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MessagePosté le: Mer 24 Fév - 05:06 (2016)    Sujet du message: DOD TO LAUNCH MILITARYCHILDCARE.com AT NDW Répondre en citant

DOD TO LAUNCH MILITARYCHILDCARE.com AT NDW

Story Number: NNS160222-25Release Date: 2/22/2016 8:13:00 PM

By Mass Communication Specialist 1st Class Pedro A. Rodriguez, Naval District Washington Public Affairs

WASHINGTON (NNS) -- Families throughout Naval District Washington (NDW) will have access to a new Department of Defense (DoD) website called MilitaryChildcare.com (MCC) beginning March 15.

MilitaryChildCare.com (MCC) is designed to simplify and improve the child care request for care process.

It provides a single online gateway for families to access military-operated or military-subsidized child care options worldwide across all services. The site enables families to create a household profile, conduct child care searches, submit requests for care, and manage their requests at any time and from any location.

"Parents can fill the paperwork online one time and apply to several centers simultaneously," said Naval Support Activity Annapolis Child and Youth Programs Director Patricia Curtis. "They can update family changes without leaving their home and at their convenience whether it be day or night. Parents will feel more secure about releasing their personal information to the secure website."

The new DoD site, which is being introduced worldwide in phases, offers a more streamlined approach to finding and requesting care, expedites placement through a standardized request process and waitlist management tools, and provides reports that help programs better plan for future placement needs.

Through MilitaryChildCare.com, eligible families can search and request care for full day and part day options in facility-based and home-based programs for children from birth through age 12. Families may remain on a preferred program's waitlist even after being offered care or enrolling in another program.

NDW families who are currently on waitlists will be automatically transitioned to the new web-based system. These families will retain the original date of their request(s) for care, and all program enrollment processes will remain the same.

"We are excited to provide parents the opportunity to explore the different options available in the convenience of their own home or work environments," said Curtis.

They will have easy access to all child and youth documents, forms, handbooks and policies. Even existing parents can take time to browse through information relevant to their childcare needs, he said.

For additional information, visit MilitaryChildCare.com or contact the help desk by calling the toll free number (855) 696-2934 or emailing FamilySupport@MilitaryChildCare.com.

For more news from Naval District Washington, visit www.navy.mil/local/ndw/.


http://www.navy.mil/submit/display.asp?story_id=93216



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MessagePosté le: Mer 24 Fév - 05:06 (2016)    Sujet du message: Publicité

PublicitéSupprimer les publicités ?
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MessagePosté le: Mer 24 Fév - 05:15 (2016)    Sujet du message: TAKE ADVANTAGE OF THIS ELECTION YEAR - THE BLACK PANTHERS : IN THEIR OWN WORDS Répondre en citant



TAKE ADVANTAGE OF THIS ELECTION YEAR -   THE BLACK PANTHERS  : IN THEIR OWN WORDS




Read more : http://now.eloqua.com/es.asp?s=129155792&e=23442&elq=5336e01d78794d…


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MessagePosté le: Dim 28 Fév - 06:06 (2016)    Sujet du message: NEW WORLD ORDER UNITED NATIONS REVIVED ROMAN EMPIRE / DAVOS 2013 - THE GLOBAL EDUCATION IMPERATIVE Répondre en citant

NEW WORLD ORDER UNITED NATIONS REVIVED ROMAN EMPIRE

Common Core agenda for kids in the first part




VIDEO : https://www.youtube.com/watch?v=tUMV89heOrQ

Rise of Islam and Vilification of Christianity, Blasphemy Laws, Two State Solution/Antichrist treaty, Ancient Roman Empire, the Roman Senate and the Revived Roman Empire through the United Nations , the False Prophet Pope , the World Political Authority, Antichrist, and more! This Broadcast is: "Eye of The Storm" Radio Broadcast April 09 2013 -- "Revived Roman Empire" http://www.MartusMinistry.org

For more on True Biblical Prophecy verses Deceptive Islamic Prophecy see "Antichrist/Al-Mahdi in Jerusalem": http://martusministry.org/download/Al...

**"PROPHECY FINAL KINGDOM"** document
( Description: Bible Prophecy reveals the Antichrist rises out of Jerusalem. This is confirmed in the prophecy from the book of Daniel 2,7,8. The Antichrist is referred to as the "fourth beast"/"king" in Daniel 7:7, the"First beast" in Revelation 13:1-2, and the "little horn" in Daniel 7:7-8 and Daniel 8:9. The Antichrist is the Al-Mahdi of Islam who will lead an Islamic Caliphate with Jerusalem as its capitol): http://tinyurl.com/kxgt9v7

Links to articles covered in video can be found on archive:
http://www.martusministry.org/?p=907

Radio Broadcast "Eye of the Storm" airs Tuesday nights from 7-8pm PST which can be found at http://www.blogtalkradio.com/MartusMi.... Click blue "follow" button to get email reminders and links about broadcasts. Can't make it live? No problem. Archives for all broadcasts can be found at http://www.MartusMinistry.org.

Compare with the UN propaganda and see how they lie to you day after day and only work to destroy and enslave this world

DAVOS 2013 - THE GLOBAL EDUCATION IMPERATIVE



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


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MessagePosté le: Lun 29 Fév - 02:19 (2016)    Sujet du message: NY MAKING ILLEGAL IMMIGRANTS SCHOOL TEACHERS. THAT IS FREAKING WONDERFUL ISN'T IT? / AMBASSADORS FOR PEACE LEADERSHIP CONFERENCE HELD IN NAIROBI Répondre en citant

NY MAKING ILLEGAL IMMIGRANTS SCHOOL TEACHERS. THAT IS FREAKING WONDERFUL ISN'T IT?



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

AMBASSADORS FOR PEACE LEADERSHIP CONFERENCE HELD IN NAIROBI


http://www.upf.org/peace-education-and-human-development/peace-education-re…


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MessagePosté le: Mer 2 Mar - 05:28 (2016)    Sujet du message: TEXAS PUBLIC SCHOOL CURRICULUM TEACHES STUDENTS TO DESIGN A SOCIALIST FLAG AND THAT CHRISTIANITY IS A CULT Répondre en citant

TEXAS PUBLIC SCHOOL CURRICULUM TEACHES STUDENTS TO DESIGN A SOCIALIST FLAG AND THAT CHRISTIANITY IS A CULT 



VIDEO : https://www.youtube.com/watch?v=LZOHrm3-X3k

By Michael Snyder, on March 18th, 2013





Socialism is being promoted and Christianity is being demonized in the public school systems of some of the most conservative states in America.  For example, students in Texas public schools have been taught to design a socialist flag for a new nation, that those that participated in the Boston Tea Party were “terrorists”, and that Christianity is a cult.  If this kind of thing is happening in Texas, can you imagine what is happening in the rest of the nation?  Sadly, education is a big part of the “progressive” agenda.  Progressives are convinced that if they can “shape the minds” of the next generation through education that it will only be a matter of time before they achieve all of the major changes that they are seeking to implement in our society.  And you know what?  It’s working.  If you look at any public opinion poll that is broken down by age, you will find that the youngest age brackets are the most likely to agree with progressive viewpoints.  Millions of parents are sending their kids to public schools without having any idea that they are being taught that patriotism is divisive, that capitalism is evil and that Christianity is a fictitious cult.  Instead of learning traditional American values, those kids are being taught that they should identify themselves as “global citizens”, that socialism is about “sharing” and that all of the religions of the world need to come together as one.  If you are a parent, just pick up the textbooks that your kids have been assigned and actually read them.  Once you know what to look for, you will see it everywhere.

When I was a little boy, my public school teachers were still teaching the the founding fathers that were involved in the Boston Tea Party were great patriots that were trying to throw off the vile oppression of the British.

But now many public schools are openly referring to them as “terrorists”.  For example, down in Texas a public school curriculum known as CSCOPE is being widely used.  The following is from a CSCOPE lesson plan labeled “World History Unit 12 Lesson 07″…
Citation:


A local militia, believed to be a terrorist organization, attacked the property of private citizens today at our nation’s busiest port. Although no one was injured in the attack, a large quantity of merchandise, considered to be valuable to its owners and loathsome to the perpetrators, was destroyed. The terrorists, dressed in disguise and apparently intoxicated, were able to escape into the night with the help of local citizens who harbor these fugitives and conceal their identities from the authorities. It is believed that the terrorist attack was a response to the policies enacted by the occupying country’s government. Even stronger policies are anticipated by the local citizens.




Of course thanks to a great outcry this particular lesson plan is now considered “outdated” and is not supposed to be used any longer, but this is just one example of the kind of things that are being taught.

Another CSCOPE lesson plan actually has children design a flag for a new socialist nation.  The following comes directly from a CSCOPE lesson plan for sixth graders…
Citation:


Notice socialist/communist nations use symbolism on their flags representing various aspects of their economic system. Imagine a new socialist nation is creating a flag and you have been put in charge of creating a flag. Use symbolism to represent aspects of socialism/communism on your flag. What kind of symbolism/colors would you use?




In the 1950s, children in the United States would have been taught that socialism and communism are evil.  Now, lesson plans such as this one force our children to imagine themselves as socialists and communists.

Do you want your children to spend their time in school designing flags for socialist and communist regimes?

Or would you rather have them spend their time reading and writing?

Another very disturbing aspect of CSCOPE is that it teaches children that the god of Islam and the God of the Bible are the exact same thing.

The following is an excerpt from a CSCOPE lesson plan about religion.  The statements where Allah has been made equivalent to the God of the Bible have been put in bold…
Citation:


WH.1 History. The student understands traditional historical points of reference in world history. The student is expected to:
WH.1B Identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions.
Allah – monotheistic deity; also recognized as the God of Abraham (Yahweh)
WH.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
WH.23A Describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity,Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism.
Abrahamic religions (Judaism, Christianity, Islam) – one supreme God; also referenced as Yahweh or Allah




Of course anyone that knows anything about Islam and Christianity knows that is a flat out lie.  The god of Islam and the God of the Bible are most definitely not the same thing.

But those that are seeking to promote a “one world religion” want our children to believe that all religions are “different paths to God” and that we need to bring all of the religions of the world together for the sake of “global harmony”.

Progressives are often not just satisfied to list Christianity as “just another religion” though.  In fact, they seem to love to demonize it however they can.  For example, the CSCOPE curriculum actually refers to Christianity as a “cult”.  The following is from CSCOPE World History Unit 3 Lesson 02
Citation:


In the space of a few hundred years, a small, often brutally persecuted cult rose to become the dominant religion of the West. How did it happen?
Contemporary pagan and Christian sources preserve other accusations leveled against the Christians. These included charges of incest and cannibalism, probably resulting from garbled accounts of the rites which Christians celebrated in necessary secrecy, being the agape (the ‘love-feast’) and the Eucharist (partaking of the body and blood of Christ).




So why haven’t we heard more about this by now?

Well, teachers down in Texas were actually required to “sign a contract that would prevent them from revealing what was in the CSCOPE lessons or face civil and criminal penalties.”

They desperately do not want you to know what they are teaching to your children.

