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DANGER: GÜLEN CHARTER SCHOOLS AND THE FETHULLAH GÜLEN MOVEMENT! Part 2

Watch this little one with care, filled with God, and great in worth; Babes, before they come to birth, shine above in azure air.  God in bounty gives us this, they are sent to us on earth, All his wisdom in their mirth, all his mercy in their kiss. Victor Hugo

Knowing how we have been misled by those we trusted hurts, especially from people like the Bush Clan who most Republicans blindly put a great deal of faith, time and money into. Knowing there are those who are going to support a person no matter what, hurts more.

This information has been researched and reported by many and has even been in our courts, so please read and help us remove the Gülen Charter schools and the entire movement from our shores and bring awareness as to our governments involvement in changing the world thru the hidden efforts of the CIA and world leaders.

In addition to his schools in the US, Gülen has schools and Madrasas (Arabic word for educational institutions) all over the world. His Madrasas were outlawed in countries like Russia and Uzbekistan and his schools were under investigation in the Netherlands. Plus, the origin of his immense wealth, which he uses to open and operate these schools all over the world, is unclear. As proven previously a great deal of it is American tax $$.

Graham Fuller GulenThe CIA’s Graham Fuller, former handler of Fethullah Gülen, is currently one of the top American experts on Turkey and the Middle East. As a former CIA agent it was HE who endorsed Gülen to be allowed to not only enter the U.S., but take up residence in the Poconos Mountains, start over 100+ Charter schools collecting our tax dollars in the process along with the freedom to indoctrinate our children.

One of the frequently discussed issues in contemporary Turkey is the political influence of “The Gülen Movement,” (Hizmet) or the religious network inspired by the teachings of Fethullah Gülen. Almost all observers including the FBI agree that the movement needs to be taken as a serious “radical threat”. The very fact that one part the U.S. government gave this man permanent residency in our country claiming him to be an excellent scholar, while the rest of the country including the FBI look at Gülen for what he is – a “radical Muslim” while using our children and working within the confines and protection of our government is treasonous to me.

In an interview last year Fuller was asked if the U.S. would be sending Gülen back to Turkey as Prime Minister Erdogan had asked and Fuller basically stated Erdogan has no proof of any of the charges against Gülen and he would be staying in the US – Obama agreed.

With the very large role Fuller played in bringing Gülen to the U.S. (and keeping him here) he still fails to admit the dangers the Gülen schools and movement is placing on Americans within their very borders. Could this be because of Fuller’s link to other “radical” Muslims? You betcha!

In my previous article I explained his role in the Gülen “invasion” and now interesting facts are coming out in regard to how and when Gülen actually started working for the CIA.

Some Americans (especially in Washington) are upset with Wikileaks for the information he has released. I am not as I consider most of what he released was informing “we the people” of the back door maneuvers of our government and most of them against us – their main enemy.

Some of the information released contained details on US unease over Gülen’s operations with the classified documents recounting U.S. officials’ growing concern over the large numbers of Turkish men seeking H-1B visas to work at American charter schools founded and funded by Fethullah Gülen and OUR tax $$.

Turkeys” consular officials had noticed that most of these applicants share a common characteristic – they are generally evasive about their purpose of travel to the US. One destination for visa holders was the Truebright Science Academy, a charter school founded in North Philly by followers of Gülen. An analysis of H1-B visas conducted by the Inquirer showed that the number granted for Gülen charter schools has grown substantially since that 2006 report. More than 2,500 have been issued since 2007. The acting chief executive at Truebright, Tansu Cidav, has declined to discuss the school’s operation. State pension records show Turkish staffers at Truebright are paid more than their American counterparts. In the last school year, a Turkish math teacher who was not certified and spoke little English was paid $54,000; a certified American science teacher was paid $40,200. Keep in mind ALL Gülen workers including teachers are to give back 40% of their pay check which is then in turn given to one of the Gülen Foundations. That’s an additional $2,160 a year of OUR tax dollars funding GÜLEN!

TrueBright was refused a renewal of their contract and closed in December, 2014 because of numerous “failures”:  failure to meet academic goals, lack of a defined curriculum, failure to attract students from its catchment area, not offering world languages or Advanced Placement courses as promised. TrueBright since its opening had not only been part of FBI and Dept. of Labor investigations but sued by several American employees alleging discrimination.

Another perfect example of the system not following up on the certification of teachers working in Charter schools and their unelected school boards. They are pleased to be able to offer these people less money and no benefits until caught (Teach for America teachers?) Most non-American teachers at the Gülen schools are uncertified in this country and here on the H-1B non-immigrant status visas. One-third of this schools teachers alone were from Turkey.

The reason they need to use so many H-1B visas is they bring over a person and they work for 6 months then they let them go and bring in a replacement. The first person then just stays in the US if and when forced to leave. Most are not!

Am I the only one here screaming at the parents who complain their children cannot understand most of the Turkish teachers? Then why in the heck (I am being nice) is your child in that school??? Didn’t you tour it or talk to anyone there before enrolling your child? Talk about putting the cart before the horse!

Can you believe the president of TrueBright’s unelected parent/teachers association was a minister – Rev. James W. Wright, Sr., who stated he had no knowledge that the school administration had lied about the number of seniors who had graduated from the school – they said 50 students and it was only 33.

