Tag Archives: Common Core

Alex Newman: Orwellian Nightmare: Data-mining Your Kids

by Alex Newman

One of the most troubling aspects of the “education reforms” currently being advanced by the Obama administration and its allies is the unprecedented monitoring and tracking of students — invasions of privacy so pervasive George Orwell might blush. Everything from biometric data to information on children’s beliefs and families is already being vacuumed up. Opponents of the “reform” agenda have highlighted the cradle-to-grave accumulation of private and intimate data as among the most compelling reasons to kill the whole process.

Aside from data produced by the looming Common Core-aligned national testing regime, most of the data-mining schemes are not technically direct components of the plot to nationalize education standards. However, the vast collection of personal information and the accompanying data-mining are intricately linked to the federally backed standards in multiple ways, not to mention myriad other federal schemes. Despite protestations to the contrary, the new standards and the data collection go together hand in hand.

Efforts to portray the data gathering via Common Core-aligned testing as a “state-led” plot notwithstanding, the Obama administration is reportedly considering raising phone taxes by executive decree to help subsidize the necessary technology. Why federal tax increases would be needed to pay for education and data-mining schemes that the federal government is supposedly not involved in has not been explained by officials, but experts and analysts say the reason is obvious.

Implementing Intrusions

Already, there are numerous systems being used and deployed across America aimed at compiling unprecedented amounts of data on students. Some are run by private organizations with government assistance; others are operated by authorities directly. All of them are extremely controversial, however, with parents and privacy advocates outraged.

Among the data schemes that have received a great deal of attention in recent months is “inBloom.” As with the new national education standards called Common Core, it is also funded by Bill Gates and the Carnegie Corporation. With at least nine states participating in the $100 million program already, the non-profit entity, which shares data with whomever authorities choose, is quickly gobbling up vast quantities of information.

Respected experts such as attorney Michael Farris, president of ParentalRights.org, pointed out that the United Nations Convention on the Rights of the Child committee has repeatedly pressured governments to create similar national databases on children, albeit using different pretexts. Even liberals have expressed opposition. “Turning massive amounts of personal data about public school students to a private corporation without any public input is profoundly disturbing and irresponsible,” said New York Civil Liberties Union Executive Director Donna Lieberman, slamming authorities for failing to disclose the scheme or offer parents an opt-out.

In conjunction with inBloom, other systems are being funded and largely directed by the federal government itself. Using the same unconstitutional process as the one used to foist Common Core on state governments — a combination of federal bribes, waivers, and more — the Obama administration all but forced cash-strapped states to start monitoring and tracking student information, or to expand their existing systems.

Previous administrations and U.S. lawmakers also contributed to the problem, with the foundations having been laid dec­ades ago. Before Obama, the Bush-era No Child Left Behind Act, for instance, among myriad other demands, called on states seeking federal funds to create “unique statewide identifiers” for each student. Under Obama, the process has accelerated at an unprecedented rate.

The stimulus-funded “Race to the Top,” a so-called school improvement scheme demanded by Obama, only distributed taxpayer funds to states that agreed to build and expand data systems, with the secretary of education specifically requesting interoperable databases to facilitate the collection and transfer of data. Massive bribes to states from the $50 billion “State Fiscal Stabilization Fund” conditioned on acceptance of Common Core and expanded data tracking, also part of the “stimulus” package, were critical in advancing the plot as well.

Boasting about the “stimulus”-funded coercion of state governments on data regimes during a speech to UNESCO, the deeply controversial UN “education” agency, Education Secretary Arne Duncan lauded the program.

“More robust data systems and a new generation of assessments can assist teachers and principals to improve their practices and tailor their instruction in ways that were largely unthinkable in the past,” Duncan continued. “We have advanced data systems that we are constantly improving.” Duncan wants other governments and the UN to follow the Obama administration’s lead on data gathering, he explained.

The administration helped pay for expanding “state” systems with an eye toward integrating them. Some $315 million in federal grants, for example, were used to bribe state governments and help them comply. However, the specific grant scheme, known as the Statewide Longitudinal Data Systems (SLDS) program, actually began handing out taxpayer money in 2005.

As of 2009, the latest year for which figures are available on the Department of Education’s website, 41 states and Washington, D.C. had been awarded federal SLDS grants to expand their data systems on students. Experts say all 50 states now maintain or are capable of maintaining huge databases on the vast majority of American kids.

According to the Department of Education, the goal of the SLDS grants is to have states “expand their data systems to track students’ achievement from preschool through college.” The Education Department’s National Center for Education Statistics offers slightly more detail about the SLDS scheme online: “Through grants and a growing range of services and resources, the program has helped propel the successful design, development, implementation, and expansion of K12 and P-20W (early learning through the workforce) longitudinal data systems,” it explains. “These systems are intended to enhance the ability of States to efficiently and accurately manage, analyze, and use education data, including individual student records.”

Cradle to Career Data Collection

Of course, all of the data collected must be shared with the U.S. Department of Education and other entities within and outside the federal government. Acting unilaterally, U.S. Education Secretary Arne Duncan even purported to overrule federal privacy laws by promulgating new “regulations” gutting the Family Educational Rights and Privacy Act (FERPA). Some lawmakers expressed outrage, but the process continues.