Eventually hearings about this curriculum were held down in Texas.  One algebra teacher actually broke down in tears as he testified.  He chose to quit his job because he felt like he was “aiding and abetting a crime“.  Other Texas teachers expressed similar sentiments.

But you know what?

The curriculum is still being used.

Is it any wonder why our young people are so stupid?  Instead of being taught basic reading, writing and math skills, they spend most of their time absorbing socialist indoctrination.

So when they get out of school most of them do not have what it takes to make it in the real world.  In fact, up in New York City most high school graduates do not even have the basic skills that are necessary to enter community college
Citation:


It’s an education bombshell.

Nearly 80 percent of New York City high school graduates need to relearn basic skills before they can enter the City University’s community college system.

The number of kids behind the 8-ball is the highest in years




Our public schools are a complete and total mess and they are getting worse by the day.

For much more on the horrifying decline of our public schools, please see the following articles…

-“11 Reasons To Get Your Kids Out Of The Government Schools
-“19 Crazy Things That School Children Are Being Arrested For In America
-“21 Signs That U.S. Public Schools Have Become Training Centers For Sexual Deviancy

So what do you think about the state of our public schools?

Please feel free to post a comment with your opinion below…



http://endoftheamericandream.com/archives/texas-public-school-curriculum-te…


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MessagePosté le: Jeu 10 Mar - 04:58 (2016)    Sujet du message: JESUIT GEORGETOWN UNIVERSITY ELECTS FIRST MUSLIM STUDENT ASSOCIATION PRESIDENT Répondre en citant

JESUIT GEORGETOWN UNIVERSITY ELECTS FIRST MUSLIM STUDENT ASSOCIATION PRESIDENT


AP/Jacquelyn Martin

by Dr. Susan Berry8 Mar 2016

The Georgetown University Student Association (GUSA) has elected the first Muslim student to serve as its president at the school which brands itself as America’s “oldest Catholic and Jesuit institute of higher learning.


Enushe Khan joined the board of the university Muslim Student Association (MSA) soon after arriving at Georgetown, and served as chair of Interfaith and Service for five semesters, reports The Hoya – the school’s oldest and largest student newspaper.

According to the report, Khan’s Muslim identity has been an integral part of her campus activism from the start of her academic career at Georgetown. During her freshman year, Khan was elected to a seat on the GUSA after she observed a lack of halal foods that are required under Islamic dietary law on the school’s campus.

“Food was a big issue, and that was sort of affecting my health,” Khan said. “That was a common trend with other Muslim students as well. It’s something that was never a concern for Dining or Auxiliary Services until it really came up in GUSA.”

While a member of the GUSA senate, Khan reportedly called for both more halal and kosher foods to be more readily available at Georgetown’s dining facilities. As an MSA board member, she also worked to expand interfaith programming with other faith groups on campus.

Khan said as GUSA president, she hopes to continue the same outreach she performed while on the MSA board.

The Investigative Project on Terrorism (IPT), however, observes that the MSA of the United States and Canada was incorporated in January 1963, when members of the Muslim Brotherhood came together at the University of Illinois Urbana-Champaign with the goal of “spreading Islam as students in North America.”

“Islamic extremism is on the rise on college and university campuses across the United States,” IPT continues. “The spread of radical Islamism on campuses has proven to be an effective tool to garner support and gain legitimacy, exploiting the right of free association with academic institutions.”

Muslim Chaplain Imam Yahya Hendi said Khan’s election mirrors the Georgetown student body’s commitment to electing the most qualified candidate.

“You have students from all over the world who came together to elect someone for the betterment of the community on the basis of what she can do, not on the basis of her gender, religion or ethnic background,” Hendi said. “And that’s what we need worldwide.”

Khan’s running mate and the GUSA’s next vice president is Chris Fisk – a first generation college student and a member of the Georgetown Scholarship Program. As a Georgetown student who was only able to attend the school due to the financial aid package he received, Fisk said affordability is essential to the creation of a more diverse campus.

“One thing is getting acceptance letters for people who are of low income, but it’s another thing getting financial aid packages,” Fisk said. “When I got my financial aid package from GSP, that was the day I knew I was coming to Georgetown, not necessarily when I got my acceptance letter.”

Khan said her religious identity and Fisk’s socio-economic distinction made their campaign for office a success.

“I think a big part of why this ticket happened and why this team happened, a lot of it played into our identities of coming from a sort of nontraditional Georgetown,” Khan said.

GUSA Freshman senator Saad Bashir said Khan and Fisk’s election reveals Georgetown’s commitment to tolerance and inclusivity.

“This election affirms some key values that Georgetown prides itself on such as equality and diversity, but it also tells the world that Georgetown’s student body will not sit idly as people’s faith or race or whatever reason is attacked,” Bashir said.

“I can speak to how the Muslim community has tended to really isolate itself in the past,” Khan says. “You have these communities, these pockets here on campus who feel like they can’t engage with the rest of the Georgetown community. A big thing for us is how can we work with these groups to create a Georgetown where that’s no longer a fear.”

Nevertheless, IPT maintains that the Muslim Brotherhood-influenced MSA often uses college and university campuses as a means to gain support through campaigns based on diversity and tolerance. Rolling Eyes

“International and domestic groups that advocate extremist or radical causes frequently host lectures and other events on campuses to shore up support and recruit members,” IPT states. “Indeed, universities are a fertile field for radicals searching for the next generation of activists and sympathizers.”

http://www.breitbart.com/big-government/2016/03/08/jesuit-georgetown-univer…



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MessagePosté le: Ven 11 Mar - 06:24 (2016)    Sujet du message: DEPT. OF JUSTICE ENFORCING SHARIA IN PUBLIC SCHOOLS Répondre en citant

DEPT. OF JUSTICE ENFORCING SHARIA IN PUBLIC SCHOOLS

Posted on March 10, 2016 by creeping







Source: Dailyrollcall.com

Criminalizing free speech is about to happen. Well, only if it is construed as anti-Muslim, or anti-Islam. The Department of  Justice is moving swiftly by implementing a new enforcement effort that will follow up any investigations with possible prosecutions for what they say has been backlash to Muslims since 9/11, particularly Muslim Students in public schools.

Department of Justice Civil Rights division head Vanita Gupta states the new crackdown  “Combating Religious Discrimination,” will focus on fighting the harassment and acts of violence towards Muslim children, or children “perceived” to be Muslim while attending school.




Gupta further states “Our schools must remain the places where our children feel safe and supported. The places where they confront differences by building bridges of understanding. And the places where they learn that America guarantees freedom, justice and opportunity for all people — regardless of what you look like, where you come from or which religion you observe.”   Read entire speech here Sad  https://www.justice.gov/opa/speech/head-civil-rights-division-vanita-gupta-delivers-remarks-interagency-roundtable-religious

No, school is where children learn, not “build bridges”, unless you are a Muslim whose religious duty is to perform dawa. (Proselytizing Islam) This “effort” isn’t about protecting children of all faiths, this is about forcing Islam to be taught in schools, which has suffered set backs due to parents across the country demanding Islam be taught the same way other religions, specifically Christianity are taught.

Not only is Islam disproportionately represented in textbooks, it is inappropriately instructed, including children repeating the Islamic profession of faith, the Shahada. There is no historical value of children narrating the prayer that is recited when one converts to Islam. Most parents have stated they do not reject students from learning about Islam, but it must be historically accurate, which it is not.

The Department of Justice is way over the line. If Muslims want their children to be immersed in their religion and culture, send them to an Islamic school. But that isn’t the issue at all. The truth is, Islamists want to end free speech. It is Sharia law in action.

In 2008, Hillary Clinton along with the Organization of Islamic Cooperation (OIC) drafted what they called a “Defamation of Religion Law”, (Un resolution 16/18)  known in countries such as Pakistan as a blasphemy law. Committing blasphemy is punishable by death.

While it may not be as drastic in the West, the mere thought the United States Department of Justice is enacting measures that will lead to possible prosecution for “Islamophobia” is perilous. Enjoy your freedoms, they are coming to an end quickly.


Robert Spencer of Jihad Watch noticed a similar trend, Feds urge schools to shield Muslim students from harassment:
Citation:


The focus should not be on educating students about jihad terror and Islamic supremacism, but on teaching them that Muslims are victims of discrimination and harassment who warrant special consideration. The problem with that is that Islamic supremacist advocacy groups such as Hamas-linked CAIR routinely smear legitimate counter-terror efforts as “hateful” and “bigoted,” and work to get them shut down on that basis. This kind of “urging” from the Feds only feeds that mindset and hinders counter-terror operations.




Read the Jihad Watch piece and be forewarned that the terrorist-named CAIR continues to try and get in to public schools all across the U.S. to intimidate your children and indoctrinate them with Islamic propaganda.

Teach your children well.

https://creepingsharia.wordpress.com/2016/03/10/dept-of-justice-enforcing-sharia-in-public-schools/


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MessagePosté le: Ven 11 Mar - 06:33 (2016)    Sujet du message: HEAD OF THE CIVIL RIGHTS DIVISION VANITA GUPTA DELIVERS REMARKS AT THE INTERAGENCY ROUNDTABLE ON RELIGIOUS DISCRIMINATION IN EDUCATION Répondre en citant



HEAD OF THE CIVIL RIGHTS DIVISION VANITA GUPTA DELIVERS REMARKS AT THE INTERAGENCY ROUNDTABLE ON RELIGIOUS DISCRIMINATION IN EDUCATION


Newark, NJ
United States

~
 
Tuesday, March 8, 2016

Good afternoon.  Thank you, Melissa [Rogers], for your kind words and for your innovative leadership at the White House Office of Faith-based and Neighborhood Partnerships.  I also want to thank U.S. Attorney Paul Fishman [of the District of New Jersey], for his help in organizing today’s discussion and for his outstanding service to the people of New Jersey.  And I want to acknowledge my colleagues from across the administration – including from the Justice Department’s Community Relations Service, the Department of Education and the White House Initiative on Asian Americans and Pacific Islanders.

It’s a pleasure to join you all for this inaugural roundtable as we launch our new interagency initiative to combat religious discrimination.  Our discussion today – and the discussions we’ll lead around the country in the months ahead – will help us address the tough questions facing our communities.  How can we combat religious discrimination?  How can we promote religious pluralism?  And how can we create safe, supportive and inclusive schools for all our children?

Throughout the world, America shines as a beacon of freedom and opportunity.  We welcome people from every creed and walk of life to our shores.  And we believe in a set of simple truths.  Tolerance can overcome bigotryEmpathy can extinguish hateAnd diversity can defeat discrimination.  From the 18th century – when George Washington reassured Jewish Americans that our government “gives to bigotry no sanction” – to the days after 9/11, when George W. Bush reassured Muslim Americans that our country respects and protects people of every faith, our leaders have vigorously defended religious freedom and religious pluralism.  These ideals define the story and spirit of America.