Now the real wake-up call!

Former top CIA official Graham Fuller spent 20 years as operations officer in Turkey, Lebanon, Saudi Arabia, Yemen, Afghanistan, and Hong Kong. In 1982 Fuller was appointed the National Intelligence Officer for Near East and South Asia at the CIA, and in 1986, under Ronald Reagan, he became the Vice-Chairman of the National Intelligence Council, with overall responsibility for national level strategic forecasting.

Fuller Samantha Fuller TsarniFollowing the days of the Boston bombings a brand new name began to emerge – Ruslan Tsarnaev. Discovered to be the bomber’s uncle, he became known to the press as Uncle Ruslan.  “Ruslan” gained notoriety for the ferocity with which he denounced his own nephews and their alleged Islamic radicalism. He said all the right things the right way to the “authorities”. But wait – who is this guy anyway?

Uncle Ruslan, a lawyer, and his nephews and their family are from Chechnya! They are Russian Muslims!

As more information came to light about these brothers we find they had worked with the CIA/USAID and they were working and living at the home of none other than our reported Graham Fuller, strong proponent of political Islam, inspiration for the Iran-Contra affair, character reference on more than one occasion for Gülen, former Rand Corp. analyst and former FATHER-IN-LAW to Uncle Ruslan. Oops!

Fuller was also the senior CIA person who was the architect of the Afghan Islamic fundamentalist Mujahideen war against the Soviets and he was also involved in creating a global jihad network, presumably acting on behalf of CIA interests.

Are Americans to still believe the CIA is not behind the increase of “radical Islam” in this country?

Yessir its true – Graham Fuller’s daughter Samantha Fuller had married Ruslan Tsarnaev (who has changed his name to Ruslan Tsarni) and he is the uncle of Tamerlane and Dzhokhar Tsarnaev, the Boston Bombers. Ruslan and Samantha Fuller were married in the early 1990’s and divorced sometime in 2004.

More than a little embarrassed, Fuller spoke to the press claiming Ruslan was “homesick” for Chechnya and that his English was “shaky”. Yet a few days later a very English-fluent Ruslan gave his press conference from his very affluent Maryland home denouncing his nephews to the world.

In 1995, Ruslan Tsarnaev incorporated the Congress of Chechen International Organizations in Maryland, using on the incorporation documents the very same address as Fuller’s home address in Rockville Maryland. Tsarnaev also at one time worked for one of the Dick Cheney’s Halliburton shell companies used as a front to obtain oil contracts from the Kazakhstan government and in 2005 was also working for the CIA/USAID which is part of the State Dept. and actually a front for the CIA allowing access to an array of places around the globe.

(USAID were the ones responsible through the Centre for Applied Nonviolent Action and Strategies (Canvas) who took Middle East students and trained them in readiness for the ‘Arab Spring’. CANVAS is part-funded and supported by globalist foundations like George Soros’s Freedom House and Open Society Institute, as well as CIA-linked National Endowment for Democracy and, of course, the full frontal USAID – our $$.)

Through the investigation of the Boston Bombings, Fuller continued to state it was “absurd” to try and link the CIA to the Boston bombings. Really?

In addition, Fuller has long made the argument that Islam is a potentially useful geopolitical tool for the United States to manipulate for their own use. He has been quoted as saying, “The policy of guiding the evolution of Islam and of helping them against our adversaries worked marvelously well in Afghanistan against the Russians. The same doctrines can still be used to destabilize what remains of Russian power, and especially to counter the Chinese influence in Central Asia.”

Tamerlane and Dzhokhar came to the US in 2003 with their parents and sisters. In early 2011 Russian officials asked the FBI to look after Tamerlane’s activities. “The request stated that it was based on information that he was a follower of radical Islam and a strong believer, and that he had changed drastically since 2010 as he prepared to leave the United States for travel to the country’s (Russia) region to join unspecified underground groups.”

The summer of 2011 interview of Tamerlane and his family didn’t reveal any problems according to the FBI. In January 2012 Tamerlane returned to Russia for 6 months and supposition is that he spent that time with Chechen Islamic rebels. His father claims he never left the US.

I might be a female, but when I went to school the object was to have you learn and become smarter – not like today where you are to leave after 12 years of schooling as a “dumbed down” indoctrinated shell! The CIA has its name tagged all over many dirty dealings which include things done inside and outside the US which have and continue to affect our lives and not necessarily in a good way.

Imam Gülen’s “movement” is described as “religiously-inspired” and some refer to Gülen as a scholar, however he only attended school through the 5th grade, but he seems to have smart enough people under him running his several hundred educational organizations such as K–12 schools, universities, and language schools (mostly English) that have been established around the world, mainly in Central Asia, Caucasus, Balkans, and 146 Charter schools in the U.S. You understand, Gülen claims he has NOTHING personally to do with the schools or foundations. But, isn’t Islam a religion?

How did he receive his U.S. residency status while he was ‘wanted’ by the then Turkish Government, is no longer a mystery. Now, this man owns and operates charter schools all across America obtaining our tax dollars through various foundations despite the fact his Madrasas were outlawed in countries like Russia and Uzbekistan.