“As part of what you described as a ‘cradle to career agenda,’ the Department of Education is aggressively moving to expand data systems that collect information on our nation’s students,” wrote Rep. John Kline (R-Minn.), now chairman of the House Education and Workforce Committee, in an early 2010 letter to Duncan. “The Department’s effort to shepherd states toward the creation of a de facto national student database raises serious legal and prudential questions.”

As Kline points out in the letter, there is good reason to believe that the administration is again flouting federal law. “Congress has never authorized the Department of Education to facilitate the creation of a national student database,” he explained. “To the contrary, Congress explicitly prohibited the ‘development of a nationwide database of personally identifiable information’ … and barred the ‘development, implementation, or maintenance of a Federal database.” Despite no mention of the Constitution, multiple federal statutes are cited in the correspondence.

Apparently, the administration does not take kindly to having its alleged violations of the law exposed. While it couldn’t fire Rep. Kline, the Education Department did reportedly dismiss its top privacy official, then-Family Policy Compliance Office chief Paul Gammill. According to a 2010 report in Inside Higher Ed, Gammill was fired after he “argued in internal meetings and documents that the department’s approach to prodding states to expand their longitudinal student data systems violated the Family Educational Rights and Privacy Act.” The Education Department refused to comment on the case, though it openly admits that one of the long-term goals of the SLDS program is to “make education data transparent through Federal and public reporting.”

According to the Department of Education, grants awarded to states under the program are aimed at supporting the creation and implementation of systems “that have the capacity to link individual student data across time and across databases” and “promote the linking of data collected or held by various institutions, agencies, and States.” Among the data to be included are the yearly test records of individual students mandated under the 1965 Elementary and Secondary Education Act. “States are encouraged to include additional information in their longitudinal data systems,” the department continued.

In another Education Department document offering “guidance” on the SLDS schemes, further insight is offered into what sort of information authorities are seeking and collecting. Among the “Personally Identifiable Information” outlined in the report: name, parents’ names, address, Social Security number, date of birth, place of birth, mother’s maiden name, and more.

Other private and protected data that might be collected, the document suggests, include the “political affiliations or beliefs of the student or parent; mental and psychological problems of the student or the student’s family, sex behavior or attitudes; illegal, anti-social, self-incriminating, and demeaning behavior; critical appraisals of other individuals with whom respondents have close family relationships; legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; religious practices, affiliations, or beliefs of the student or the student’s parent; or income.” While the collection of such data in surveys and questionnaires funded by federal tax dollars requires parental consent under federal law, state-level collection does not. Plus, experts say there are numerous other potential loopholes as well.

So Much for Student Privacy

Much of the information vacuumed up at all levels of government already makes its way into a national Department of Education scheme known as “EDFacts.” The department describes it online: “EDFacts is a U.S. Department of Education (ED) initiative to collect, analyze, report on and promote the use of high-quality, kindergarten through grade 12 (K-12) performance data…. EDFacts centralizes data provided by state education agencies, local education agencies and schools.” Under EDFacts, state education agencies submit some 180 data groups. The federal National Center for Education Statistics, meanwhile, describes over 400 data points to be collected.

The U.S. Department of Labor, separately, admits that it is working to “integrate workforce data and create linkages to education data.” According to the department’s “Workforce Data Quality Initiative,” the SLDS will “enable workforce data to be matched with education data to ultimately create longitudinal data systems with individual-level information beginning with pre-kindergarten through post-secondary schooling all the way through entry and sustained participation in the workforce and employment services system.” When combined with information from the IRS, ObamaCare, the NSA, and countless other federal data-collection schemes, the picture that emerges has critics very nervous.

As technology advances, the federal government’s Orwellian data gathering will — without action to stop it — almost certainly expand beyond most people’s wildest nightmares. In fact, it already has. Consider, for example, a February 2013 report by the Department of Education dubbed Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century. Included in the 100-page report is information about technology already being used in an Education Department-funded tutoring program.

“Researchers are exploring how to gather complex affective data and generate meaningful and usable information to feed back to learners, teachers, researchers, and the technology itself,” the report explains. “Connections to neuroscience are also beginning to emerge.” (Emphasis added.) The technological tools already being used by federally funded education schemes to probe students’ minds and “measure” the children include, as described in the report, “four parallel streams of affective sensors.”

Among the devices in use today through a federally funded tutoring scheme is a “facial expression camera” used to “detect emotion” and “capture facial expressions.” According to the report, the camera is linked to software that “extracts geometric properties on faces.” There is also a “posture analysis seat” and a “pressure mouse.” Finally, the report describes a “wireless skin conductance sensor” strapped to students’ wrists. The sensors collect “physiological response data from a biofeedback apparatus that measures blood volume, pulse, and galvanic skin response to examine student frustration.” Again, these systems are already being used in government-funded programs, and with technology racing ahead, developments are expected to become increasingly troubling.

Another Education Department report, entitled Enhancing, Teaching and Learning Through Educational Data Mining and Learning Analytics, acknowledges similarly alarming schemes. “A student learning database (or other big data repository) stores time-stamped student input and behaviors captured as students work within the system,” it notes. “A predictive model combines demographic data (from an external student information system) and learning/behavior data from the student learning database to track a student’s progress and make predictions about his or her future behaviors or performance.” (Emphasis added.)