Regrettably, our country has not always lived up to the promise of its founding ideals.  Even today, too many people continue to suffer discrimination, harassment and violence simply because of their religious beliefs.  Following heinous acts of terrorism in particular, too many Muslim Americans – and those perceived as Muslim – suffer a backlash of violence and discrimination.  We saw it after 9/11.  And we continue to see it today following the tragic events in San Bernardino, California, and Paris.  We see criminal threats against mosques; harassment in schools; and even reports of violence targeting Muslim Americans, people of Arab or South Asian descent and people perceived to be members of these groups. Rolling Eyes

But we also know that religious discrimination appears in many forms and targets many communitiesRolling Eyes In the Civil Rights Division, we continue to respond with a range of robust enforcement efforts.  We prosecute religion-based hate crimes.  We address unlawful barriers to building places of worship.  And we combat religious discrimination, including harassment, in education and employment. Rolling Eyes

Working with our U.S. Attorney colleagues, the Civil Rights Division has taken action around the country to ensure that all students can attend school free from discrimination, harassment and violence.  In part because of our efforts, today, Christian students in Bakersfield City, California, can observe Ash Wednesday without fearing an unexcused absence.  Muslim students in Lewisville, Texas, can pray together during lunch.  Jewish students in Pine Bush, New York, can walk the halls, ride the bus and sit in class without enduring anti-Semitic bullying and intimidation. Rolling Eyes   Arabic-speaking EL students in Dearborn Heights, Michigan, can learn from qualified teachers.  And Sikh students in DeKalb County, Georgia, can wear a turban to school without facing harassment.

Of course, we also recognize the urgent work ahead.  As U.S. Attorney Fishman just highlighted, today the Civil Rights Division’s Educational Opportunities Section is launching a new enforcement initiative with the U.S. Attorneys’ Offices to amplify our efforts to combat religious discrimination in schools and other educational settings.  This initiative will allow us to expand our ability to investigate and remedy complaints; to lead robust community outreach; and to develop critical guidance for federal prosecutors.  And as we launch this new initiative, U.S. Attorney Fishman and his office will continue to serve as close allies and critical partners.  In addition, the division will continue to work with Deputy Assistant Secretary [Robert] Kim and our colleagues at the Department of Education to expand access to federal resources for diverse religious and ethnic communities by translating information about the different types of discrimination we address.

These efforts will help us combat discriminatory backlash against Muslim students and students perceived as Muslim.  But they will also benefit children of every background and every religion. Rolling Eyes   Because make no mistake.  Religious discrimination against one student not only harms her and her family.  It harms all of us.   Evil or Very Mad .  And it threatens the foundation of a free and open society. Evil or Very Mad

Our schools must remain the places where our children feel safe and supported.  The places where they confront differences by building bridges of understandingAnd the places where they learn that America guarantees freedom, justice and opportunity for all people – regardless of what you look like, where you come from or which religion you observe. Rolling Eyes   As we advance this mission, I recognize the vital role of community engagement and robust dialogue.

So I look forward to hearing your ideas, your input and your feedback about how together we can combat religious discrimination and promote religious freedom in the 21st century.

Thank you.

https://www.justice.gov/opa/speech/head-civil-rights-division-vanita-gupta-…



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MessagePosté le: Sam 12 Mar - 04:13 (2016)    Sujet du message: LE DALAÏ-LAMA APPELLE A GENEVE A REFORMER L'EDUCATION Répondre en citant

LE DALAÏ-LAMA APPELLE A GENEVE A REFORMER L'EDUCATION

L'éducation n'est plus adaptée et ne prend plus en compte certaines valeurs. A Genève, lors d'une table ronde de Prix Nobel, le dalaï-lama a annoncé vendredi vouloir oeuvrer en 2016 pour une réforme séculière qui contribuera à un monde plus compatissant.

"Je ne pense pas que la prière apporte la paix dans le monde", a affirmé le chef spirituel bouddhiste dans son appel à l'action, devant plusieurs centaines de personnes. Il promet en 2016 un projet pour une éducation "plus globale" face à un système actuellement "trop orienté".

Les enfants ne font aucune distinction de nationalité, de religion ou de richesse entre eux et cette situation doit perdurer lorsqu'ils grandissent, explique le Prix Nobel de la Paix. "Notre génération est témoin de tant de souffrances" que la suivante doit être sensibilisée pour que le reste du 21e siècle "devienne celui de la paix", selon lui. Il est persuadé que les citoyens dans le monde sont compatissants.

Il a relevé aussi l'interdépendance dans le monde, avec des problèmes qui dépassent les frontières. Sur le ton de la plaisanterie, il a souligné toutefois que seule la Suisse avec son franc se sentait peut-être moins interconnectée.

2000 pro-tibétains réunis


De son côté, la journaliste yéménite Tawakkol Abdel-Salam Karman, Prix Nobel de la Paix 2011, a appelé ceux qui se réclament des droits de l'homme à "cesser de soutenir les dictatures", notamment en Syrie. "Le monde crie 'il y a des réfugiés'. Mais pourquoi avez-vous été silencieux lorsque Bachar al-Assad tuait son peuple?", dit-elle.

"Chaque dictateur est un terroriste et chaque terroriste est un dictateur", a déclaré la journaliste yéménite qui a lutté pacifiquement avec des milliers de femmes contre l'ancien président Ali Abdallah Saleh. C'est un avis partagé par l'Iranienne Leila Alikarami, qui dirige le centre sur les droits de l'homme de la Prix Nobel Shirin Ebadi.

"L'Occident doit changer ses vues" sur les femmes musulmanes qui ont toujours trouvé le moyen de s'élever contre les gouvernements extrémistes, dit-elle. Et d'appeler les démocrates à tourner le dos à ces régimes. Selon Mme Karman, au Yémen, les rebelles Houthis et les soutiens de l'ancien président doivent se retirer. "A la fin, le peuple gagne. Et nous gagnerons", dit-elle.

La rencontre a été organisée par les ambassades des Etats-Unis et du Canada. Pékin avait appelé les représentations à Genève à ne pas y assister en raison de la présence du dalaï-lama. Le chef spirituel devait ensuite s'exprimer devant quelque 2000 pro-tibétains sur la Place des Nations.

(ats / 11.03.2016 14h38)


http://www.romandie.com/news/Le-dalailama-appelle-a-Geneve-a-reformer-leduc…


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MessagePosté le: Dim 13 Mar - 04:39 (2016)    Sujet du message: FRANCE : À LIMOGES, DANS LES ECOLES DE LA REPUBLIQUE, PÂQUES DEVIENT LA « FÊTE DU PRINTEMPS » !!! Répondre en citant

FRANCE : À LIMOGES, DANS LES ECOLES DE LA REPUBLIQUE, PÂQUES DEVIENT LA « FÊTE DU PRINTEMPS » !!!



Le laïcisme à tous crins fait de nouveau des ravages. Et la province n’est pas épargnée, comme le confirme ce mail envoyé par l’APE du Groupe Scolaire Roussillon-Condorcet de Limoges. Jugez plutôt :
Citation:


Concernant la prochaine activité, privilégier peut-être l’appellation « fête de printemps » et moins « thème de Pâques » … davantage connoté « peu laïque », ceci tout en gardant les mêmes activités ….
Ape ROUSSILLON CONDORCET




Cette information est tout à fait révélatrice de la perte d’identité d’un peuple et du gommage de son histoire bimillénaire. Il est également utile de préciser, ici, que la fameuse « réserve parlementaire » a bien été utilisée par nos trois députés haut-viennois, conformément aux ordres reçus de leurs maîtres, pour alimenter les caisses de la Ligue de l’Enseignement dont les apôtres les plus enragés font débuter l’ère républicaine en l’an de grâce…1905 !
Note: 4.3/5 (26 votes enregistrés)

À Limoges, dans les écoles de la République, Pâques devient la « fête du printemps » !!!, 4.3 sur 5 basé sur 26 votes

http://www.ndf.fr/article-2/10-03-2016/80062#.VuS2WEBIWSr


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MessagePosté le: Dim 13 Mar - 07:30 (2016)    Sujet du message: AYUB MOHAMUD : A KENYAN CANDIDATE FOR THE GLOBAL TEACHER PRIZE Répondre en citant

AYUB MOHAMUD : A KENYAN CANDIDATE FOR THE GLOBAL TEACHER PRIZE

#TeachersMatter is the motto of the Global Teacher Prize. Ayub Mohamud, the only African finalist for the prestigious award has made it his task to tackle radicalization in his community.



India, Australia, Japan – the finalists for the Global Teacher Prize come from all corners of the world. From 8,000 entries, the US based Varkey Foundation chose ten finalists for its $1million (911,000 euro) award for excellence in teaching.

Ayub Mohamud is the only African finalist. He is a Kenyan teacher of Somali decent and has made a name for himself for his efforts to tackle the issues of radicalization and violent extremism in his community.

Changing mindsets in 'Little Mogadishu'

Based in the Kenyan capital Nairobi, Mohamud teaches business studies and Islamic studies at Eastleigh High School in an inner-city neighborhood that residents have dubbed 'Little Mogadishu'. It's predominantly inhabited by ethnic Somalis and Kenyan authorities have identified it as one of the main recruiting grounds for Islamist militant group al-Shabab operating in the Horn of Africa.

Mohamud originally comes from Wajir in northern Kenya, an area that generally falls short of government support and rarely gets any notice from Kenya's political elite. "I taught in Wajir and I also taught in Garissa, when you look at the schools there, there are very few school teachers and school facilities are really wanting," he told DW.

In April 2015, Garissa's university became the scene of a deadly al-Shabab attack that left 148 people dead. A group of ethnic Somalis in Nairobi's Eastleigh neighborhood directly took to the streets to demonstrate against the atrocities, yet many maintained that this was not enough. In the aftermath of the attack, Somali communities in Kenya complained that the community as a whole is being held responsible for the attacks and have therefore had to endure increased harrassment from the authorities.


The school is a safe space says Mohamud. He sees himself as a role model.

Nevertheless, as a teacher of Islamic studies at his school, Mohamud says that what he teaches in class has a strong influence on his students and the choices they make in life. "As a teacher I realized that I should also be part of the solution," he said. "I try to use the school and the classroom as a safe space, so I have been trying to engage these students on bringing about a mindset change."

Outside the classroom, Mohamud established an anti-terror initiative called Teachers Against Violent Extremism and he spoke about his work at a Global Terrorism Forum in Abu Dhabi. Mohamud also helped develop guidelines for teachers on how to convey anti-radicalization messages in the classroom.

"I try to teach these students about the ideologies and propaganda used by these violent extremist groups and tell them the correct teachings of Islam vis-à-vis the propaganda," he explained. "I also teach these students about tolerance and how they can live and co-exist with other people from other faiths and from other cultures."

Many of his students, he added, are now able to challenge radical ideologies and some of them even spread the message in their communities. His students however also learn how to use their time with other activities, such as making roofing tiles from plastic bottles. 

Kenya: Eastleighwood, taking cultural ground from Al Shabaab


A spot in the limelight

For Mohamud, the prize would be a chance to reach more young Kenyans: "I intend to set-up a scholarship kitty where students who are bright and needy can go to school and college and then give back to the society."

The prize is only in its second year in running, but has the backing of celebrities like Salma Hayek and Matthew McConaughey, who have said they will be attending this year's award ceremony and the Varkey Foundation itself has prominent people like Africa's richest man Aliko Dangote on its board.

