiré sur un site de pornographie à l’âge de 11 ans : une addiction est née qui a duré deux ans. « Je trouvais difficile de voir les femmes autrement qu’en tant qu’objets sexuels », raconte Tim Gordon, 23 ans. « Dans une certaine mesure, vous avez beau essayer de vous dire que ce sont des personnes intelligentes et complexes, votre esprit ne vous lâche pas lorsque vous êtes dans ce cadre : la pornographie a tendance à dominer votre esprit », témoigne-t-il, ajoutant combien il est difficile d’en sortir en raison de la honte et de la culpabilité qu’on ressent.
 
Effarants constats. C’est toute une génération qui est privée de son innocence, plongée non dans le monde des adultes mais dans un enfer de vice et de souffrance dont il devient de plus en plus difficile de s’extraire.
 
Anne Dolhein


http://reinformation.tv/agressions-sexuelles-enfants-augmentation-pornographie-accessible-dolhein-51029-2/


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MessagePosté le: Jeu 11 Fév - 19:55 (2016)    Sujet du message: FRANCE ANNOUNCES WAR ON CONSPIRACY THEORIES Répondre en citant

FRANCE ANNOUNCES WAR ON CONSPIRACY THEORIES

Posted on February 9, 2016 by Sean Adl-Tabatabai in News, World



The French government has announced ‘war’ on the spreading of conspiracy theories in schools, saying that they believe conspiracies to give fuel to extremists who seek to radicalize young people. 

Authorities in France are desperately trying to battle the radicalization of young people in the aftermath of the Paris terror attacks, even though a significant portion of French people do not believe the official version of the story.

Thelocal.fr reports:
Education Minister Najat Vallaud-Belkacem (pictured below) spent Tuesday hosting a conference on the topic of fighting the spread of conspiracies at schools.

The all-day conference, held at the National Museum of Natural History in Paris, saw around 300 people in attendance, including students, teachers, psychologists and lawyers.

The aim is to start a discussion about the dangers of conspiracy theories, especially after terror attacks set tongues wagging in French school yards over the past year.

One group of 16-year-olds told the BFM TV channel that there was something “fishy”, for example, about the death of the policeman during last January’s terror attacks.

“You can’t see any blood in the video,” said a boy called Julien. “He gets a bullet through the head but there’s no blood – only dust?”
Other popular conspiracy theories include:
  • That the knife-wielding man killed by police last month in northern Paris had a knife and an Isis flag planted on him by police.
  • That the getaway car used by the Kouachi brothers in the Charlie Hebdo attack was not the same one recovered later by police.
  • That a passport found at the Bataclan concert hall after terrorists killed 90 people in November had links to documents found at ground zero in New York after September 11th.
And it’s exactly these kinds of rumours the government wants to crack down on, fearing that pupils take the conspiracies seriously because they’re easy to find online.

Rudy Reichstadt, who started the French site “Conspiracy Watch“, said that theories are spreading far quicker than ever before.

“Teenagers have always been fascinated by the mysteries. But before, they’d have to go out and buy a book about it,” told Le Figaro newspaper:
A key problem is that many conspiracy sites online don’t actively advertise that they’re just speculations, meaning young people are more likely to believe that what they’re reading is true and isn’t just a theory, he added.

Tuesday’s conference will focus on how to get students to think twice before believing and indeed sharing such rumours.

And in a bid to engage the young audience, officials have launched a website with more information called “We’re manipulating you” (On te manipule) and set up a SnapChat account, broadcasting video snippets on the topic to anyone who wants to watch.