Of course, Secretary of State Hillary Clinton helped in the establishment of the Turkish Gülen Charter Schools and the Gülen Movement in the US with a brokered deal to split the revenue from the sale of the oil captured in Iraq by ISIS Radical Islamic Terrorists, a  deal made between Prime Minister Erdogan’s and Gülen’s factions in Turkey and overseen by the CIA. The captured oil was subsequently driven to the Turkish border in oil truck caravans to be sold by Prime Minister Erdogan’s son.  For using her good offices to help Gülen, Clinton was paid an estimated $1 million with half going to the Clinton Family Foundation and half to the Clinton Presidential Campaign (payment to a political campaign by a foreigner is in violation of US Federal Campaign Laws). “So what difference does it make?”

Never forget that “a poor man’s war is terrorism while a rich man’s terrorism is war” – and sometimes those lines cross for the purposes of big-power politics.

Part 1

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BIG EDUCATION’S NOT-SO-SECRET EFFORT TO MARGINALIZE TEACHERS

By: Emmett McGroarty, Jane Robbins –

Introduction

As we’ve pointed out, so-called “personalized learning” is the current fad in progressive education. But observing personalized learning in action reveals that the term is misleading. Perhaps we should call it “de-personalized” learning.

Most parents don’t realize that the “personalization” aspect of this digital training (not to be confused with education) comes not from extra attention paid by a good teacher, but from creepy mind-mapping and psychological analysis. The sophisticated software used in these interactive digital platforms can evaluate exactly how the child’s mind works (including socio-emotional characteristics) and so, theoretically, tailor the training to fit his needs.

The problem with this is, at least, twofold. First, the government has no business examining how children’s minds work, especially when the data collected from this intrusion may be stored in the children’s lifelong dossiers and used down the road for heaven knows what. Second, notice what, or rather who, is excised from this digital-training process: the teacher.

Although the ed-tech universe pays lip service to the value of the teacher’s involvement, in reality, gluing kids to screens for much of the school day pushes the teacher to the margins of the educational experience. Utah teacher Suzan Barnes has explained that a classroom built around digital instruction too often reduces the teacher to a dashboard monitor, clicking here and there to unlock the next level of each student’s lesson without the necessity of, or the time for, truly evaluating whether that student has learned anything. Students are thus deprived of the teacher’s guidance and wisdom that would come to bear in a traditional classroom with actual human interaction.

This marginalization of teachers suggests the long-term possibility (plan?) of vastly reducing the number of teachers needed in the classroom, saving millions in personnel costs. An added benefit would be, as Ms. Barnes explains, that the government could restrict the points of view to which students are introduced. Why risk exposure to the rogue teacher who doesn’t toe the government-approved line?

Regardless of the macro plan, the result of this “personalized” training is that it’s anything but. Students interact with impersonal software on an impersonal device, perhaps with an occasional computer-generated humanoid voice commenting on their performance. Meanwhile, the teacher is stuck at the desk, inputting the required mountains of data.

It gets worse. The de-personalization movement not only marginalizes teachers, it minimizes their skills in dealing with human students anyway. Educational Testing Service (ETS), which administers standardized tests including the College Board’s SAT and AP exams, is developing a new exam for assessing teacher candidates that observes them in a clinical environment disinfected of all actual students. This new assessment would replace students with avatars. Seriously.

ETS’s proposed “National Observational Teaching Exam” (NOTE) would create a virtual classroom filled with fake computerized students and make teacher candidates “teach” a lesson to the fake students. Feedback on the candidates’ performance would be provided by – of course – artificial intelligence. 

ETS is creating NOTE in partnership with TeachingWorks, a University of Michigan initiative “dedicated to improving teachers’ preparation and to creating a professional threshold for entry to teaching.” That sounds worthwhile until you read the annual report and discover that TeachingWorks is generously funded by (let’s all say it together) the Gates Foundation. Having royally mucked up public education regardingstandardsdigital training, etc., Bill Gates is now directing his well-funded ineptness toward teacher preparation. 

Gates’s sponsorship explains to some extent how education professionals could suggest such a goofy sci-fi way of training teachers. If it involves computers, apparently, Gates is all in. 

But relevant also is Gates’s advocacy of maximum standardization in education – remember his analogy of education as a standard electrical outlet – and such standardization is one goal of NOTE. As ETS explains, “In partnership with Mursion, which provides a mixed-reality teaching environment with simulated students, the avatars are produced by trained, calibrated human ‘interactors’ using standardized protocols. The use of virtual classrooms not only supports greater standardization of instructional contexts and settings for candidates, but also eliminates disruption to classroom activities, curriculum and student learning that occurs in schools.”

Standardized protocols produce standardized “students” to produce standardized teachers. It’s Bill’s ultimate fantasy.

As for using something like NOTE to determine a student teacher’s readiness for the classroom, only someone utterly unfamiliar with caring human interaction and its centrality to genuine education could be talked into that.