Last year's award went to US teacher Nancie Atwell. She was recognized for promoting creative writing amongst her students and for founding a non-profit school which takes in children from underprivileged families.

http://www.dw.com/en/ayub-mohamud-a-kenyan-candidate-for-the-global-teacher…



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MessagePosté le: Mar 15 Mar - 05:26 (2016)    Sujet du message: LE CANADA DONNE DES ORDINATEURS AUX REFUGIES SYRIENS Répondre en citant

LE CANADA DONNE DES ORDINATEURS AUX REFUGIES SYRIENS


Photo REUTERS Le ministre de l’Innovation, des Sciences et du Développement économique, Navdeep Bains.

Agence QMI
Lundi, 14 mars 2016 19:42 MISE à JOUR Lundi, 14 mars 2016 19:44

TORONTO | Le gouvernement canadien investira 1,25 million $ pour distribuer 7500 ordinateurs à des familles de réfugiés syriens récemment arrivés au Canada.

Le ministre de l’Innovation, des Sciences et du Développement économique, Navdeep Bains, en a fait l’annonce lundi à Toronto. L’initiative s’inscrit dans le cadre du programme fédéral des ordinateurs pour les écoles.

La distribution a déjà débuté au niveau national et devrait être terminée avant la fin de l’année, selon un communiqué de l’organisation Ordinateurs pour l’excellence Canada.

«L’accès à la technologie et au perfectionnement des compétences est essentiel pour l’intégration réussie des réfugiés syriens», a affirmé le ministre de l’Immigration John McCallum.

«Nous espérons fournir de l’autonomie à chaque famille qui arrive», a précisé Shauna McCaffrey, responsable de la filiale ontarienne du programme, avec des outils «pour la recherche d’emploi» et «des conseils pour les entrevues», par exemple.

http://www.journaldemontreal.com/2016/03/14/le-canada-donne-des-ordinateurs…



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MessagePosté le: Mar 15 Mar - 05:31 (2016)    Sujet du message: CANADA - QUEBEC : LA QUESTION DE L'ISLAM HANTE DE NOUVEAU LE COLLEGE DE ROSEMONT Répondre en citant

PROJET DE POLITIQUE INTERCULTURELLE POPULAIRE 

CANADA - QUEBEC : LA QUESTION DE L'ISLAM HANTE DE NOUVEAU LE COLLEGE DE ROSEMONT
 
TVA Nouvelles
| Publié le 14 mars 2016 à 15:17 - Mis à jour à 20:26

La direction du Collège de Rosemont souhaite inclure des notions culturelles dans son programme d’enseignement, entre autres celle d’islam politique.

TVA Nouvelles a obtenu en exclusivité copie d’un document qui provoque un certain malaise chez les professeurs, qui l’ont reçu la semaine dernière.

Dans ce document, intitulé «Politique relative à l’éducation interculturelle et citoyenne», le Collège mentionne qu’il veut valoriser le développement d’habiletés interculturelles dans tous ses programmes d’étude pour l’ensemble du personnel.

Rappelons qu’en fin de semaine, Québec a annoncé l’octroi de 400 000$ pour aider le collège Maisonneuve à lutter contre le radicalisme.

Le Collège de Rosemont est un autre cégep associé à cette épineuse question, notamment après que l’école de karaté d’Adil Charkaoui y eut loué des locaux. Charkaoui et son école se sont fait bannir à la suite de la découverte de liens entre leur site web et des sites radicaux.

Le même établissement collégial a également loué par le passé des cours pour l’école arabe El Forkane de Montréal, mais on avait mis fin au contrat en raison de liens trouvés sur son site avec du matériel radical.

Environ trois étudiants sur quatre inscrits au Collège de Rosemont sont issus de communautés culturelles.

Une entrave au travail des professeurs
 
Des professeurs ont confié à TVA Nouvelles qu’on leur imposait des pressions afin qu’ils fassent preuve de sensibilité envers l’islam politique dans le cégep.

Le professeur Pierre Trudel, de la Faculté de droit de l’Université de Montréal, estime que ces pressions représentent une entrave au travail du corps professoral.

«Je pense que ça pose un problème grave à ce qu’on appelle la liberté académique. Ce principe s’applique aux universités et aux cégeps, qui sont en fait des universités de première et deuxième années, et stipule que les professeurs sont les mieux placés pour déterminer ce qui est approprié à l’enseignement», souligne M. Trudel.

«Les programmes d’enseignement comportent un certain nombre d’objectifs et il revient aux professeurs d’identifier les moyens appropriés pour les mettre en œuvre.»

Les professeurs disposent de quelques semaines pour se prononcer sur ce projet, qui n’est toujours pas adopté de façon officielle.

Réaction du Collège
 
Après la diffusion du reportage à TVA, la direction du Collège Rosemont a publié un communiqué dans lequel elle se défend de vouloir inclure la notion d’islam politique ou toute autre notion culturelle dans son programme d’enseignement.

«Dans ses principes directeurs, la Politique stipule au contraire que le Collège s'engage à développer un milieu de vie inclusif, exempt de toute conduite discriminatoire ou raciste, toute forme d'incitation à la haine, à la violence ou à la discrimination prenant appui sur des croyances ou des prescriptions religieuses, culturelles ou ethniques, et s'appuie sur l'engagement de tous les membres de sa communauté», indique-t-on dans le communiqué.

La direction du Collège souligne qu’elle prône plutôt une «vision humaniste de l'éducation qui favorise des attitudes d'ouverture sur le monde, de tolérance, de justice sociale et de solidarité, principes auxquels adhère la société québécoise».

«Le processus d'adoption d'une politique est rigoureux, prévoit des mécanismes de consultation, incluant les enseignants, et se déroule en toute transparence, ce qui permet l'expression de tous les points de vue pour faire appel à l'expertise de notre milieu», explique le directeur général, Stéphane Godbout.

Le Collège assure également qu’il n’y a «aucun lien entre ce projet de politique et le dossier de location qu'a connu l'établissement l'année dernière».

De plus, M. Godbout dément que la direction exerce quelque pression que ce soit sur ses professeurs ou encore que la politique envisagée constitue une ingérence dans leur travail.

+ VIDEO : http://www.tvanouvelles.ca/2016/03/14/lislam-politique-bientot-inclus-au-co…



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MessagePosté le: Mer 16 Mar - 08:36 (2016)    Sujet du message: FRANCE : HUIT JOURS DE LAVAGE DE CERVEAU ANTIRACISTE DANS NOS ECOLES Répondre en citant

FRANCE : HUIT JOURS DE LAVAGE DE CERVEAU ANTIRACISTE DANS NOS ECOLES

Via le SPLC et Teaching Tolerance, cela fait déjà partie du curriculum dans plusieurs écoles. Une nouvelle offensive, cette fois-ci, en France, qui fera avancer la division, la haine et le chaos. C'est donc beau l'unité que nous promets ce grand Satan et ses agents!



 Aujourd'hui

Résumé de ce que ces commissaires politiques vont marteler à nos gosses.


Pierre Cassen

Militant associatif et auteur

Fondateur de Riposte Laïque

Alain Jakubowicz vient d’être réélu pour trois ans à la tête de la Ligue internationale contre le racisme et l’antisémitisme. Ses premières paroles ont été les suivantes : « L’antisémitisme s’est banalisé et s’exhibe désormais sans complexe. » « La diabolisation de l’islam fait naître une haine antimusulmane quotidienne, frontale et sans complexe. » « Il convient de combattre la prétendue métamorphose du Front national en parti républicain. » = Le FN est un groupe à caractère nazi, ne nous laissons pas tromper, ils ont tous leur rôle à jouer dans la mise en place de cet ordre totalitaire.

Du 21 au 28 mars se tiendra, dans nos écoles, sous l’égide de l’Éducation nationale et de son ministre, « une semaine d’éducation et d’actions contre le racisme et l’antisémitisme »… exactement le fonds de commerce de la LICRA. Les associations dites antiracistes imposeront donc, en toute impunité, le discours de Jakubowicz et de ses complices à de jeunes enfants facilement manipulables.

Résumé de ce que ces commissaires politiques vont marteler à nos gosses : « Le seul racisme est celui des Blancs vis-à-vis des Noirs et des Arabes, l’antisémitisme, c’est autant l’extrême droite que les musulmans, l’immigration est une chance pour la France, il faut accueillir encore davantage de migrants, surtout pas d’amalgames, l’islam est une religion d’amour et de paix, le vivre ensemble rend tout le monde heureux, le FN est dangereux pour la France et n’est pas républicain… »

Dans ce contexte qui rappelle les cours de rééducation de régimes totalitaires, les élèves auront-ils le droit de s’opposer à cette vision du monde ? Un lycéen de ma connaissance avait osé, en pleine classe, contester l’accueil des migrants, en expliquant que la France, déjà ruinée, et minée par un chômage de masse, devait d’abord penser aux siens. Il avait été sèchement rappelé à l’ordre, et prié de changer de lectures…

Les enseignants mal-pensants pourront-ils se permettre de reprendre les paroles de l’avocat Gilles-William Goldnadel, qui, au lendemain des attentats de Merah, affirmait : « Aujourd’hui, dans l’immense majorité des cas, cet antisémitisme violent est issu de la communauté maghrébine. » « Il ne faut pas non plus sous-estimer une sorte de racisme anti-Français, une sorte de racisme anti-Blancs. » S’ils le font, ils vont vivre dangereusement…

Ces faits, pourtant évidents, sont niés par les propagandistes officiels de l’antiracisme d’État.

D’autre part, sommes-nous certains que la neutralité, due par un enseignant laïque dans les écoles de la République, sera bien respectée, lors de cette semaine de propagande ? On a le souvenir de ces professeurs, avec un engagement à gauche, qui, sans vergogne, se permettent d’encourager leurs élèves à partir en manifestation pour défendre des clandestins. Dans un autre registre, en toute impunité, d’autres se permettent de critiquer Nicolas Sarkozy ou Marine Le Pen en pleine classe.

Pour info, voilà les grandes lignes de ce qui va être martelé à nos enfants (qui, pendant ce temps-là, n’étudieront pas), durant ces huit jours, sans la moindre contradiction :
Citation:

Faire reconnaître la diversité humaine et culturelle ;
favoriser le respect des différences et combattre le repli sur soi ;
cultiver la tolérance et l’enrichissement mutuel ;
promouvoir une société solidaire et du vivre ensemble ;
éveiller aux dérives du relativisme, de la rumeur, de l’obscurantisme, des théories du complot ;
encourager l’esprit critique et la résistance face à l’injustice ;
agir dans la durée pour faire évoluer les mentalités et instaurer une société plus fraternelle.




À une autre époque, on appelait cela la « Propagandastaffel »

http://www.bvoltaire.fr/pierrecassen/huit-jours-de-lavage-de-cerveau-antira…



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MessagePosté le: Jeu 17 Mar - 05:45 (2016)    Sujet du message: THE GOVERNMENT ANNOUNCES DECISION TO PRIVATISE ALL STATE SCHOOLS IN ENGLAND Répondre en citant

THE GOVERNMENT ANNOUNCES DECISION TO PRIVATISE ALL STATE SCHOOLS IN ENGLAND

March 16th, 2016
James Wright News and Politics



The Conservatives are set to force every mainstream school in England to become an academy, reports the BBC.