All across the country today, Big Brother-like technological developments in biometrics are also making schools increasingly Orwellian. Earlier this year in Polk County, Florida, for example, students’ irises were scanned without parental consent. “It simply takes a picture of the iris, which is unique to every individual,” wrote the school board’s “senior director of support services” in a letter to parents. “With this program, we will be able to identify when and where a student gets on the bus, when they arrive at their school location, when and what bus the student boards and disembarks in the afternoon. This is an effort to further enhance the safety of our students. The EyeSwipe-Nano is an ideal replacement for the card based system since your child will not have to be responsible for carrying an identification card.”

In San Antonio, Texas, meanwhile, a female student made national news — and exposed what was going on — when she got in a legal battle with school officials over her refusal to wear a mandatory radio-frequency identification (RFID) device. The same devices are already being implanted under people’s skin in America and abroad — albeit voluntarily. Also in the biometric field, since at least 2007, children in states like Pennsylvania, West Virginia, and New Jersey have been fingerprinted at school under the guise of “school lunch” programs and other pretexts.

Despite fierce opposition, the trend toward using biometric data to identify and track students while collecting unimaginable amounts of information is accelerating. The federal government is helping lead the way toward abolishing any vestiges of privacy, and aside from NSA spying on virtually everyone, students appear to be among the primary targets. Without major resistance, experts predict that someday — perhaps even in the very near future — biometric identification will become ubiquitous. Combined with all of the other data being collected, the federal government may finally achieve what was sought by tyrants throughout history: detailed 24/7 information on everything, about everyone.

TNA: https://www.thenewamerican.com/culture/education/item/16193-orwellian-nightmare-data-mining-your-kids


Alex Newman is a correspondent for The New American, covering economics, education, politics, and more. He can be reached at anewman@thenewamerican.com. Follow him on Twitter @ALEXNEWMAN_JOU or on Facebook

 

Alex Newman: Study: Common Core Had “Significant Negative Effect” on Students

by Alex Newman

A barely noticed study on the Obama-backed Common Core scheme revealed that the controversial national “education” standards caused a “significant” decline in student achievement.

Basically, if the Common Core scheme had never existed, students would have been much better off, according to researchers at the federally funded Center on Standards, Alignment, Instruction and Learning (C-SAIL).

Results show that student performance declined in both reading and math as a result of Common Core, the researchers noted.

“Contrary to our expectation, we found that [Common Core] had significant negative effects on 4th graders’ reading achievement during the 7 years after the adoption of the new standards,” the study found.

Indeed, Common Core is packed with quackery such as the “sight-word” method that was first exposed as a dangerous failure over 150 years ago when it was tried in Boston. Even contributors to the Common Core reading section are blowing the whistle!

The controversial standards also “had a significant negative effect on 8th graders’ math achievement 7 years after adoption based on analyses of [National Assessment of Educational Progress] composite scores,” according to the analysis.

Researchers were surprised a how bad it was. Mengli Song, one of the authors of the study, noted that it is getting worse, too. “It’s rather unexpected,” Song explained. “The magnitude of the negative effects [of Common Core] tend to increase over time. That’s a little troubling.”

The results, which come after the politically toxic scheme has infested everything to do with education, confirm once again that the critics have been right all along.

The only two subject matter experts on the Common Core Validation Committee tried to warn Americans about it, too. Some of it was even based on incorrect math!

Common Core has been a total disaster for education, as FreedomProject Academy and FreedomProject Media have been warning consistently since the scheme was established. But of course, the disaster began long before Common Core.

And despite false statements from U.S. Education Secretary Betsy DeVos, Common Core is more firmly entrenched today than it was in the final year of the Barack Obama administration.

The Takeaway

As Ronald Reagan’s National Commission on Excellence in Education warned in 1983, the disaster in public “education” literally threatens the future of America as a nation and a people.

It is time for the fraudulent “education” system to be exposed and replaced with real education before even more children are irreparably harmed — and the nation itself is destroyed.


Alex Newman is a correspondent for The New American, covering economics, education, politics, and more. He can be reached at anewman@thenewamerican.com. Follow him on Twitter @ALEXNEWMAN_JOU or on Facebook

Kathleen Marquardt: Political Correctness, just one tool in the arsenal of Sustainability

Political Correctness, just one tool in the arsenal of Sustainability- Besides that loss of free speech on college campuses, we have social justice dictating what can, can’t, and must be done.”

by Kathleen Marquardt

At its worst, political correctness is nothing different from Orwell’s Newspeak – an attempt to change the way people think by forcibly changing the way they speak.” Urban Dictionary

“Every child in America entering school at the age of five is mentally ill because he comes to school with certain allegiances to our founding fathers, toward our elected officials, toward his parents, toward a belief in a supernatural being, and toward the sovereignty of this nation as a separate entity. It’s up to you as teachers to make all these sick children well by creating the international child of the future.”    Chester M. Pierce, Harvard psychiatrist, speaking as an expert in public education at the 1973 International Education Seminar.

The “Dear Hillary” letter, written on Nov. 11, 1992 by Marc Tucker, president of the National Center on Education and the Economy (NCEE), lays out a plan “to remold the entire American system” into “a seamless web that literally extends from cradle to grave and is the same system for everyone,” coordinated by “a system of labor market boards at the local, state and federal levels” where curriculum and “job matching” will be handled by counselors “accessing the integrated computer-based program.”