“Together we will build a suitable response, which will break the students’ fascination with conspiracy theories and which will be based on the long-time strengths of schooling: rigour, reflection, thought and knowledge,” she said.

http://yournewswire.com/france-announces-war-on-conspiracy-theories/


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MessagePosté le: Sam 13 Fév - 08:06 (2016)    Sujet du message: US DEPT OF EDUCATION URGES SCHOOLS TO TEACH ISLAM TO 'CREATE ANTI-BIAS LEARNING ENVIRONMENT’ Répondre en citant

US DEPT OF EDUCATION URGES SCHOOLS TO TEACH ISLAM TO 'CREATE ANTI-BIAS LEARNING ENVIRONMENT’
 
February 12, 2016
By Victor Skinner

WASHINGTON, D.C. – As parents across the country storm school board meetings over a perceived overemphasis on Islam in the curriculum, bureaucrats in Washington, D.C. are suggesting ways teachers can focus more on the religion.

A recent blog posted to Home Room, “The official blog of the U.S. Department of Education,” points out that terrorist attacks in Paris and California sparked anti-Muslim incidents in schools and other places.

Muslim students, and those perceived to be Muslim, could be bullied, and the government wants teachers to know how to “create an anti-bias learning environment” by focusing specifically on those students and their faith.

“This means incorporating the experiences, perspective and words of Muslim people into the curriculum through social studies and current events instruction, children’s literature, in order to learn about different cultures,” the blog reads.

“When you teach about world religions, be sure to include Islam. … It’s also important to be aware that some Muslim students may feel relieved and comfortable discussing these issues in class and others may feel nervous, scared or angry to be talking about a topic so close to home.”

The education experts – authors Jinnie Spiegler, director of curriculum with the Anti-Defamation League, and Sarah Sisaye of the Education Department’s Office of Safe and Healthy Students – suggest that teachers pick controversial current events “ripe with examples of bias and injustice” to highlight anti-Muslim discrimination, and to “discuss what actions (students) could take to make a difference.”

Teachers should also take it upon themselves to spread awareness about “Muslim cultural traditions” by encouraging events like Hijab days, when female students wear the Islamic religious scarf donned by their Muslim classmates. The education experts provided a link to a YouTube video of an event at Vernon Hills High School in December as an example.

Meanwhile, in places like Tennessee, state officials are reviewing curriculum early amid a barrage of complaints about questionable lessons on Islam in middle school history courses. Parents have highlighted lessons that required students to read, write and recite the Islamic conversion prayer; and pointed out the disproportionate amount of time students spend studying Islam versus other religions.

Parents have also questioned the accuracy of texts that suggest Christians and Muslims worship the same God and that Islam is a “religion of peace,” EAGnews reports.

“A lot of the things we hear about Muhammad and a lot of the warfare that was waged is very much sugar coated,” Williamson County School Board member Susan Curlee said at a December town hall.

“My concern is, are we going to be asking students on a test to potentially compromise their faith for the sake of a grade?” she questioned.

Also in December, parents in Greenville, Virginia raised objections to a world geography lesson at Riverheads High School that tasked students with copying the Islamic conversion prayer in Arabic, by hand. The intent, according to the lesson, is to “give you an idea of the artistic complexity of calligraphy,” The Shilling Show reports.

The lesson doesn’t appear to explain what the shahada or “Islamic statement of faith” is exactly – “There is no god but Allah, and Muhammad is the messenger of Allah” – but it does discuss the inspiring beauty of the Koran.

“Since Islam forbids idolatry, mosques are decorated with calligraphy rather than with pictures of humans or animal figures,” the lesson explains. “Verses of the Koran, drawn in flowing Arabic, are bordered by complex geometrical and floral designs. Often colorful, the walls and domes of mosques are inspiring works in themselves.”

And it’s those types of lessons that are sparking a backlash from parents across the country, from lawsuits in Maryland to proposed legislation in Tennessee, centered on what many view as Muslim “indoctrination” through curriculum.

A bias toward Islam is one of the reasons Tyler County Board of Education President Bonnie Henthorn decided to homeschool her children, rather than allow them continue in public schools, the Charleston Gazette-Mail reports.