When schools become academies the property deeds are handed over at no cost to unaccountable academy chains. Often, the ownership of the public land, institutions and school equipment is entirely transferred to the private sector.

This wholesale move to academies amounts to a sweeping privatisation of our schools.

Ultimately this will result in huge sums of money being transferred from the taxpayer to the unaccountable private sector, through under-the-radar profiteering.

The beneficiaries also happen to be brimming with Tory party donors and members of the House of Lords. This money is being extracted from our children’s education.


What are academies?

Academies are directly funded by central government but may be topped up by corporate sponsors. Whereas comprehensive public schools are funded by and made accountable to local government.

While academies may be funded by the state, they are now owned by private sector interest.

Academies were introduced by New Labour, but increased exponentially throughout the coalition and the current administration. As of March 2016, 5,170 state schools (about a quarter) had transitioned to academies.

From 2010 to the present, schools have been allowed to become academies if they ‘voluntarily choose to’. However this choice is not as voluntary as the Tories make out. From 2010, the government cut the education budget by 25% over four years. At the same time, they told schools that they will award them £25,000 and increase their budget by up to 10% if they become academies. Thus, schools do not choose to become academies because they believe they are better, but to survive arbitrary austerity conditions imposed by the government.

Academies transfer power from local governments to the schools themselves, which then set the budget and make the rules.

Why turn schools into academies?

Supporters say that academies reduce bureaucracy and upgrade standards by giving more power to the schools themselves. Johnathon Clifton, the associate director for the Institute for Public Policy research, writes:
Citation:


The academies programme gives schools, teachers and education experts the freedom to work out how best to raise pupil outcomes.



Yet the Conservative Education Secretary Nicky Morgan doesn’t seem bothered by who gets these powers:
Citation:


I don’t mind if they’re scientists, businesspeople…or nuns. I want to give them greater freedom and flexibility, more control and creativity.



According to Morgan, literally anyone will improve our education system with a splash of creativity. Perhaps that’s why we see adverts that say “education experience is not essential” for £160,000 a year jobs running academy chains. Apparently, you do not even need experience in your field to earn more than the Prime Minister. This ad is indicative of a sharp rise in unqualified staff in academised secondary schools. The move to academies takes power away from democratic local government and does not even hand it to others based on merit.

One would be right in thinking that this is a huge gamble on British children’s education. Quality of teaching is surely the most important factor in school performance.

Sneaky profiteering on the back of the taxpayer

The government will maintain that these academy chains have no way to make money, but this is disingenuous.

‘Top slicing’

‘Top slicing’ is used by numerous of the largest academy chains to extract profits disguised as executive salaries. In Yorkshire alone, and as of only 2013, academy chains had leeched £9m from schools in the county. Several so-called chief executives take home gut-wrenching six-figure salaries at the expense of the children at the schools.

This is a trend across the country. These academy chains are listed as nonprofit charities- because they don’t have shareholders, but are in fact using taxpayer funds to make huge profits, with some senior staff on £200,000 or more. As blogger Another Angry Voice writes, these are essentially ‘insider dividends’ to get around the ‘charities can’t have shareholders’ problem.

Remember that these eye-watering salaries are awarded by so-called ‘charities’ that run academy chains and overseen by the Conservative government. The very same government that is imposing a relentless austerity programme on the rest of the country. An austerity programme that has been used to take free school meals from children, mobility scooters and support from disabled people, and cripple the NHS and welfare system.

It is flabbergasting to compare these extortionate taxpayer handouts to the salaries of the teachers who are actually doing the work. In the name of austerity, teachers have only been awarded a “miserly” 1% pay rise, which is way behind inflation.

This is especially infuriating when one considers the following: Increasing the pay and qualifications of teachers is the real way to improve education. Teachers should be paid highly, respected and required to be very well qualified. Becoming a teacher would then be competitive because many people seek well respected and well paid jobs. The public education system would then improve rapidly. This is what we see in top quality education systems, like Finland.

Expenses

Expenses are the bread and butter of robbing money from the public purse. It is a favourite of entitled MPs themselves.

According to its website, the large academy chain ‘E-act’ runs 23 academies across England with the motto ‘delivering education excellence’. In 2013, the pseudo-charity was criticised for a “culture of extravagant expenses”. These include first class travel and “prestige venues”.

Transfer pricing

Transfer pricing is when two enterprises that are part of the same parent company trade with each other– for example, the UK-based subsidiary of Coca-Cola buys something from the Germany-based subsidiary of Coca-Cola. Transfer pricing itself is not necessarily bad, but it can be exploited to avoid tax or to profit from the public sector.

Aurora Academies Trust, which runs four academies in East Sussex with the motto “AAT ensures that the individual child is at the centre of everything we do”, is just one example of this exploitation. The Trust demands that all of its schools use the American ‘Paragon curriculum’ at a cost of £100,000 per year.

This is the very same curriculum patented by its parent company Mosaica Education Inc, representing a direct transfer of £100,000 per year from the British taxpayer to an American company, which now owns our schools. The company is orchestrating a transaction between itself, but using our money to do so.

Profiteering Tory insiders

Many of the beneficiaries of this upcoming wholesale leap to nationwide academy schools will be Tory insiders themselves.

Lord Phillip Harris, an unelected Tory peer, donated £500,000 to the Tories in recent years. He also owns the Harris Federation, which runs 37 primary and secondary academies.

Lord Stanley Fink is on the board of trustees of ARK academies, which runs a network of 34 schools throughout the UK. He has donated a cool £2.6m to the Tory party.

In 2013, the academy chain Future Academies made the headlines for employing a 27-year-old headteacher with no teaching qualifications. The pseudo-charity runs four academies in London and is directed by Tory party donor Lord John Nash.

David Cameron apparently saw no bias at all here and decided to make him Parliamentary Under Secretary of State for Schools in 2013. The above are just a few of the Tory insiders directly benefiting from the transition to academy schools.

The BBC do not point any of this out in their coverage. Perhaps because the person charged with the story – Newsnight policy editor Chris Cook – is a former advisor to Tory minister David Willets on education policy.

At least The BBC notes that the proposals come from the “Conservative-aligned” thinktank The Policy Exchange. Albeit ‘aligned’ may be a bit of an understatement: This thinktank was set up in 2002 by the former Conservative Education Secretary himself – Michael Gove, and the Tory heavyweight Francis Maude.

This sweeping privatisation of our schools will not improve our education system. It will only impair it through unqualified teachers, while bosses and ‘administrative staff’ weasel the taxpayer out of more untold fortunes. This is money that is meant to be invested in our schools and children.

Well-paid and highly qualified teachers are the key to high quality education, not outsourcing responsibility to profit-seeking pseudo-charities.

Get involved!

-Share this article, so people know what we’re in for!

Support The Canary so we can continue to bring you well-researched journalism on the issues that matter.

Support Another Angry Voice whose investigative analysis is money well spent.

Write to your MP to express your views on the academy system.

Featured image via Flickr.

http://www.thecanary.co/2016/03/16/government-announces-decision-privatise-state-schools-england/


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MessagePosté le: Dim 20 Mar - 09:33 (2016)    Sujet du message: AUSTRALIE — LE PROGRAMME « ECOLES SÛRES » FAIT POLEMIQUE, LE GOUVERNEMENT RECULE / AUSTRALIAN 'SAFE SCHOOLS' PROGRAMME NOT ABOUT BULLYING Répondre en citant

AUSTRALIE — LE PROGRAMME « ECOLES SÛRES » FAIT POLEMIQUE, LE GOUVERNEMENT RECULE

ENGLISH : AUSTRALIAN 'SAFE SCHOOLS' PROGRAMME NOT ABOUT BULLYING
 


VIDEO : https://www.youtube.com/watch?v=daQCF8CyHhs

-----

samedi 19 mars 2016

Des « écoles sûres » : c'est le nom d'un programme mis en place dans 500 établissements australiens censément pour lutter contre l'intimidation contre les homosexuels, les bisexuels et les transgenres à l'école. (Ce n'est pourtant pas un motif habituellement important d'intimidation, voir le graphique ci-dessous.) Des élus conservateurs font pression sur le Premier ministre pour qu'il suspende le projet.



Source : Maria Yau et Janet O’Reilly, « 2006 Student Census, Grades 9-12 »

C'est Tony Abbott qui avait lancé ce programme « des écoles sûres » lorsqu'il était Premier ministre. Aujourd'hui, il a signé une pétition demandant qu'une enquête parlementaire soit diligentée et que le programme soit mis sur pause en attendant ses conclusions.

Le mois dernier, le premier ministre Malcolm Turnbull avait dit faire un geste envers les élus les plus conservateurs en acceptant d'ordonner une révision du programme « Écoles sûres ». Le rapport doit être publié très bientôt, mais George Christensen, député conservateur du Queensland, ne veut pas attendre. C'est lui qui est à l'origine de la pétition. Des parents sont inquiets :
tr_bq a écrit:




« Des parents sont venus me voir, ainsi qu'un enseignant qui travaille dans une école qui offre ce programme. Les gens sont inquiets, et je pense que le gouvernement devrait demander l'avis des parents, des professeurs et de tous ceux qui sont concernés. »




Le programme prétend aider les enseignants à lutter contre l'homophobie et à aborder la question de la « diversité sexuelle » avec les élèves pour éviter toute discrimination au sein des écoles. Mais pour George Christensen et les autres élus qui ont signé sa pétition, le programme fait la promotion d'une idéologie LGBT dans les écoles.

Une vidéo amateur enregistrée lors du Symposium national de la Coalition pour des écoles sûres en 2014 montre clairement que le but du programme n'est pas d'éviter l'intimidation dans les écoles, mais de valoriser l'homosexualité, la bisexualité et le transgénérisme. La campagne vise, par ailleurs, à intimider ceux qui s'opposeraient à cette valorisation. La vidéo montre la coordinatrice de la Coalition pour des écoles sûres dans l'État de Victoria, Roz Ward à la coupe garçonne et aux vêtements unisexes, qui s'adresse à un public clairsemé. Elle y affirme que « Coalition pour des écoles sûres vise à soutenir la diversité sexuelle et « de genre ». Il ne s'agit pas de célébrer la diversité, ni de mettre fin à l'intimidation. » Roz Ward se plaint aussi du « fait qu'il n'y a pas d'élèves homosexuels dans nos écoles » en offrant cette explication « parce qu'ils ne sont pas visibles, n'est-ce pas ? » Il s'agit donc de les faire sortir du placard et de valoriser une orientation LGBT.


Mme Roz Ward s'adresse au public : « Il ne s'agit pas de lutter contre l'intimidation »

Les députés et des sénateurs conservateurs s'inquiètent de l'inopportunité de certains documents en regard de l'âge des écoliers, certaines activités de jeu de rôle seraient également inappropriées.