Tucker’s plan would change the mission of the schools from teaching children academic basics and knowledge to training them to serve the global economy in jobs selected by workforce boards. Nothing in this comprehensive plan has anything to do with teaching schoolchildren how to read, write, or calculate.

Twenty-seven or eight years ago, I was interviewed by a reporter at the Sacramento Bee about my articles challenging the thinking of animal rights. The reporter said to me, “But they are politically correct and you are not.” I agreed, saying that if anyone ever called me politically correct, it would be time to slit my throat.

Why do I bring this up now? Back then I didn’t realize where p.c. was going; now it is full-force tyranny. Am I exaggerating? Few people who do not back socialist-leaning thought are allowed to speak on our campuses of ‘higher learning’, many sporting bumper stickers pro Trump or Christianity or pro life have their cars keyed or spray painted. You don’t hear about that happening when one has a coexist bumper sticker.

Political Correctness has become a tool, one of many in the arsenal of global tyranny. It is a tool that could not have been used 40 or 50 years ago; most people still had rational, thinking brains. Since my interview with the Sacramento Bee, the road to hell – or global government – or the death of Western Culture — has gotten so steep we may not be able to stop it or even slow it down.

Do I exaggerate? You tell me. Besides that loss of free speech on college campuses, we have social justice dictating what can, can’t, and must be done. Many campuses require you to intuit someone’s arbitrary choice of gender so that you may properly address them (it would take a perfect clairvoyant to achieve this). Let’s move on to the important stuff – academic learning, or the lack thereof.

College students used to take a liberal arts degree in their undergraduate work to give them a well-rounded base. Now that and most other true academic learning has been ditched for social justice studies, sustainable studies, gaming studies – anything that is anti Western Culture, anything that makes one unemployable, anything that dumbs down the next generations.

Textbooks are full of misinformation, propaganda and lies. Classic literature is banned for using outdated words. Books are ignored or shunned for promoting morality, literacy, reason, common sense, and civility. And while our institutes of higher learning preach, “question authority”, they don’t actually teach questioning anything but Western Culture and its values. They certainly don’t teach students to question the professors’ authority. No longer do students debate tough issues; no one wants to take the side of the non-politically correct.

How did we get from the Declaration of Independence to the State of Political Correctness? One major contributor was the book, The Ideal Communist City, (a design for No Child Left Behind, Common Core and all the other aliases of behavior modification of children) said here in public education, “The best opportunity for contact among children of preschool age occurs in the nursery, which is the best setting for developing the child’s imitative powers and individual activities. He expresses his inclinations most freely here, and his egocentricity is least harmfully repressed. The positive value of group activity, of course, is fully realized only when it is organized and directed by educators who have benefited from advanced social training.”

Or look at this from the BSTEP program our government (Department of Health, Education, and Welfare) hired Michigan State University to design. “A small elite will carry society’s burdens. The resulting impersonal manipulation of most people’s life styles will be softened by provisions for pleasure seeking and guaranteed physical necessities. Participatory democracy in the American-ideal mold will mainly disappear. The worth and dignity of individuals will be endangered on every hand. Only exceptional individuals will be able to maintain a sense of worth and dignity.”

Let’s not overlook UNESCO, here, “As long as a child breathes the poisoned air of nationalism, education in world-mindedness (one-world order) can produce only precarious results. As we have pointed out, it is frequently the family that infects the child with extreme nationalism. The school should therefore use the means described earlier to combat family attitudes that favor jingoism (nationalism). We shall presently recognize in nationalism the major obstacle to development of world-mindedness.” UNESCO publication #356, “In the Classroom: Toward World Understanding”

It took only about half the lifetime of our country to get us here.

In 1918, Mary Parker Follett wrote, in The New State, group organization – the solution of popular government, “The training for the new democracy must be from the cradle – through nursery, school and play, and on and on through every activity of our life. Citizenship is not to be learned in good government classes or current events courses or lessons in civics. It is to be acquired through those modes of living and acting which shall teach us how to grow the social consciousness. This should be the object of all day school education, of all night school education, of all our supervised recreation, of all our family life, of our club life, of our civic life.

“When we change or ideas of the relation of the individual to society, our whole system of education changes. What we want to teach is interdependence, that efficiency waits on discipline, that discipline is obedience to the whole of which I am a part.. . . when we know how to teach social discipline, then we shall know how to ‘teach school.’ The object of education is to fit children into the life of the community.” P.363

So, according to Follett, our lives must focus completely on losing our individual rights and work to subordinate any freedoms we might consider to the cosmic one-ness, the group. The thought of that (if there are thinking minds left) would drive most of us to suicide.

John Dewey, the reformer of the education system, said, “I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.”

“Humanist Manifesto” (1933) co-author Dewey calls for a synthesizing of all religions and “a socialized and cooperative economic order.” [1]

America cannot last under this. Our country is based on Western Culture, Judeo/Christian Values, the Rule of Law, and other rational, reasoning social institutions. As we eradicate morality, common sense, values, attitudes, and beliefs, we become no different than the animals. Look at Venezuela. Do we want that at a magnitude of the nth degree? If not, now is the time to wake up, stand up, and speak out. We don’t have much time left. Look at the streets of San Francisco, Chicago, Nashville, New York, Los Angeles. Is this what we want to call our civilization?