This is just the latest in a cascading series of efforts to denigrate the teachers.  It reflects a flawed understanding of human nature, of what makes a teacher great, and of what captures the imagination and enthusiasm of the child.  Recall your most effective teacher from high school. Now try to visualize him or her “teaching” a screen of avatars. Impossible, right? Odds are, sadly, that such people will no longer seek a career in the de-personalized world of personalized education.

https://www.conservativereview.com/commentary/2016/07/big-educations-not-so-secret-effort-to-marginalize-teachers/

Contact:  info@americaismyname.org

 

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ACT: Common Core Does Not Prepare Students for College

By JENNI WHITE  July 6, 2016

Common Core to CollegeAccording to findings published by the American College Testing Inc.’s (ACT) National Curriculum Survey, Common Core State Standards (CCSS) fail to prepare students for college.

ACT conducts its survey every three to five years, during which it collects “data about what entering college students should know and be able to do to be ready for college-level coursework in English, math, reading, and science.” ACT surveys thousands of K–12 teachers, college professors, and workforce supervisors and employees.

ACT’s survey, released in June, concluded, “There are discrepancies between some state standards and what some educators believe is important for college readiness.”

According to the survey, only 16 percent of college educators said incoming students were prepared for post-secondary coursework.

Regarding mathematics, the report found, “Although implementation of the Common Core State Standards has led to changes in mathematics curricula, significant discrepancies remain between the standards and teachers’ instructional practices.”

Elementary school teachers reported they continue teaching some of the topics omitted from Common Core in later grades because they “perceive that students are entering their classrooms unprepared for the demands that later mathematics courses will make of them.”

Regarding reading and writing, the survey reported college instructors “find their entering students’ preparation in many of these skills to be lacking.”

Inadequate Expectations

Ze’ev Wurman, a former U.S. Department of Education official under President George W. Bush, says there’s a disconnect between what K–12 teachers think students should know and what college professors expect.

“Many K–12 teachers are unaware of, or misunderstand, which skills are actually needed to succeed in college,” Wurman said. “Most are aware of what SAT/ACT tests expect, yet those are not necessarily the skills needed to succeed in college but [are] rather, at best, skills necessary to be accepted into college.”

Mary Byrne, a former college professor and a member of the Missouri Coalition Against Common Core, says current curricula does not prepare students for college-level courses.

“It’s not that college instructors aren’t valuing what is being taught, it’s that what is being taught does not address all of the types of knowledge-based competencies for post-secondary writing assignments,” Byrne said. “The college instructors are having to grapple with students who are not fully prepared for college writing, because there are more advanced levels of reflection and thinking than simply summarizing existing ideas as required by source-based writing.”

Source-based writing asks students to write about information they are supplied with from other sources.

Validation Process Was ‘a Sham’

Wurman says students’ lack of career and college readiness is a result of the process by which CCSS was validated.

“The people most responsible for validating this set of skills for Common Core, David Conley of University of Oregon and William Schmidt of Michigan State University, launched their own ‘validation studies’ of Common Core long after they had already certified that Common Core is ‘aligned’ with college expectations,” Wurman said. “Unsurprisingly, they found what they had already previously certified is, indeed, aligned. Unsurprisingly, … those studies, and the whole certification process of Common Core, were a sham.”

Careers Over College

Byrne says K–12 teachers are preparing kids for jobs, not college.

“The expectations of the college instructors are for students to demonstrate the college readiness of professional preparation that is not being taught by middle school and high school teachers, who are preparing students for knowledge and skills generally expected of students entering lifelong careers,” Byrne said.

‘Unsurprising’ Failure

Wurman says the developers of CCSS made vast, unjustified changes to K–12 curricula “overnight.”

“Common Core came along and pretended it could change and discard large chunks of curriculum overnight,” Wurman said.  “Having been written by unqualified people with barely any record or experience with K–12 education, it is unsurprising they have failed. This failure is only now coming to light. How unsurprising. How shameful.”

Jenni White is cofounder of Restore Oklahoma Public Education and a former public school science teacher.

EMAIL:  jenni@RestoreOkPublicEducation.com

Twitter:  @RopeOK

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“VAXXED” – CDC Vaccinating Our Children To Death!

We have sent our children to school for “strangers” to manipulate; listened to big Pharma along with the government create health problems when there were none to force medication and vaccinations; allowed our children to live in front of the “boob tube” rather than play outside and using the ads to make them overweight and have you buy them whatever they wanted.

I guess it wasn’t bad enough to ruin our children’s futures through their education – the power’s to be had to have back-up systems in place to make sure the goal of “total indoctrination” was completed by a certain date. Heck, most in college these days don’t know the names of the capitals of the 50 states or who their President or Vice-President is. They can’t add or subtract without a calculator or computer and respect – they have none for themselves let alone others.

I have talked in the past about Monsanto and how the Federal government has allowed them to taint our food, not have to list the true contents on labels or tell us where a particular food came from (fish, shrimp, chicken and what country).

The government also created a world so that both Mom and Dad would almost be forced to work to survive – so then who was taking care of your children? Day Cares, schools and baby sitters – STRANGERS!

Medically the plan was all laid out too! In the 60’s and 70’s the push was for every time your child sneezed they were given Ampicillin. Ampicillin only works against bacteria; it does not treat viral infections like the common cold or help with a runny nose when a child is cutting a tooth. Erring on the side of caution certainly applies to giving your children medication.

Repeated use can cause a second infection or over time make a child allergic or build up a resistance to it. Use ampicillin with extreme caution in CHILDREN younger than 10 years old who have diarrhea or an infection of the stomach or bowel.