Cette polémique révèle aussi les dissensions qui existent au sein de la majorité, puisque de nombreux élus libéraux sont favorables au programme. C'est le cas d'Ewan Jones :
tr_bq a écrit:




« Ma femme est enseignante, mon frère était prof. De nombreux amis de ma femme sont enseignants. Ils voient ça comme un outil qu'on leur donne et qu'ils peuvent utiliser comme ils le souhaitent pour faire ce qu'ils considèrent bien au sein de leurs écoles, auprès de leurs classes et pour les élèves. Est-ce que je suis d'accord avec tout ce qu'il y a dans le programme ? Non. Je pense qu'il y a des choses inappropriées, mais je ne veux pas l'interdire ».




À la suite de cette fronde, vendredi 18 mars 2016, le ministre de l'Éducation, Simon Birmingham, a déclaré que certaines parties du programme changeraient et que celui-ci ne serait utilisé dans les écoles secondaires.

Le député Christensen s'est réjoui de ces changements : « Les élèves ne seront pas dirigés vers des sites pour adultes ou vers des groupes qui organisent des ateliers de jouets sexuels pour les jeunes et ce genre de choses. »

Voir aussi

Québec — Détourner la lutte contre l'intimidation à l'école et intimider les hétérosexistes

http://www.pouruneécolelibre.com/2016/03/australie-australie-le-programme-e…


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MessagePosté le: Mer 23 Mar - 10:14 (2016)    Sujet du message: CHRISTIAN SCHOOL PUTS FOUR YEAR OLD STUDENTS IN HOMOSEXUAL RECRUITMENT PROGRAM IN WHICH THEY WILL BE TAUGHT THAT ITS OKAY TO MUTILATE THEIR OWN GENITALS AND DRESS UP AS WOMEN Répondre en citant

CHRISTIAN SCHOOL PUTS FOUR YEAR OLD STUDENTS IN HOMOSEXUAL RECRUITMENT PROGRAM IN WHICH THEY WILL BE TAUGHT THAT ITS OKAY TO MUTILATE THEIR OWN GENITALS AND DRESS UP AS WOMEN

By Ted on March 21, 2016 in Featured, General

A “Christian” school in Sussex, England, has put their students in a program in which they will be taught about “transgenderism”, which is just another word for genital mutilation. The program is nothing but homosexual recruiting of children, something they are famous for. According to one report:
Citation:


Several parents in East Sussex, England, are upset after learning of a teacher’s plans to host a “transgender day” at a Church of England-aided primary school to raise awareness about “gender issues,” and at least three families have already indicated that they will pull their children from the school.

According to The Daily Mail, as many as 10 parents have spoken out against the proposed transgender day at St. Mary the Virgin Primary School in Hartfield, which educates students as young as four years old.

After listening to concerns from parents, Maltby stood by her decision to hold the transgender day and told the East Grinstead Courier that there was a “very positive response” to her plans.

“One of the areas we will be discussing shortly is gender identity, and we felt that it was important to involve parents in their child’s learning by holding an information session,” Maltby said. “We have had a very positive response to the event and the opportunity to learn more about this relevant topic, although three families have chosen to withdraw their children from school.”

“While some parents may have felt uneasy discussing a topic such as gender identity, our priority is to give pupils a well-rounded education and help them become responsible, independent people able to respect others,” Maltby added.

The Courier reports that the in order to teach students about transgenderism, the school uses a toolkit inspired by the Allsorts Youth Project, which aims to “empower lesbian, gay, bisexual and trans young people to take a lead in raising awareness and challenge prejudice and discrimination.” In interviews with the media, concerned parents didn’t hold back from slamming the headteachers agenda.

One unnamed parent told MailOnline that the whole idea of transgender awareness is “ridiculous” and is hopeful that “the head gets the message and scraps it”

“I don’t want my daughter being exposed to all this nonsense,” the unnamed parent said. “Kids need to be left alone when it comes to things like this, they just want to run around the playground not be told they need to ‘think differently’ about gender issues.”


The sodomites are imperialistic, they want the whole world to submit to their disgusting religion of perversity and deviancy. What is enabling the sodomite onslaught is compliant Christianity. One example of this Michael Brown. He claims to be a man of Christianity, but when someone like myself proclaims the laws of God against homosexuality, he is quick to deny me. He has asked me to “repent,” as though following my Lord and His holy destruction of Sodom and Gomorrah is some mortal sin all of a sudden. I eventually debated this heretic, and here it is:

Read more : http://shoebat.com/2016/03/21/christian-school-puts-four-year-old-students-…


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MessagePosté le: Sam 26 Mar - 07:53 (2016)    Sujet du message: UNRWA TEACHER IN BATALA REFUGEE CAMP TEACHING HATE AND LIES HATE. Répondre en citant

UNRWA TEACHER IN BATALA REFUGEE CAMP TEACHING HATE AND LIES HATE.



VIDEO : https://www.youtube.com/watch?v=DmJmKeqG4R8

An Arab teacher in Nablus - "We need shaheeds (martyrs) to release the al-Aqsa intifada"

This is what UNRWA does with donated money


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MessagePosté le: Mar 29 Mar - 04:03 (2016)    Sujet du message: MINNESOTA DISTRICT RESTORES PRAYER TO PUBLIC SCHOOL - BUT ONLY FOR MUSLIM STUDENTS Répondre en citant

MINNESOTA DISTRICT RESTORES PRAYER TO PUBLIC SCHOOL - BUT ONLY FOR MUSLIM STUDENTS

By Brendan | March 26, 2016



The Extract
 
Buried deep in a PBS article about how the St. Cloud, Minn., school district is accommodating a large Somali population was a telling example of religious bias. While public schools have appropriately been barred from leading students in corporate Christian prayer, this district is going out of its way to satisfy the desires of the Muslim community.

“In the district’s middle and high schools,” the report stated, “Muslim students have access to private rooms with prayer rugs for the five daily prayers.”

Furthermore, Muslim kids will have access to special lunchroom menus and other faith-based perks not extended to students of other faiths.

http://supremepatriot.com/2016/03/26/minnesota-district-restores-prayer-to-public-school-but-only-for-muslim-students/#


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MessagePosté le: Mar 29 Mar - 06:06 (2016)    Sujet du message: HAVE YOU HEARD OF CLI-FI? SCHOOLS TO USE CLIMATE FICTION TO TEACH CLIMATE CHANGE. Répondre en citant

HAVE YOU HEARD OF CLI-FI? SCHOOLS TO USE CLIMATE FICTION TO TEACH CLIMATE CHANGE.



VIDEO : https://www.youtube.com/watch?v=4P2zT8M-G7Y


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MessagePosté le: Jeu 31 Mar - 04:41 (2016)    Sujet du message: LE MICHIGAN VEUT LAISSER AUX ELEVES LGBTQ LE LIBRE CHOIX DE LEUR GENRE ET LEURS TOILETTES Répondre en citant

LE MICHIGAN VEUT LAISSER AUX ELEVES LGBTQ LE LIBRE CHOIX DE LEUR GENRE ET LEURS TOILETTES

24 mars 2016 14 h 20 min·



Le Bureau de l’Education chargé des écoles publiques dans le Michigan aux Etats-Unis vient de préparer des directives qui enjoignent aux écoles de permettre aux élèves de tous sexes de choisir eux-mêmes et librement des toilettes qu’ils désirent utiliser : une soumission aux « droits LGBTQ » que les parents plus classiques voient progresser avec inquiétude. Les jeunes devront pouvoir décider de leur prénom, masculin ou féminin, et décider quel est leur genre. C’est leur choix !
 
Les directives ont été signées dans un premier temps par le surintendant de l’Etat, Brian Whiston, puis publiées dans la plus grande discrétion, le 23 février dernier, sans être accompagnées d’un communiqué de presse. Plus d’un mois plus tard, voilà enfin le public informé par les médias, ce qui n’est pas sans conséquences puisque les habitants du Michigan ont le droit de donner leur avis sur ce type de directives avant qu’elles ne soient adoptées. En l’occurrence, ils n’ont que jusqu’au 11 avril pour s’exprimer, après quoi le Bureau prendra sa décision dans les trente jours.
 

Des directives discrètes affirment les « droits » des élèves LGBTQ dans les écoles du Michigan
 
Les directives adoptent sans réserve les formulations propres à l’idéologie du genre, définissant l’identité de genre comme « le sens interne ou la connaissance psychologique profonde d’une personne de leur propre genre, indépendamment du sexe biologique qui lui a été assignée à la naissance ». On parle aussi d’une « expression de genre qui diverge par rapport aux attentes stéréotypées du sexe biologique qui a été assigné à la naissance », le gender non conforming (GNC) qui recouvre les comportements inattendus.
 
Protéger ces jeunes du harcèlement ou des mauvais traitements, comme le recommandent les directives, c’est une chose, et il n’est nullement besoin de déranger l’idéologie du genre pour cela. Mais les recommandations du Bureau de l’Education du Michigan vont bien plus loin : les enseignants doivent pouvoir recevoir une formation professionnelle relative aux problèmes auxquels sont confrontés les LGBTQ, et les écoles doivent favoriser les clubs extrascolaires accueillant spécifiquement les élèves qui tombent dans ces catégories.
 
Parmi les recommandations plus détaillées, on trouve l’obligation imposée aux écoles de respecter le choix du prénom exprimé par l’élève – tout comme celui du pronom qu’il faudra utiliser à son sujet – et ses choix vestimentaires.
 
Libre choix du genre, des toilettes, du prénom et des prénoms

 
En revanche, il n’est jamais question de l’âge des jeunes, ni d’un droit de regard de leurs parents, ni même d’un avis médical qui serait en mesure de faire état d’un problème d’identité chez l’élève. « La responsabilité de la détermination de l’identité de genre d’un élève repose sur l’élève. Il n’est pas nécessaire d’obtenir une confirmation extérieure de la part de professionnels de la médecine ou de la santé mentale, ni par le biais d’une documentation attestant de changements légaux », affirment les directives.
 
Les autorités scolaires se voient même imposer la discrétion et la confidentialité à l’égard des parents des élèves en question : « Les élèves transgenre et GNC ont le droit de décider quand, avec qui et à quel point ils veulent partager des informations privées. »
 

Pour les LGBTQ, un libre choix qui se fera à l’insu des parents
 
Au nom de l’« inclusion », ces filles qui se disent garçons ou ces garçons qui se disent filles doivent se voir autoriser l’accès aux vestiaires et toilettes du sexe opposé, la création de toilettes individuelles étant présentée comme « stigmatisante ». Cependant ceux qui ne seraient pas à l’aise dans les vestiaires du sexe opposé peuvent demander des toilettes individuelles…
 
Inutile de dire que la page internet qui reçoit les commentaires – elle a été ouverte le 16 mars – a déjà enregistré plus de 2.500 messages en quelques jours. Ils sont négatifs dans leur immense majorité. L’un des derniers en date évoque le fait que l’identité de genre des élèves n’est pas l’affaire de l’école et n’affecte pas leur capacité à recevoir un enseignement.
 