[1] Deanna Spingola, The New World Order, Programming the Masses

APC: https://americanpolicy.org/2018/09/10/political-correctness-just-one-tool-in-the-arsenal-of-sustainability/?mc_cid=8dfab2085a&mc_eid=210870cea5

Read Kathleen Marquardt’s Biography

Kathleen Marquardt: THE DEFINITION OF “IS”

Kathleen Marquardt: THE DEFINITION OF “IS” – “I do not want to believe that Trump is just using blue smoke and mirrors…”

by Kathleen Marquardt

No, this has nothing (or very little) to do with Bill Clinton. My question is, ‘Is President Trump’ for or against Sustainable Development? He and his cabinet give mixed signals. Yes, Trump has done more positive things than any president in the last decade, that I can remember, anyway. But then there is this:

Oh, boy! Here we go. Actually, Zinke needs to go.

I emphasized the text in bold to indicate the usual farce of Agenda21/2030 that is going to be the destruction of Western Culture. Keep in mind that the usual disclaimer for A21/2030 is “strictly advisory” and “soft-law”, horse pocky! This piece brags that the Department of Interior will be blanketing all public lands with public/private partnerships, as if this is a good thing. They are painting with words so pretty to make you think Interior is the most patriotic of all departments, while what they are doing is so insidiously evil the devil will celebrate them if they pull this off. Zinke calls it Made in America, but instead it is the unmaking of America, the tearing apart of the Constitution. PPPs help SD destroy property rights – the bedrock of freedom.

As Tom describes PPPs in the link below this one: “It is little understood by the general public how Public/Private Partnerships are actually used, not as a way to diminish the size of government, but in fact, to increase government’s power. In truth, many PPPs are nothing more than government-sanctioned monopolies. These privileged few businesses are granted special favors like tax breaks, free use of eminent domain, non-compete clauses in government contracts, and specific guarantees of return on their investments. That means the companies, in partnership with the government, can fix their prices, charging beyond what the market demands. They can use their relationship with government to put competition out of business. This is not free enterprise, nor is it government controlled by the people.”

In other words, PPPs are fascism in disguise. And, hopefully, America has seen enough of Sustainable Development in any form – Public/Private/Partnerships, carbon footprints, Common Core, social justice, you name it. Let’s tell Zinke that we just say, NO to calling an Agenda 21/2030 scheme “Made in America” as if it were baseball or apple pie, instead of the anti-American pile of horse-pocky that it is.

Secretary Zinke announces Creation of the “Made in America” Recreation Advisory Committee

“ Today, U.S. Secretary of the Interior Ryan Zinke announced the establishment of the “Made in America” Recreation Advisory Committee. The Committee will advise the Secretary of the Interior on public-private partnerships across all public lands, with the goal of expanding access to and improving infrastructure on public lands and waterways.

The duties of the Committee are strictly advisory and will consist of, but not be limited to, providing recommendations including:

Policies and programs that:

  • Expand and improve visitor infrastructure developed through public-private partnerships;
  • Implement sustainable operations embracing fair, efficient and convenient fee collection and strategic use of the collected fees;
  • Improve interpretation using technology;
  • Create better tools and/or opportunities for Americans to discover their lands and waters.”

For more information on public/private partnerships

Which will also lead you to a 3-part primer on PPPs.

After reading the above, one must question whose idea was this?

THE BIGGER PICTURE HIDDEN IN TRUMP’S CUTS TO CLINTON AND OBAMA LAND GRABS

Following up on an April executive order to have Interior Secretary Ryan Zinke review 27 “National Monuments,” Trump on Monday signed an order to cut back the Dec. 2016 Obama-created Bears Ears National Monument in Utah by eight percent (1.35 million acres to 201,876 acres). He also signed an order to cut the 1996 Clinton-created Grand Staircase-Escalante National Monument – also in Utah — by nearly 50 percent (1.7 million to 1 million). The remainder of Clinton’s giant plaything will be broken into three separate areas: Grand Staircase National Monument, Kaiparowits National Monument, and Escalante Canyons National Monument.”

All of that leads to something I have been pondering.

Trump has done quite a few things to undo onerous regs and executive orders put in place by Obama, Clinton and Bush. Just today I read in The New American, “One of the very first actions of my administration was to impose at two-for-one rule on new federal regulations. We ordered that for every one new regulation, two old regulations must be eliminated … as a result, the never-ending growth of red tape in America has come to a sudden screeching and beautiful halt….

Within our first 11 months, we cancelled or delayed over 1,500 planned regulatory actions — more than any previous President by far….

And instead of eliminating two old regulations, for everyone new regulation we have eliminated 22 — 22. That’s a big difference. We aimed for two-for-one and, in 2017, we hit twenty-two-for one.”

Woohoo. That is wonderful. A great start. But . . .. But there is a gaping hole. Nothing has been done to stop the onslaught of Sustainable Development (SD) on property rights and the indoctrination of our children in the schools.

Betsy DeVos, the queen of Common Core is Secretary of Education. Our children are being brainwashed, dumbed-down, and turned into useful idiots, at best. Common Core is still going strong, our children are learning the five pillars of Islam, and there isn’t a single right from the Bill of Rights taught in the classrooms.