Years ago, if a kid was bored and didn’t listen well in class, he was considered lazy, a daydreamer or perhaps a bit rambunctious. These days, he’s labeled with a mental disorder. Teachers are quick to suggest testing, medication and that he or she is ADHD.

The CDC says 6.4 million kids ages 4-17 have been “diagnosed with ADHD” since 2011. And that stat doesn’t even include the 198,000 kids under age five who are taking ADHD drugs. Besides that, I guarantee you, these numbers are a lot higher today because every year the rates continue to skyrocket.

How can this be? You don’t suppose it could be a made up diagnosis just to get your child “drugged up”? Retired Harvard psychologist, Dr. Jerome Kagan states ADHD is an invention – a made up invention for every child in school who isn’t doing well. Send him to see his physician and the physician prescribes Ritalin. Kagan stated, “In fact, 90 percent of these kids don’t have an abnormal dopamine metabolism. The problem is, if a drug is available to doctors, they’ll make the corresponding diagnosis.”

ADHDEven child psychiatry researcher Leon Eisenberg who is identified as the “inventor” and “founding father” of AHA/ADD stated in an interview with Der Spiegel seven months before his death in 2009, “ADHD is a prime example of a fictitious disease.”

As far back as 1998, Dr. Edward C. Hamlyn, founding member of the Royal College of General Practitioners stated, “ADHD is fraud – intended to justify starting children on a life of drug addiction.”

Three facts you should know:

  • ADHD medications are dangerous
  • ADHD cannot be proven
  • Drug companies aggressively push the sale of Ritalin and the ADHD diagnosis.

Even Roger Griggs, the pharmaceutical executive who introduced Adderall in 1994, said he strongly opposes marketing stimulants to the general public because of their dangers. He calls them ‘nuclear bombs,’ warranted only under extreme circumstances and when carefully overseen by a physician.

FACT:  At least 31 school shootings and/or school-related acts of violence have been committed by those taking or withdrawing from psychiatric drugs. Take a child off of Ritalin instantly rather than gradually, and see what happens.

Good news for parents is if you have a child who often behaves in ways listed on the ADHD list, there’s a much safer and more promising way to help your kids!

Get as far away from the Standard American Diet (SAD) as you can. I could go on and on about the SAD – which I blame Big Food, Big Ag and Monsanto for – the sisters of Big Pharma. Thanks to our highly processed and addictive dead food choices, we’ve got people feeding their poor bodies loads of harmful, toxic junk. We eat things we are sensitive or allergic too.

We accumulate a build-up of GMOs, artificial sweeteners (aspartame, high fructose corn syrup, etc.), food dyes, preservatives, nitrates, hormones, antibiotics, MSG – and so on. Toxicity leads to inflammation in the gut. Inflammation in the gut leads to sickness and disease.

How about the rise in Autism?

Researchers at the Albert Einstein College of Medicine (AECM) have recently published a report that found “the average age of diagnosis for those born before 2005 was just under four years old; for those born during or after 2005, it was roughly two-and-a-half years old” and they are recommending universal screening.

Given the undisputed benefit of early identification of autism, sorting out the contribution of universal screening to this pattern will be an important next step to address the concerns of the U.S. Preventive Services Task Force regarding the benefits of early screening.”

Meanwhile, researchers at the Milton S. Hershey Medical Center have published a study suggesting that children who live in areas where aerial pesticide spraying to kill mosquitoes have a “significantly higher rate of autism” than children in other areas.

Stephanie Seneff, PhD, has researched biology and technology over the years having published over 170 scholarly peer-reviewed articles. December 2014, Dr. Seneff made the surprising statement, ““At today’s rate, by 2025, one in two children will be autistic.”

She noted that the side effects of autism closely mimic those of glyphosate toxicity, and presented data showing a remarkably consistent correlation between the use of Roundup on crops (and the creation of Roundup-ready GMO crop seeds) with rising rates of autism. Children with autism have biomarkers indicative of excessive glyphosate, including zinc and iron deficiency, low serum sulfate, seizures, and mitochondrial disorder.

Aerial dispersal of parathyroid pesticides are sprayed during summer months to maintain control over mosquito populations to reduce the instances of conditions they spread such as equine encephalitis. Steven Hicks, assistant professor of pediatrics for the MHMC explained: “Preventing mosquito-borne encephalitis is an important task, but suggests communities that have pesticide programs to help control the mosquito population might consider ways to reduce child pesticide exposure, including alternative application methods.”

A fellow panelist reported after Dr. Seneff’s presentation, “All of the 70 or so people in attendance were squirming, likely because they now had serious misgivings about serving their kids, or themselves, anything with corn or soy, which are nearly all genetically modified and thus tainted with Roundup and its glyphosate.”

Dr. Seneff noted the ubiquity of glyphosate’s use. Because it is used on corn and soy, all soft drinks and candies sweetened with corn syrup and all chips and cereals that contain soy fillers have small amounts of glyphosate in them, as do our beef and poultry since cattle and chicken are fed GMO corn or soy. Wheat is often sprayed with Roundup just prior to being harvested, which means that all non-organic bread and wheat products would also be sources of glyphosate toxicity. The amount of glyphosate in each product may not be large, but the cumulative effect (especially with as much processed food as Americans eat) could be devastating. A recent study shows that pregnant women living near farms where pesticides are applied have a 60% increased risk of children having an autism spectrum disorder.