Si c’était le cas, en effet, il faudrait reconnaître que ces troubles de l’identité posent un problème sur tous les plans, que ce sont précisément des troubles et qu’ils sont un appel à l’aide et le cas échéant au diagnostic et à la thérapie…
 
Anne Dolhein

http://www.thenewamerican.com/culture/education/item/22827-michigan-board-o…
 
Michigan élèves LGBTQ choix libre genre toilettes

http://reinformation.tv/michigan-eleves-lgbtq-choix-libre-genre-toilettes-d…


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MessagePosté le: Ven 1 Avr - 04:22 (2016)    Sujet du message: WEBINARS IN THIS SECTION ARE ARCHIVED. MORE CURRENT WEBINAR SERIES ARE ABOBE Répondre en citant





WEBINARS IN THIS SECTION ARE ARCHIVED. MORE CURRENT WEBINAR SERIES ARE ABOBE




https://tanenbaum.org/programs/education/

Religious Diversity in the Classroom: "What's Law Got To Do With It?" Encore Presentation
There’s a lot of misinformation about what teachers are allowed to do when it comes to discussing religion in public school. But the truth is it’s both legal and important to teach about religion and the diversity of religious and nonreligious worldviews. "What’s Law Got To Do With It?" helps educators build a deeper understanding of the legal parameters relevant to including religion in the classroom.

Religious Diversity in the Classroom: "Fostering a Culture of Respect" Encore Presentation
How do you help students of all religions—or no religion—feel safe, supported and accepted? By creating a classroom culture in which religious diversity is respected. That may sound complicated, but "Fostering a Culture of Respect" offers suggestions on how to do just that.

Complex and Diverse Texts for the Common Core and More
In this webinar, Teaching Tolerance partnered with the Association for Middle Level Education (AMLE) to discuss the relevant and rigorous readings found in Perspectives for a Diverse America. (There are hundreds to choose from!) See how the texts in Perspectives meet the demands of Common Core text complexity and offer diverse voices that educators can leverage to reach every student.

The December Dilemma (Registration Required)
This webinar will help you create deeper understandings of religious and secular holidays, facilitate classroom discussions surrounding inclusion and respect for religious and non-religious differences, and evaluate existing classroom resources and strategies for equity and inclusivity.


http://www.tolerance.org/webinars



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MessagePosté le: Ven 1 Avr - 05:03 (2016)    Sujet du message: EXTREME PREJUDICE Répondre en citant






EXTREME PREJUDICE

Overview

Title: Extreme Prejudice
Date: Tuesday, April 19, 2016
Time: 04:30 PM Central Daylight Time
Duration: 1 hour

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Summary

Why teach about extremism? Not teaching about it can put students in danger. Lack of education about religious diversity has left students—particularly Muslim and Sikh students—vulnerable to bias and bullying by classmates and teachers who don’t understand the full context of religious extremism. This hostility can make it difficult for students to learn and even puts their physical safety in jeopardy. Expanding your students’ knowledge of world religions—and the diversity that exists within them—is critical to combating these dangerous stereotypes and fostering empathy in the school community.

Join us and our friends from the Tanenbaum Center for Interreligious Understanding for this one-hour webinar, and learn try-tomorrow strategies that can help you teach about extremism accurately and safely, such as discussing extremism across multiple religions, examining the economic and political contexts in which extremism arises, highlighting religious peacemakers and empowering your students to make their school more inclusive.
You’ll receive a certificate of completion once you finish this webinar.




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



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MessagePosté le: Ven 1 Avr - 05:18 (2016)    Sujet du message: SUMMER MARXIST SCHOOL 2016 - APPLY HERE! Répondre en citant




SUMMER MARXIST SCHOOL 2016 - APPLY HERE!




Dear Maria,

People Before Profits, NFP has asked the CPUSA to organize a national school, with subject matter taught from Marxist perspective. We hope you are interested and would like to invite you to apply to attend.  The school will be held August 20 - 27, 2016 in Chicago, IL. 

 The National Marxist School will focus on the exploration and promotion of the Marxist Idea in the 21st Century. Topics will include Marxism in the 21st Century, The 21st Century Role of the Party in the Struggle for Social Change in the USA, The 21st Century Role of the Marxist Media, The Use of Modern Technology to Build the Movement, and much more.

 If you are able to participate, please complete the application form. It will automatically be sent to us. We will notify you of your enrollment status, school costs and accommodations as quickly as possible.

Please fill out the application for the 2016 National Marxist School in Chicago August 20 - 27 here.


Sincerely yours,

Dee Miles
Marxist School coordinator

e-mail


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MessagePosté le: Ven 1 Avr - 06:15 (2016)    Sujet du message: NORVEGE : LES ENFANTS ENVOYES DANS DE FAUX CAMPS DE REFUGIES Répondre en citant

NORVEGE : LES ENFANTS ENVOYES DANS DE FAUX CAMPS DE REFUGIES

Caricatures

22:03 17.03.2016(mis à jour 20:22 18.03.2016)


L'objectif du projet est de montrer aux enfants les conditions difficiles dans lesquelles sont contraints de vivre les migrants.



Les Norvégiens envoient leurs enfants dans de faux camps de réfugiés.

Selon le quotidien, l'ambiance y est tout à fait conforme à celle qui règne dans les camps de réfugiés arrivant en Europe. Les adolescents reçoivent une quantité minimum de nourriture, dorment dans des locaux surpeuplés, des coups de sirène retentissant dans la nuit. En outre, les chefs changent brutalement la température des locaux en pleine nuit.

https://fr.sputniknews.com/caricatures/201603171023465163-norvege-enfants-camps-migrants/


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MessagePosté le: Lun 4 Avr - 09:52 (2016)    Sujet du message: WHY IS OBAMA ALLOWING FETHULLAH GÜLEN TO OPEN ISLAMIC CHARTER SCHOOLS ON US MILITARY BASES? Répondre en citant

WHY IS OBAMA ALLOWING FETHULLAH GÜLEN TO OPEN ISLAMIC CHARTER SCHOOLS ON US MILITARY BASES?

Lest there be any doubt about the objectives in the United States, the strategy of subtly indoctrinating school children into the Gülen movement is a familiar one overseas, and there is great peril in allowing it to flourish in this country. In his native Turkey, Gülen created a network of hundreds of schools that have produced – over the past three decades – a vast cadre of followers now prepared to perform his bidding from official positions in government, law enforcement, the judiciary and the media.



by Geoffrey Grider March 31, 2016

A secretive Islamic movement run by Fethullah Gülen is trying to infiltrate the U.S. military by establishing and operating publicly-funded charter schools targeted toward children of American service personnel.

EDITOR’S NOTE: Today we bring you the story of Fethullah Gülen, the shadowy Islamic billionaire who lives in a remote compound in Pennsylvania. He has created his charter schools all over the world as a cover to spread the message of Islam, and now he has set his sights on opening these schools on military bases in the United States. He has the full approval of the Obama administration to do so.

That charge may sound like a conspiracy theory from the lunatic fringe, but it is real and it is happening right now.  The most immediate threat is in Nevada, where Coral Academy of Science Las Vegas (CASLV) is currently negotiating with the United States Air Force to locate a charter school at Nellis Air Force Base, with classes starting this fall.  What is not widely known is that CASLV is part of a nationwide organization of charter schools and other businesses headed by Islamic cleric Fethullah Gülen, a reclusive but influential Imam living under self-imposed exile in Pennsylvania to avoid criminal prosecution in his native Turkey.



VIDEO : https://www.youtube.com/watch?v=YF_WALy1kp0

Our law firm has been engaged by the Republic of Turkey – a key NATO ally in a hotbed region – to conduct a wide-ranging investigation into the operations and geopolitical influence of the Gülen organization, which is behind the Coral Academy of Science and over 140 other public charter schools scattered across 26 American states.  Our investigation, still in its early stages, reveals that the Gülen organization uses charter schools and affiliated businesses in the U.S. to misappropriate and launder state and federal education dollars, which the organization then uses for its own benefit to develop political power in this country and globally.

Aside from defrauding American taxpayers, the Gülen organization has an even more ominous objective in the United States.  The organization is one of the country’s largest recipients of H1-B “specialty occupation” visas, which it uses to import Turkish teachers into its charter schools, supposedly because local U.S. talent is not available to fill math and science teaching positions in its charter schools.  The Gülen organization illegally threatens to revoke these visas unless the Turkish teachers agree to kick back part of their salary to the organization.

More importantly, the Turkish teachers in Gülen organization charter schools are evaluated not on the basis of their teaching skills, but rather on whether they achieve monthly goals in a secret point system designed to instil Turkish culture and Gülenist ideology in our American students. The goal, we are told, is to develop a Gülenist following of high achievers, incubated in our local community schools across the country.

VIDEO : https://www.youtube.com/watch?v=DReAWz1mSZo

The Gülen organization has been able to grow in the U.S. largely because it conceals both its identity and its motives.  The first line of defense for Gülenist charter schools and companies has been to deny any affiliation with Fethullah Gülen (their officers and directors claim that they are merely “inspired by” Gülen’s religious teachings), as if the simple creation of business entities in which Fethullah Gülen himself holds no ownership interest could alter his ultimate control over the organization.  In reality, the governing boards of the Gülen charter schools are populated disproportionately by loyal Turkish men answering to a handful of Imams who rule over defined regions across the U.S., reporting ultimately to Gülen in Saylorsburg, Pennsylvania.

In Nevada, CASLV is a three-campus school operating under a charter held by tax-exempt Coral Education Corp., headquartered in Reno.  Three of Coral’s board members are Turkish, one of whom was formerly the Principal at two other Gülen organization charter schools, the Sonoran Science Academy at Davis-Monthan Air Force Base in Arizona and the Bay Area Technology School in California.

Unfortunately, Nellis Air Force Base is not the Gülen organization’s first stab at a U.S. military base.  The organization successfully opened a school on Davis-Monthan AFB in 2009, and it tried but failed to gain access to Marine Corps Base Hawaii and Naval Station Great Lakes in Illinois.  In California, Magnolia Public Schools applied for a charter in Oceanside, where Marine Corps Base Camp Pendleton is located, although it temporarily withdrew its application after our law firm pointed out Magnolia’s connection to the Gülen organization earlier this year.

Lest there be any doubt about the objectives in the United States, the strategy of subtly indoctrinating school children into the Gülen movement is a familiar one overseas, and there is great peril in allowing it to flourish in this country.  In his native Turkey, Gülen created a network of hundreds of schools that have produced – over the past three decades – a vast cadre of followers now prepared to perform his bidding from official positions in government, law enforcement, the judiciary and the media.  Although precise numbers are impossible to verify, some have estimated that he currently controls more than half of the entire Turkish police force. The Economist newspaper compared Gülen’s influence in Turkey to the Freemason infiltration of law enforcement and judicial elites in Europe during the last century. Numerous documented cases in Turkey involving planted evidence, tainted prosecutions and illegal incarceration of Gülen critics underscore that he is quite willing to abuse his power and influence.

The same game plan is playing out, at last count, in 101 countries on every habitable continent.  With an estimated six million followers globally and assets in the range of $20-$50 billion, the Gülen organization has managed to conceal a great deal about its doctrine, mission or objectives.  Whether Gülen’s followers are classified as a religious sect, a commercial enterprise, a political movement or – as Dutch legislators concluded – a cult, it should be a matter of significant concern for our security and regulatory authorities.