AFFH, Affirmatively Furthering Fair Housing is still alive and destroying property rights through the Department of Housing and Urban Development. People’s life savings and very lives are being destroyed by this as well as neighborhoods are being uprooted, whole classes of people are being dumped in neighborhoods not of their choosing just because of their race or their financial status. What most people do not understand is that AFFH is being embedded into every town, city, county and state the same way Sustainable Development was. When, like SD, AFFH has been put in place everywhere in this country, the name Affirmatively Furthering Fair Housing will be dropped (just like SD), and AFFH will be an unnamed cancer eating away at our lives.

Also thanks to Sustainable Development, cities and counties are notifying their residents that they cannot even maintain their properties without getting permission from the planning commissions and abiding by the International Building Codes. Our codes, the best in the world, no longer are acceptable – because every city, county, berg, state in the world must now obey the same standards and rules; it is far easier for the global elite to control us that way.

Attorney General, Jeff Sessions, who loves Asset Forfeiture, is still the AG and is not reining in Asset Forfeiture. He has finally ordered an examination of the Bundy case, but should it have taken him the outrageous infractions exposed by the whistleblower to see there was malfeasance going on there?

There is a lot more, but I think the above shows that, unless things are in the works and will be unveiled soon, we might need to start putting pressure on Trump to do what he said he would do. A lot of the ‘Deplorables’ promised to keep his feet to the fire if he didn’t do the job he promised. If President Trump is to eliminate 20,000 more regulations, if they aren’t to stop Sustainable Development, they will be useless.

I do not want to believe that Trump is just using blue smoke and mirrors to keep us mollified by making all these other good moves while Sustainable Development continues on with no slow down, destroying the greatest country every built. And I am not exaggerating! Sustainable Development should be the first focus for the President right now. We are so close to the tipping point; in fact, we could already be there.

APC: https://americanpolicy.org/2018/01/16/the-definition-of-is/

Read Kathleen Marquardt’s Biography

John Anthony: The Whitewashing of American Tyranny

The Whitewashing of American Tyranny –Suddenly the rights of people to live where they can afford is “exclusionary.”

by John Anthony

While Donald Trump maneuvers to cleanse government’s cesspool, communities face a bigger challenge at home.

Academics, classroom teachers, newspapers and television, movie stars and the Cultural Arts are seducing our children into believing it is their duty to relinquish their rights for a coveted scrunch into the bloated backseat of the global collective.

Like a crafty Tom Sawyer, who made the drudgery of whitewashing Aunt Polly’s fence so glamorous his friends eagerly surrendered their apples, tadpoles and marbles for the honor, our government persuades Americans that loyalty to fairness, the environment and climate change outweighs their rights over their own property.

Today, the government can uproot and relocate entire low-income families into strange neighborhoods merely by manipulating the value of their vouchers.

Our federally controlled education system collects sensitive, personally identifiable data on every public school student in America.  Even their most guarded medical history no longer bears privacy. We are raising generations of children to whom personal property rights have no value. When property rights lack value, human rights vanish.

Today’s young men and women accept as normal, events that two generations ago would have been the illustrator’s palette for a garish digest of Shocking Tales.

The Director of America’s National Security Agency recently admitted that his group regularly spies on Americans capturing metadata the department may easily translate into a log of your private life.
The government now legally sanctions a 35-year old mentally disturbed adult male, at the flick of his internal identity switch, to glide into the bathroom with 11 your year old daughter.

Practices once represented by colorful explosions of primary outrage are now bleached pastels of tacit acceptance. Community members working together can stop these violations. Trump may slow their progress, but we cannot afford to rely on one man. As the only group instructed to govern the governors, our window is closing. Not only is our government the driver behind these affronts, it is near the unstoppable stage where it governs its own will.

The House of Representatives, once the “peoples’ house” that reined in government, is now little more than a vestigial structure. Federal agencies issue 18 times as many laws as Congress and remain unanswerable beyond an abused regulatory “comment period” and a limp Congressional Review Act.

As government authority broadens, our children’s futures wither. Its outrageous claims against our property and our lives increasingly demand compliance. Larry Arnn, President of Hillsdale College said in a recent speech, that compliance; “means adapting constantly to changing and complex instructions from central authorities, and it means the employment of specialists to interpret the regulations and make sure others conform.”

That conformity is our children’s future. Unless we teach them the meaning of private property and its relationship to their human rights; unless they learn that government is not their ally, agencies like HUD will socially engineer their tomorrows and programs like Common Core will turn mediocrity and conformity, into social and emotional imperatives.

We have a choice.  We can sit by the lamplight and educate our children. In his 1796 Farewell Address, President Washington warned Americans what would happen if government followed man’s natural instinct to grow more powerful; “The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create whatever the form of government, a real despotism.”

Thomas Jefferson warned of a consolidation of federal power in an 1821 letter; “when all government, domestic and foreign, in little as in great things, shall be drawn to Washington as the center of all power, it will render powerless the checks provided of one government on another, and will become as venal and oppressive as the government from which we separated.”

Obliging our Founders’ fears, HUD recently distorted the Fair Housing Act granting themselves authority to threaten communities with civil rights violations for failure to assure “income integration” by building affordable housing in affluent areas where low-income families cannot afford to live.

Suddenly the rights of people to live where they can afford is “exclusionary.” When discussed at all, many instructors teach our children that property rights are distinct from human rights. That people have the right to “free speech” and “religion” but the state must have the ability to control property for society’s good.
What is one without the other? 