In 2014 William W. Thompson, PhD, an epidemiologist at the CDC’s National Center of Birth Defects and Development Disabilities who received his doctorate in biochemical engineering, was been revealed as a CDC whistleblower. Thompson broke a decade of silence over the government’s deliberate concealment of the link between the MMR vaccine (for measles, mumps, and rubella) and dramatically increased risk of autism, particularly in African American boys.

Thompson was alleging criminal wrongdoing on the part of his supervisors at the CDC and has expressed deep regret to the parents of America regarding his involvement in the cover-up.

  • February 2004, a study on the MMR vaccine was published in the Journal of Pediatrics by three CDC scientists. The study gathered information on 2,583 children in Atlanta between 1986 and 1993 concluding, “there is no significant associations between the age at which the vaccine is administered and the incidence of “developmental regression” such as autism.”
  • That same month, Dr. Thompson wrote to Dr. Julie Gerberding (then director of the CDC, now director of Merck’s vaccine division). In this letter he discusses his intention to present, at an Institute of Medicine meeting on vaccines and autism the following week, “several problematic results” that the Atlanta study had produced.
  • For the next ten years, Dr. Brian Hooker, of the Focus Autism Foundation, tried to obtain the original data from that study. In 2014, through a Freedom of Information Act (FOIA) request, Dr. Hooker received much of the data. He was also allowed to view several highly sensitive documents related to the study thanks to a request from Rep. Darrell Issa (R-CA), chair of the House Oversight and Government Reform Committee.
  • Thompson guided Hooker to evidence that there was a statistically significant relationship between the age at which the MMR vaccine was first given and the incidence of autism—particularly in African-American boys. Thompson revealed that CDC researchers did not include any children who did not have a valid State of Georgia birth certificate, thereby reducing the study’s sample size by 41%, which dramatically skewed the statistical findings. Thompson claimed this manipulation was intentional because of top-down pressure to promote a pro-vaccine agenda, and because of the CDC’s reluctance to address the vaccine-autism connection.
  • Hooker presented his own research—a re-analysis of the original data—in a paper published August, 2015 in the peer-reviewed journal Translational Neurodegeneration. In African American boys who received the vaccine at 24 months of age (that is, “on schedule,” as opposed delaying the vaccine until 36 months or later), Hooker said the raw data shows the incidence of autism to be 340% higher. Dr. Hooker suggests the extraordinary vulnerability of young African American boys to autism from vaccinations may result from their low vitamin D levels, given their dark skin pigmentation. The prevalence of autism in African Americans is nearly 25% higher than that of whites. “The CDC knew about the relationship between the age of first MMR vaccine and autism incidence in African-American boys as early as 2003,” Hooker says, “but chose to cover it up.”

Has America forgotten that 4 years ago the CDC was caught in the “fear mongering” campaign over the West Nile Virus? We were told the West Nile Virus was spreading uncontrollably like “wildfire”. Even with the CDC admitting that only a “miniscule” of people have even a remote chance of contracting the virus, they pushed for mass spraying of cities around the country with toxic pesticides, and actively encouraged people to coat themselves in toxic DEET chemicals to deter mosquitoes.

DEET is an insect repellant chemical which if used in excess can cause damage to a person’s nervous system.

Scientists are willing to lie through their teeth in support of the big pharma and petro-chemical labs who sign their pay checks. Sounds a little like the untrustworthy Global Warming scientists.

Is the Zika virus lab made? The question is still being asked. Zika was first isolated in 1947 by scientists working for the Rockefeller Foundation. Zika was “discovered” in an experimental forest sentinel rhesus monkey that was being held in captivity. Many people still wonder if Zika was created in the lab for experimental purposes. For decades, Zika transmission was extremely rare. The virus didn’t start spreading until after 2012 – right after the biotech company Oxitec released genetically modified mosquitoes in masse in Brazil.

Of course the CDC is also in charge of the HPV vaccine being given to our Pre-teen, Teen and Adolescent girls. Reports you are seeing in support of the safety of Prevnar 13 are coming from drug reps. How many of our young girls have died after receiving this vaccine – over 100. Are you really willing to allow your daughter to be put in this “catch as catch can” game they are playing on the chance your daughter MIGHT get cervical cancer in the future?

Another 13 year old girl has died just 5 days after receiving the HPV vaccine after doctors dismissed her symptoms for a “bug” and even called her a “lazy” child before sending her home. And why are they giving these vaccinations at the schools???

Our girls are supposed to get their first dose between 11-12 years with a total of 3 shots over a 6 month period. Boys are receiving the vaccine as a preventative for genital warts. There have been a few cases of boys dying after having received the vaccine also. Joel Gomez 14, from California received a Merck Gardasil vaccine on June 19, 2013 and again on August 19, 2013, and died in his sleep the following day on August 20, 2013. A lawsuit against the USDOH states Gardasil® did cause or contributed to a myocardial infarction in the decedent, and that the second dose of Gardasil® finally caused a fatal hypotension on this case on the day of vaccination. There was no other plausible cause for the death of Joel Gomez at the night of August 20, 2013 as per his physician.