And while the Education Department blog stresses the importance of creating classrooms that are “free from discrimination and harassment based on protected traits – including religion,” it offers no suggestions for teachers struggling to explain to parents why government approved texts and associated lessons focus more on Islam than other religions.

http://eagnews.org/us-dept-of-education-urges-schools-to-teach-islam-to-create-anti-bias-learning-environment/


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MessagePosté le: Dim 14 Fév - 06:09 (2016)    Sujet du message: AUX ETATS-UNIS, DES PROGRAMMES DE SURVEILLANCE MIS EN PLACE DANS LES ECOLES GRÂCE AUX NEUROSCIENCES ET AUX NOUVELLES TECHNOLOGIES Répondre en citant

AUX ETATS-UNIS, DES PROGRAMMES DE SURVEILLANCE MIS EN PLACE DANS LES ECOLES GRÂCE AUX NEUROSCIENCES ET AUX NOUVELLES TECHNOLOGIES

10 février 2016 17 h 05 min·



Alex Newman, du New American, publie une intéressante analyse des nouvelles modes (et modalités !) de surveillance qui envahissent peu à peu le système éducatif américain. Psychologique, émotive, cognitive, la surveillance s’appuie sur les nouvelles technologies et a déjà fait sa discrète entrée dans les écoles, en attendant un « grand bond en avant » qui fera du monde scolaire le lieu par excellence où « Big Brother » pourra « littéralement s’immiscer dans la tête des enfants », comme l’annonce l’article de Newman. Les neurosciences ne sont pas en reste.
 
Le prétexte ? Mieux suivre l’enfant et mieux cibler l’enseignement en le mettant en accord avec ses talents propres… air connu. Mais cette apparente sollicitude passe par une évaluation complète de la personnalité des élèves et par l’enregistrement incessant de données qui relèvent de la vie privée, voire intime. Un récent article – non critique – d’Education Week explique ainsi que les nouvelles technologies permettent de connaître les « émotions individuelles, les processus cognitifs, les attitudes mentales et les traits de caractère et de personnalité » de chaque élève.
 

La surveillance des élèves grâce aux nouvelles technologies
 
Sans doute un bon instituteur et professeur est-il mieux capable que n’importe quelle machine de jauger l’état d’esprit, les qualités et les défauts d’un enfant qui lui est confié… Avec les nouveaux moyens technologiques, on donne des allures scientifiques à ces jugements et on a toute possibilité de les coller à la peau de l’élève, que leurs parents soient d’accord ou non.
 
Les « Systèmes de tutorat intelligent » permettent ainsi d’évaluer, de consigner et d’exploiter les réactions émotionnelles et physiologiques des élèves au prétexte que l’état émotif joue fortement sur la « cognition » : mesurer le pouls à partir d’une webcam, par exemple, est déjà possible et donne des résultats convenables.
 
C’est une tendance qui est fortement appuyée par l’administration Obama. Le National Education Technology Plan du Département de l’Education prône ainsi l’apprentissage sur des dispositifs électroniques capables de produire des évaluations, « qui pourraient être utilisées pour manipuler les enfants – même au point de modifier leurs personnalités », avertit Newman.
 
Big Brother se sert des neurosciences

 
Il s’agit en effet de suivre les « compétences non cognitives », qu’on appelle également « l’apprentissage social et émotionnel » ; de façonner des « attitudes favorables au bon fonctionnement à l’école, au travail, et dans la vie », comme l’affirme un rapport ministériel. Il ne s’agit pas d’une formation du caractère et de la conscience qui est le propre de l’éducation – celle qui incombe aux parents – mais d’un formatage selon les critères sociologiques définis par un pouvoir de plus en plus tyrannique…
 
Cela se fait déjà par le biais des programmes officiels : Arne Duncan, ancien secrétaire à l’Education récemment parti à la retraite, s’est vanté d’avoir utilisé les écoles d’Etat – non sans l’aide de l’UNESCO – pour transformer les petits Américains en « citoyens verts et globaux ».
 