If the government controls the newsprint enabling the editor to share opinions, then they successfully muffle the speech. A government that controls the distance you can drive your automobile controls how you travel, where you live, and how often you visit your distant family. One United Nation’s document, agreed to by our own government, goes so far as to suggest that because land is unique and crucial, “it cannot be treated as an ordinary asset and controlled by individuals…”  It continues, “public control of land use is therefore indispensable…”

There is no more elegant dissolution of this absurd despotic idea than James Madison’s essay On Property.
In the words of Arnn, noting the government has grown so large that it is a major factor in every aspect of our society; “This [government] is the political crisis of our time. No policy question, with the exception of imminent major war, which we do not have right now, can matter so much.”

Placing government in its proper perspective and teaching our children why property and freedom are inseparable, are the first steps in clearing their minds of the cultural swamp.



About the Author: John Anthony, Founder Sustainable Freedom Lab John Anthony is a nationally acclaimed speaker, researcher and writer. Mr. Anthony is the former Director of Sales and Marketing for Paul Mitchell Systems, Inc.  In 1989, he founded Corporate Measures, LLC, a management development firm. In 2012, Mr. Anthony turned his attention to community issues including the balance between federal agency regulations and local autonomy.

In January 2016, Mr. Anthony was a guest at the prestigious Rutgers University School of Management Fellowship Honoring Dr. Louis Kelso.  In March 2016, he was the keynote speaker on HUD and Property Rights at the Palmetto Panel at Clemson University.

Tom DeWeese: The Mental Dismemberment of Children

The Mental Dismemberment of Children – With the creation of the Federal Department of Education there grew a massive industry in mind manipulation.”

by Tom DeWeese

This past Halloween I had an opportunity to take part in an activity that I haven’t done in a couple of decades- hand out candy to the children on Beggers Night. It was fun to see the creative costumes. Some of beautiful princesses; others, usually the boys, dressed as scary monsters from movies. The scariest was, hands down, a young man who dressed up as Michael Meyers from the Halloween movies. Even the other kids wanted to stay clear of him. He had it down so well, the jump suit, the walk. He said nothing as he approached, we carefully put the goodies in his bag.

A few of the kids simply wore outfits to look like bums or super heroes. I remember doing similar things as I prepared to rush the neighborhood in a contest to see how much I could collect. It was a good time with fine memories that rushed back as each new batch of kids came up with their open bags yelling “Trick or Treat!”

My main attention, however, was on the little children. So innocent. Some not really sure why their parents were encouraging them to approach these strangers. And why were they giving out candy? But always, with their parent’s encouragement they accepted and said “tank too.” So sweet. They made you want to hug them. The parents of the little ones seemed to be having the best time with the experience. You could feel their love of their children. This was a family outing. This was Americana at its best. Family. Neighbors hugging neighbors.

But as I watched this wonderful experience a thought went through my head and anger seeped in to my happy feelings. I kept thinking about the following Monday when these children would be forced into the local school house, away from their loving patents and into the control of a system that was designed to take advantage of their innocence and rob them of their trust.  My anger grew as I thought about how these young children, taught by their parent’s love to feel secure around others in authority, are to be subjected to a dictatorial federal system that has been transformed away from teaching basic academics to one that instead, focuses on controlling and remolding the children’s minds.

These thoughts reminded me of a story I had read several decades before, written by Ayn Rand in her book entitled The New Left: The Anti-Industrial Revolution. In the book Rand included a story written in the nineteenth century by famed writer Victor Hugo. The story was called “The Comprachicos.” Hugo said the term was a compound Spanish word meaning “child-buyers.” The Comprachicos traded in children.
Hugo went on to describe why they bought and sold the children and how they prepared them for purchase. They created monsters. Why? To make people laugh. Kings in their courts needed to laugh. The people needed side shows to make them laugh. To fill the need the Comprachicos created freaks.

The making of freaks for everyone’s pleasure became an art form. They had a talent to disfigure. They operated to change faces into hideous masks. As Hugo described it, the process was a sort of “reverse orthopedics. “Where God had put a straight glance, this art put a squint.” Worse, the Comprachicos became masters at erasing the child’s memory so that they had no recollection of a life before they were horribly disfigured. “Was it not always so?” Later, in China, the process became more perfected as they learned to put the very young children in a box or a bottle so that as their little bodies grew, they grew into the shape of the container. The perfect freaks were created.

Now, why did I have such thoughts on this Halloween night? It wasn’t because of the costumes. Those were make believe and a personal choice by the children. They were simply playing.

No, my thoughts of the Comprachicos were from the second half of Rand’s article when she made her point in the telling of the Hugo story. She saw, as I see now, that the Comprachicos of our day are found in the public school classrooms. Only today, they don’t physically deform the children. Today the education system is designed to deform the children’s minds. In this way these modern day Comprachicos are much more dangerous and evil than those Hugo wrote about. It’s much more difficult to see the immediate results of the deformity. Many, even the parents, find it nearly impossible to see the destruction that is occurring. And so the Comprachicos can work out in the open in complete secrecy.

With the creation of the Federal Department of Education there grew a massive industry in mind manipulation. In November, 1992, following the election of Bill Clinton to the Presidency, Marc Tucker, president of the National Center for Education and the Economy (NCEE) wrote an 18 page letter to Hillary Clinton. He excitedly outlined the opportunity the Clinton Administration now had to “remold the entire American system…” He provided a detailed blueprint for a revolution to completely change our nation and its citizens by training children from a very young age to properly serve the global economy.