Cases such of this are becoming more common with the cause of death being related to a “cardiac malfunction” of some sort.  LINK

This weekend a most amazing documentary is being released around the country titled “Vaxxed” and it is the truth about vaccines and the dangers for our children. Most of the focus is on the MMR vaccine and you can find it at your local theater.

Initially, Robert De Niro was pushing this movie in full support and planned to include it in his Tribeca Film Festival. De Niro who has an autistic child caved under pressure from the CDC and big pharma to not show the film.

Michael Spector, a New Yorker medical journalist stated, this pressure is “shocking” and “disgraceful”. This is a criminal (CDC) that is responsible for people dying.”

This is a must see for everyone and it calls for the following:

  1. That Congress subpoena Dr. William Thompson and investigate the CDC fraud.
  2. That Congress repeal the 1986 National Childhood Vaccine Injury Act and hold manufacturers liable for injury caused by their vaccines.
  3. That the single measles, mumps, and rubella vaccine be made available immediately.
  4. That all vaccines be classified as pharmaceutical drugs and tested accordingly.
  5. That warnings be given to parents regarding the deaths following the HPV vaccinations.

Trailer here:

https://search.yahoo.com/yhs/search?hspart=mozilla&hsimp=yhs-006&ei=utf-8&fr=ytff1-tyc&p=vaxxed%20trailer&type=

Here is quick read of reactions from viewers:

http://www.vaccinechoiceprayercommunity.org/blog/physicians-nurses-parents-react-to-vaxxed

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Teachers/Unions/Hillary Clinton/Immigrants!

Editors Note:  I apologize for not posting regularly as of late as I have had some health issues to deal with. Hope to be in full swing soon!Penny For Thoughts

I regularly watch this video by former NEA General Counsel Bob Chanin to remind myself that the teacher’s unions and some progressive teachers main concern is not about the children – but to the money and power they have been led to believe is their right. The day I discovered this video I watched and re-watched it multiple times because I couldn’t believe what I had heard.

This past fall, the 3+ million member National Education Assoc. (NEA) endorsed Hillary for President as did the American Federation of Teachers. To remind the readers, initially both of these unions endorsed the Common Core State Standards (CCSS) and PARCC receiving donations from the main funder of the CCSS Bill Gates.

Now both the AFT and NEA officers have recently called for a moratorium in implementing CCSS and PARCC, reversing their initial support. Typical of those who hold power that is seldom checked, national officials have not explained their about-face as being correction of an error on their part. Nor do the “powers to be” normally speak to the teachers before making these endorsements – it is always based around $$.

If you got your information about the CCSS or PARCC from the NY Times, the unions or other biased media, I am sure you are confused as to why so many parents and teachers are angry – not to mention the teachers leaving the profession early.

The danger surrounding the CCSS and the way it is pushing academic’s to kindergarten which is age “inappropriate” or how it marginalizes the experience of literature and the arts or undercuts a teachers ability to present to her students with alternatives to give her students the best education.

Good teachers know that what they are pushing on the PreK – K children is very age inappropriate and in the long run will cause frustration and even cause an objection to learning.

Hillary Clinton has always supported Charter/Choice following the wishes of the progressive New World Order. Most teachers have been against both and to include Vouchers knowing the problems that comes with those agendas.

Hillary’s agreement with the Unions for their support was that she would reverse her support of Vouchers stating “I am opposed to the voucher schemes which diverts resources away from the public schools to the private schools that are not subject to the same accountability.”

Hasn’t that been the way vouchers have always worked even when Hillary supported them?

Just so you are aware, Hillary is also in favor of “Community Education” stating back in 1998 during her husband’s second term “The president believes as I do, that Charter schools are a way of bringing teachers and parents and communities together.” If people like the Clinton’s support Charter and Community schools, you know it is not a good system for the children.

Now our teachers have the added burden of dealing with illegal immigrants and refugees who don’t speak English and have no respect for a system that is handing everything to them for free. Add in the additional cost of teachers who speak their language and now it is not just Spanish, but many others also. No programs written in their language and we just keep pouring out the money and the teacher’s unions and Hillary Clinton could care less about our children.

The following is a blog written by a California teacher and worth passing on!

Carly Laying Down Reading

“As you listen to the news about the student protests over illegal immigration, there are some things that you should be aware of:  I am in charge of the English-as-a-second-language department at a large Southern California high school which is designated a Title 1 school meaning that its students average lower socioeconomic and income levels.

Most of the schools you are hearing about, South Gate High, Bell Gardens, Huntington Park , etc., where these students are protesting, are also Title 1 schools.

Title 1 schools are on the free breakfast and free lunch program.. When I say free breakfast, I’m not talking a glass of milk and a roll — but a full breakfast and cereal bar with fruits and juices that would make the Marriott proud. The waste of this food is monumental, with trays and trays of it being dumped in the trash uneaten.      (OUR TAX DOLLARS AT WORK!)

I estimate that well over 50% of these students are obese or at least moderately overweight. About 75% or more DO have cell phones. The school also provides day care centers for the unwed teenage pregnant girls (some as young as 13) so they can attend class without the inconvenience of having to arrange for babysitters or having family watch their kids.