In light of Gülen’s modus operandi elsewhere, the Department of Homeland Security should be asking itself why such a non-transparent, religion-based organization would seek to establish itself on our military bases, teaching the children of our service men and women. source

http://www.nowtheendbegins.com/why-is-obama-allowing-islamic-charter-schools-to-be-opened-on-us-military-bases/


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MessagePosté le: Lun 4 Avr - 10:03 (2016)    Sujet du message: PAKISTAN : PUBLIC SCHOOLS TEACH HATRED OF JEWS AND CHRISTIANS, “PASSION FOR JIHAD” Répondre en citant

PAKISTAN : PUBLIC SCHOOLS TEACH HATRED OF JEWS AND CHRISTIANS, “PASSION FOR JIHAD”
 
April 2, 2016 5:18 pm By Robert Spencer

No need to be concerned. Only 70% of Pakistani children go to these schools. Meanwhile, our children are learning to be sensitive to “microaggressions” and to eschew unpopular ideas as “hate speech.”



“Children in Pakistan are learning disturbing things about other religions in school,” by Nafees Takkar, Christian Science Monitor, March 31, 2016:
Citation:


… In recent years in government-approved schools, students are using textbooks that teach hostility towards all forms of thought and expression – except orthodox Sunni Islam….

The books claim that Christian, Hindu, Jewish, Sikh faiths, and even minority Muslim ethnic groups are inferior if not dangerous and should be opposed. They often present stereotyped images from history – the crusades in the Middle Ages, unjust colonial British civil servants, Jewish moneylenders, or of marauding Sikhs warriors – as if these are current affairs and represent popular views in the West and India today.

The texts also adopt fundamentalist arguments that Muslim individuals are responsible for taking independent action against those who are not virtuous.

Nearly 70 percent of Pakistani students attend public schools, according to the Center of Research and Security Studies. The Islamabad-based think tank points out that government committees decide on the content in curriculums.

“The textbooks take the readers to an absolute point of view that stops students from thinking critically and takes them into isolated thinking,” says Khadim Hussain, a Peshawar-based writer on militancy and the director of an educational foundation.

In a seventh-grade social studies text, students read: “History has no parallel to the extremely kind treatment of the Christians by the Muslims. Still the Christian kingdoms of Europe were constantly trying to gain control of Jerusalem.”

Relations with Jews are presented in a seventh grade text in this way: “Some Jewish tribes also lived in Arabia. They lent money to workers and peasants on high rates of interest and usurped their earnings.”

Sixth graders are taught that, “Christians and Europeans were not happy to see Muslims flourishing.”

Seventh graders read, learn, and are tested on material from texts that teach the Crusades almost as current affairs and offer a very narrow view of Christianity without describing the nearly universal approbation against them taken later.

“These wars are called crusades because the Pope, a head of the Christians, called a council of war,” the text states. “In this meeting he declared that Jesus Christ sanctioned war against Muslims.”

Brainwashing?

By 10th grade students learn not just that jihad is a form of internal struggle for the faithful, but that, “In Islam Jihad is very important. The person who offers his life never dies. All prayers nurture one’s passion for Jihad.”…

“These texts present a world view that has nothing to do with real studies and the real world. The texts showing up in public schools repeatedly describe Christians and Jews as enemies of Islam,” Mr. Hussain says.

The leaders of the Jamat-ul-Ahrar, the organization that claimed responsibility for the attack on Christians in Lahore, graduated from public schools.

The spokesman of a jihadi group that claimed a recent attack on Bacha Khan University in Charsadda, a town near Peshawar, got his first education from a regular school. The attack on Jan. 20, which killed 21 students and teachers, had symbolic importance since the college is named after a Pashtun leader known for his philosophy of non-violence against British rule….

http://www.jihadwatch.org/2016/04/pakistan-public-schools-teach-hatred-of-jews-and-christians-passion-for-jihad



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MessagePosté le: Lun 4 Avr - 10:42 (2016)    Sujet du message: LAÏCITE POSITIVE A DELTA, COLORADO, USA : LITTERATURE SATANISTE AU COLLEGE Répondre en citant

LAÏCITE POSITIVE A DELTA, COLORADO, USA : LITTERATURE SATANISTE AU COLLEGE

25 mars 2016 16 h 50 min·


 


Une expérience de laïcité positive vient d’être imposée au collège et au lycée du district de Delta, dans le Colorado, aux USA : pour répondre à une distribution de bibles, les athées et libres penseurs ont exigé de la littérature sataniste à la bibliothèque de l’établissement.
 
L’adjoint au proviseur du collège et lycée du district de Delta, dans le Colorado (USA), Kurt Clay, explique :
 
« Nous avons procédé à une distribution de la bible des Gédéons en décembre dernier, ce qui nous a été reproché par l’association [maçonnique] locale des libres penseurs, qui ont exigé que soit mis à disposition des élèves de la littérature athée et sataniste. Nous avons dû obtempérer, c’est la loi, nous ne pouvons pas faire de discrimination. »
 
Le processus à suivre par les établissements scolaires du Colorado est invariable : si l’on met à la disposition des livres et brochures ayant un contenu religieux, par exemple des journaux scouts, alors, suivant le principe de la laïcité positive qui garantit à toutes les croyances le même respect et le même accueil, on doit aussi placer à la bibliothèque, consultable par qui le souhaite, de la littérature sataniste. Les seules exceptions à l’obligation de mise à disposition sont la publicité commerciale, la propagande électorale, les appels à la violence et au meurtre, la pornographie.
 
Les athées et libres-penseurs de Delta, Colorado, USA, de leur côté, entendent faire respecter la « liberté d’expression ». Ann Landman, la patronne de l’association pour l’ouest du Colorado, se réjouit :
 
« Les élèves viennent de recevoir une leçon de loi fédérale et de constitution américaine, et en plus, ils pourront bénéficier d’une autre façon de penser. »
 
Ils ne se cachent pas toutefois d’avoir mené cette campagne pour changer les mentalités et obtenir « une séparation de l’Ecole et de la religion ». Et la manœuvre a porté puisque Kurt Clay, l’adjoint au proviseur a décidé de retirer de l’école « tout le matériel relatif aux religions ou aux croyances ». Outre que l’on se demande comment il s’y prendra, il est instructif de considérer comment l’utilisation de la loi fédérale et la peur de discriminer aboutissent à la distribution par l’école de littérature sataniste aux élèves de collège et de lycée. Car, à côté de brochures « simplement » anti-chrétiennes, du genre Top 10 Public School State-Church Violations and How to Stop Them, (Classement des dix violations les plus voyantes par l’Eglise de la loi dans les Public Schools ) ou What’s Wrong with the Ten Commandments? (Qu’est-ce qui ne va pas avec les dix commandements ? , on trouve tout de même de vraies perles satanistes comme The Satanic Children’s Big Book of Activities , le grand livre sataniste des enfants. Un programme sans ambiguïté, qui illustre ce que l’on savait déjà : à savoir que la laïcité positive, comme son grand frère le laïcisme, est une machine antichrétienne.
 

Pauline Mille.

http://reinformation.tv/litterature-sataniste-college-delta-colorado-usa-mille-52905-2/ 


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MessagePosté le: Sam 9 Avr - 04:49 (2016)    Sujet du message: NEW VIDEO EXPOSES BIAS AND BIGOTRY IN NEWTON HIGH SCHOOLS Répondre en citant

NEW VIDEO EXPOSES BIAS AND BIGOTRY IN NEWTON HIGH SCHOOLS

ANTI ISRAEL INDOCTRINATION @ NEWTON HIGH APRIL 7th 2016



VIDEO : https://www.youtube.com/watch?v=l_6w1nujk2Q

Anti-Israel Indoctrination Masquerading as “Critical Thinking”

Indoctrination @ Newton High, a new video released today by Americans for Peace and Tolerance (APT), exposes a pattern of anti-Israel teachings found in Newton, Massachusetts high schools, including:
  • Newton’s high schools have used Palestine Liberation Organization (PLO) maps that falsify the history of the Arab-Israeli conflict. Newton students were not told that the maps were created by the PLO’s propaganda unit.
  • Newton’s schools presented students with a falsified version of the Hamas Charter. In Newton’s doctored version the word  ”Jews” – as a target of hatred — is replaced with the word “Zionists.”
  • In one lesson, Newton students are asked to consider the Jewish state’s right to exist. (The legitimacy of no other nation-state’s existence is questioned.) The lesson included “expert” opinions, which are drawn overwhelmingly from anti-Israel academics and anti-Semitic activists.
  • A book used in Newton high schools has a recommended reading list that includes the extremist writings by Muslim Brotherhood leaders including Sayyid Qutb, and Yusuf Qaradawi, whose sermons call for the murder of Jews and homosexuals.
http://www.peaceandtolerance.org/newton/?utm_medium=email&utm_source=Neptune+Web+E-Blast&utm_content=New+Video+Exposes+Bias+and+Bigotry+in+Newton+High+Schools&utm_campaign=Campaign+2016%2F04%2F06


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MessagePosté le: Dim 10 Avr - 02:14 (2016)    Sujet du message: 'SESAME STREET' GOES SHARIA WITH HIJAB-CLAD MUPPET Répondre en citant


'SESAME STREET' GOES SHARIA WITH HIJAB-CLAD MUPPET

Posted on April 9, 2016 by creeping


How many young Afghan girls will be killed because of Zari?






Source: ‘Sesame Street’ Unveils Hijab-Clad Muppet: ‘Zari’ Is A Feminist From Afghanistan – Breitbart

Sesame Street unveiled a fresh face Thursday: a hijab-wearing Afghani Muppet named Zari who will teach kids about “girl empowerment, social and emotional wellbeing.”
Zari will first appear in season five of Baghch-e-Simsim, which is the Afghan version of Sesame Street.
The popular children show’s Twitter account was abuzz with Zari content Thursday.
twitter-tweet a écrit:
Meet Zari, our new friend from Afghanistan! She’s here to teach young kids about girls’ empowerment! #BaghcheSimsim pic.twitter.com/itS9kNZieV
— Sesame Street (@sesamestreet) April 7, 2016

twitter-tweet a écrit:

Introducing…Zari! Our new friend in Afghanistan, joining #BaghcheSimSim for #Season5! She’s a very special girl! pic.twitter.com/ggI0qpPR78
— Sesame Workshop (@SesameWorkshop) April 7, 2016

twitter-tweet a écrit:

We’re excited to have Zari in the family! She’s an incredible role model for kids around the world! #BaghcheSimsim pic.twitter.com/EMcRWiuwlh
— Sesame Street (@sesamestreet) April 7, 2016


“Sesame Street has done more to educate and entertain than any other children’s program in Afghanistan,” said Saad Mohseni, the president of the MOBY group, which airs numerous TV programs for Afghani children. “We are especially delighted about the introduction of Zari to Baghch-e-Simsim, which reflects Sesame’s commitment to the country and the show’s positive impact here.”


Zara will focus on teaching “girls’ empowerment, national identity, physical health and social and emotional wellbeing,” a Sesame Street press release said.

https://creepingsharia.wordpress.com/2016/04/09/sesame-street-goes-sharia-w…



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