There was little in Tucker’s plan that had anything to do with teaching how to read, write or calculate. That wasn’t important. Instead it was a plan to control the children’s knowledge base to fit Tucker’s vision of creating the proper global citizen cog. Today, Tucker’s proposal made to Hillary Clinton that fateful day is completely in place.

Read 
Tom DeWeese’s book, “Erase: A Political Thriller”

It started with Goals 2000, designed to create a new system of standards that no longer taught our American system of free enterprise and limited government. In fact, it taught them that such ideas were dangerous and selfish. Then came School-to-Work, which focused on job training rather then academics. It was all glued together by a new method of psychological control called “Outcome based Education.” OBE created a computer database on every child and focused on mental, psychological and behavioral evaluations. The data bases were made available to the schools, the government and future employers.

Teachers were designated as counselors to decide if problem children needed drugs to control their behavior. Ritalin over use was born. A system called “Transition” was employed which featured small groups of children sharing their thoughts, feelings, and opinions. Transition contains no academic significance whatsoever. It contains tactics such as role playing. Its purpose is to strip search the students for their ideas and attitudes so that a special personal curriculum can be created to assure those attitudes, such as love of family or country, for example, can be systematically deleted. It slowly trains them to not question authority.

Today, the new term is Common Core. It simply encompasses all of these forerunners to the plan to remold American education, and ultimately change American culture by dictating the thought and belief process of its citizens.  The indoctrination of the children is now in full swing. In 2011, the Association for Supervision and Curriculum Development (ASCD), another private group contracting with the Department of Education, advocated the “Whole Child Approach,” saying Whole child education is the expansion of education beyond just learning reading, writing, and arithmetic to include student health, community engagement, and social emotional learning (SEL). The ASCD report goes on to explain that “SEL focuses on feelings, emotions, and self-reflection, leading to inclusion of social responsibility and social justice initiatives.”

The Department of Education is now planning to use the SEL process to rate schools on their “nonacademic” factors through its new initiative called “Every Student Succeeds Act” (ESSA) that is to be enforced in the 2017-1018 school year. The bottom line for all of this mumbo jumbo is that children have been designated to be patients that are sick and in dire need of cure. If they believe they are unique individuals; if they love their families; believe their nation is a bastion of freedom; love God; etc. then they are deemed unhealthy, deluded and in urgent need of care.

The “curriculum” that now surrounds them drills home the need to openly seek to change the world in areas such as health care, climate regulation, and “sexual politics.” Children are graded on their activism, volunteerism, commitment to community rather than academic knowledge. Children are taught that only whites can be racist because racism is power and only whites have power. American civics is ignored.

Our founding ideas are dismissed as organized slavery controlled by the rich. Capitalism is evil. Wealth must be destroyed. Government control is the answer to all questions. These things, the children are assured, are the proper attitudes, values and beliefs. And it is their duty as citizens of the world to not only promote and carry out such ideas, but to consider any contrarian thoughts as evil, and to be stopped at all costs. These are the children of today.

In my book ERASE, I write of a process called “Globally Acceptable Truth.” This is an actual policy promoted through the United Nations. It advocates that the reason we have war, poverty and strife is because there is too much knowledge in the world. That, we are told, forces people to struggle to understand too many ideas in order to make decisions for their lives. It’s just too much to of a burden to live under. It’s the reason, we are told, that so many are failing today. They just can’t take the stress of life. So under Globally Acceptable Truth, these decisions are made for them making their lives less stressful.

That is the purpose of today’s education system.

So now, after decades of this mind control and manipulation passing as pubic education, what is the true outcome? Well, simply watch the nightly news as young people take to the streets to protest the election of Donald Trump. Listen to what they say. They are terrified at these politically incorrect ideas.  They oppose policies that seek to keep our nation independent and sovereign. They label any thoughts of the reduction of federal spending programs as hateful and racist. They loath the idea that people can have differing opinions. To advocate ideas of individuality, limited government, pro-second amendment, sound science, free enterprise – all such ideas can now get one labeled as unstable and possibly insane. Such dangerous thoughts must be cured.

So well have these modern day Comprachicos done their job that the once happy, innocent, trusting children now need counseling and safe spaces to protect them from ideas and opinions that are outside of their acceptable truth. They are reduced to coloring books and play dough to cope. Their minds have been remolded into the shape of a hideous, empty, vessel, kept in a state of planned constant adolescence where they remain pliable.

Many will say that the education system has failed. That’s wrong,. It is working perfectly for what it’s been designed to do. If you think it has failed that’s because you are still operating under the incorrect assumption that the purpose of schools are for teaching knowledge and learning academics. In fact, the Comprachicos of Yale and Harvard and every “institution of higher learning” and public school classrooms have succeeded in creating the perfect, pliable, unquestioning, obedient global village idiots, ready to take their selected spot in this well-ordered utopia. Of course, in reality the process is nothing short of child abuse.

I weep for those wonderful little bright eyed children from that Halloween night.  And for all the children just like them across this country.  If you dream of taking the country back, start by saving the children from mental dismemberment by these modern day Comprachicos.

To make the nation great again Donald Trump’s new Administration must set this very specific goal: Tear down the federal Department of Education and set free these young minds so that they may have a life of their own. For that is Freedom.

Read Tom Deweese’s Biography