L’objectif n’a pas changé, mais il est désormais soutenu par des nouveautés techniques inquiétantes. Ainsi, sous prétexte d’améliorer l’apprentissage, on travaille aujourd’hui sur des moyens qui permettent d’enregistrer les réponses des élèves à divers stimuli, en analysant sourires et renfrognements, les variations de la dilatation des pupilles, le suivi des mouvements oculaires, la fréquence cardiaque, pour ensuite « tailler sur mesure l’expérience d’apprentissage » pour chacun.
 
Les écoles publiques des Etats-Unis, lieux d’endoctrinement et de décervelage

 
Le suivi des mouvements oculaires est déjà utilisé de manière plus artisanale pour vérifier que les enfants qui apprennent à lire procèdent par saccades oculaires et non par progression linéaire : ainsi s’assure-t-on d’une lecture globale et rapide, non consciente, qui inhibe la parole et interdit l’analyse… Jusqu’où ira-t-on demain ?
 
En fait, tout cela a déjà commencé : un programme fédéral finance des systèmes de tutorat qui reposent sur l’analyse des expressions faciales, la posture corporelle enregistré par un siège « intelligent » et des capteurs sur la peau pour mesurer la « frustration » de l’élève. Les données sont moulinées informatiquement. Un autre programme, similaire, s’associe avec des données démographiques pour « prédire » les résultats scolaires ou le comportement futur de l’enfant.
 
Les possibilités de manipulation sont multiples. Un article professionnel intitulé Frontiers of Affect-Aware Learning Technologies propose ainsi d’embrouiller délibérément, « stratégiquement » les élèves selon un système développé par les auteurs dans le cadre de « informatique affective », puisqu’il existe quelques raisons de penser que la « confusion peut créer des occasions d’apprendre ».
 
Le lien avec la neuroscience, avec ses dispositifs de plus en plus précis de mesure et d’évaluation du fonctionnement du cerveau, offrent un potentiel dont les responsables de l’éducation nationale aux Etats-Unis ne cachent pas qu’ils souhaitent s’en saisir. De plus en plus, les sciences de l’éducation, associées aux nouvelles technologies, vont permettre non seulement d’évaluer des comportements mais aussi de les induire. Et le champ est vaste : il va de l’endoctrinement au contrôle du comportement.
 
Nul doute que tout cela sera facilité par le décervelage délibérément mis en place par le recours aux méthodes globales d’apprentissage, qui fabriquent des élèves peu aptes à l’analyse, au vocabulaire étique, pour qui la concentration est une torture et le sens critique raisonné une quasi impossibilité. Les tenants de la révolution culturelle à la façon de Gramsci n’avaient pas tort : elle est bien plus efficace que la révolution sanglante.
 

Anne Dolhein

http://reinformation.tv/ecoles-neurosciences-surveillance-etats-unis-nouvelles-technologies-dolhein-51056-2/


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MessagePosté le: Mer 17 Fév - 05:21 (2016)    Sujet du message: EXTENDING THE HOURS OF NAVY'S CHILDCARE PROGRAM Répondre en citant

EXTENDING THE HOURS OF NAVY'S CHILDCARE PROGRAM

By
U.S. Navy

– February 16, 2016Posted in: Family, Navy Life

By Greg Young

Navy Child and Youth Program director, Navy Installations Command



CAMP H.M. SMITH, Hawaii (Sept. 20, 2013) A view of the entrance, or front side of the new Camp H.M. Smith Fitness Center, from the uncovered parking area Sept. 20.

My name is Greg Young. I’m the Navy Child and Youth Program director at Navy Installations Command and my office has oversight of all Navy Child and Youth Programs worldwide.

We are constantly adapting our products and services to meet the evolving needs of the readiness of our Navy families. Last June the Secretary of the Navy announced that we would be extending the hours of our child care programs Navy-wide and the Secretary of Defense recently announced, in the Department of Defense “Force of the Future,” that child care programs DoD-wide would be extending their hours to 14 hours per day. Starting in April 2016, we are beginning a phased roll out to increase the hours of our child development centers by an hour in the morning and an hour in the evening. Currently hours are from 6 a.m. to 6 p.m., but as this plan goes into effect new hours will be 5 a.m. to 7 p.m., which will match the opening and closing times in our before/after-school and summer day camp programs offered at our youth centers. Our plan is to have these extended hours available at all of our installations by early 2017.

These new extended hours are being offered to better accommodate mission work schedules, educational pursuits, physical fitness, deployment support and other family readiness needs. Families enrolled in our programs can use the program anytime during the new hours of operation, up to 12 hours per day, and there will be no increase in parent fees for the extended hours. Also, all of our programs offer hourly care that will also be available during the extended hours.


NORFOLK (April 19, 2013) Naval Support Activity Hampton Roads Child Development Center hosts a Month of the Military Child parade. April was designated the Month of the Military Child by former Defense Secretary Caspar Weinberger in 1986.

Our programs are committed to ensuring quality, accessible and affordable child care for our personnel worldwide. We have 50,000 child care spaces in Navy-operated child development and youth centers, child development homes and through our Military Childcare in Your Neighborhood program that contracts with commercial child care programs throughout the U.S. Our fees are based on total family income and our programs are nationally accredited and, as part of the Department of Defense Childcare Program, we are ranked number one in the nation for quality standards and oversight in a study by Childcare Aware of America.

For more information about our programs or to sign up for care, please visit MilitaryChildCare.com.

http://navylive.dodlive.mil/2016/02/16/extending-the-hours-of-navys-childcare-program/


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MessagePosté le: Sam 20 Fév - 05:31 (2016)    Sujet du message: VERNON HILS HIGH ILLINOIS ISLAM Répondre en citant

VERNON HILS HIGH ILLINOIS ISLAM

VIDEO : http://www.sendspace.com/file/8uzh1z


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MessagePosté le: Mer 24 Fév - 03:05 (2016)    Sujet du message: MADNESS: 12 YEAR OLD STUDENTS FORCED TO ‘CONVERT TO ISLAM’ AS PART OF SCHOOL ASSIGNMENT Répondre en citant

MADNESS: 12 YEAR OLD STUDENTS FORCED TO ‘CONVERT TO ISLAM’ AS PART OF SCHOOL ASSIGNMENT 

By Prissy Holly -
February 22, 2016



In yet another story of indoctrinating children with Islamic bullshit, comes an incident from a school out of Great Britain involving 12 and 13-year-old students. The students at Les Beauchamps in Guernsey where told to write a letter to their families explaining why they had chosen to convert to Islam. In it, the students were to convey how converting to Islam made them feel, and how becoming a Muslim had “changed their life.”

HOMEWORK ASSIGNMENT:



Clear instructions came along with the disturbing homework assignment, along with the disclaimer that read “YOU ARE NOT ACTUALLY CONVERTING TO ISLAM.”

The insane story comes just in the wake of a Trojan Horse plot that was discovered where extremist Muslims were allegedly trying to take over a number of schools in the area, and out the non-Muslim staff.

The indoctrination appears to be part of a government scheme prep skeptical locals into accepting the idea of refugees, as the island of Guernsey could soon be home to a horde of Syrian refugees.
Citation:


“There’s certainly a lot of Islamophobia and negativity that’s been around and that would entail that it would be difficult for us to ensure that [the refugees] would find the sorts of security and stability here in Guernsey, were they to be resettled here, in the same way as they are, say, in other parts of the UK,” Guernsey’s chief minister Jonathan Le Tocq recently stated.



A similar case happened in California last year and sparked controversy after students were required to sing a song about spreading Islam, with lyrics that read: “This is their fight / Spread Islam now / Prove they’re right.”

Unreal. Try that shit with my kid, and I’ll rip your nuts off and shove them down your throat!

H/T [Express]

http://www.newsfoxes.com/2016/02/madness-12-year-old-students-forced-to-convert-to-islam-as-part-of-school-assignment/


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