(MORE OF OUR TAX DOLLARS AT WORK!)

I was ordered to spend $700,000 on my department or risk losing funding for the upcoming year even though there was little need for anything; my budget was already substantial. I ended up buying new computers for the computer learning center, half of which, one month later, have been carved with graffiti by the appreciative students who obviously feel humbled and grateful to have a free education in America. (MORE AND MORE OF OUR TAX DOLLARS AT WORK!)

I have had to intervene several times for young substitute teachers whose classes consist of many illegal immigrant students here in the country less than 3 months who raised so much hell with the female teachers, calling them putas (whores ) and throwing things, that the teachers were in tears.

Free medical, free education, free food, free day care, etc., etc., etc.  Is it any wonder they feel entitled not only to be in this country but to demand rights, privileges and entitlements?

To those who want to point out how much these illegal immigrants contribute to our society because they LIKE their gardener and housekeeper and they like to pay less for tomatoes: spend some time in the real world of illegal immigration and see the TRUE costs.

Higher insurance, medical facilities closing, higher medical costs, more crime, lower standards of education in our schools, overcrowding, new diseases etc., etc., etc.

For me, I’ll pay more for tomatoes.

Americans, We need to wake up. The guest worker program will be a disaster because we won’t have the guts to enforce it. Does anyone in their right mind really think they will voluntarily leave and return?

It does, however, have everything to do with culture: A third-world culture that does not value education that accepts children getting pregnant and dropping out of school by 15, and that refuses to assimilate, and an American culture that has become so weak and worried about “political correctness” that we don’t have the will to do anything about it.

If this makes your blood boil, as it did mine, forward this to everyone you know including your Congressman and Senators.

CHEAP LABOR? ISN’T THAT WHAT THE WHOLE IMMIGRATION ISSUE IS ABOUT? BUSINESS DOESN’T WANT TO PAY A DECENT WAGE. CONSUMERS DON’T WANT EXPENSIVE PRODUCE. GOVERNMENT WILL TELL YOU AMERICANS DON’T WANT THE JOBS.

But the bottom line is cheap labor. The phrase “cheap labor” is a myth, a farce, and a lie. There is no such thing as “cheap labor.”

Take, for example, an illegal alien with a wife and five children. He takes a job for $5.00 or $6.00/hour. At that wage, with six dependents, he pays no income tax, yet at the end of the year, if he files an Income Tax Return, he gets an “earned income credit” of up to $3,200 free.

ALSO….

HE QUALIFIES FOR SECTION 8 HOUSING AND SUBSIDIZED RENT. HE QUALIFIES FOR FOOD STAMPS. HE QUALIFIES FOR FREE (NO DEDUCTIBLE), NO CO-PAY) HEALTH CARE. HIS CHILDREN GET FREE BREAKFASTS AND LUNCHES AT SCHOOL. HE REQUIRES BILINGUAL TEACHERS AND BOOKS. HE QUALIFIES FOR RELIEF FROM HIGH ENERGY BILLS. IF THEY ARE OR BECOME AGED, BLIND OR DISABLED, THEY QUALIFY FOR SSI. ONCE QUALIFIED FOR SSI THEY CAN QUALIFY FOR MEDICARE. ALL OF THIS IS AT TAXPAYER’S (OUR) EXPENSE. HE DOESN’T WORRY ABOUT CAR INSURANCE, LIFE INSURANCE, OR HOMEOWNERS INSURANCE. TAXPAYERS PROVIDE SPANISH LANGUAGE SIGNS, BULLETINS AND PRINTED MATERIAL. HE AND HIS FAMILY RECEIVE THE EQUIVALENT OF $20.00 TO $30.00/HOUR IN BENEFITS. WORKING AMERICANS ARE LUCKY TO HAVE $5.00 OR $6.00/HOUR LEFT AFTER PAYING THEIR BILLS AND HIS.

THE AMERICAN TAXPAYERS ALSO PAY FOR INCREASED CRIME, GRAFFITI AND TRASH CLEAN-UP.  CHEAP LABOR?  YEAH RIGHT!  WAKE UP PEOPLE!

THESE ARE THE QUESTIONS WE SHOULD HAVE BEEN ADDRESSED TO THE PRESIDENTIAL CANDIDATES FOR EITHER PARTY.  AND WHEN THEY LIE TO US AND DON’T DO AS THEY SAY, WE SHOULD REPLACE THEM AT ONCE!

THIS HAS GOT TO BE PASSED ALONG TO AS MANY AS POSSIBLE OR WE WILL ALL GO DOWN THE DRAIN BECAUSE A FEW DON’T CARE.

And if you think this is bad just wait until Hillary becomes presidentess and the redistribution of wealth becomes the norm in this ex-democracy.

THIS WILL BE PASSED ON ONLY BY AMERICANS WHO TRULY CARE!

 

 

 

 

 

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Pay For Succe$$

By Anita Hoge  May 10, 2016  NewsWithViews.com

Note:  This is an excellent article and I think it is time Ted & Heidi Cruz stood up and fully explained themselves in regard to the Education boondoggles which are being put out for our children and their role if he even thinks he should have the faith and trust of this country to give him the highest seat in D.C.

Carly Laying Down Reading

Ted and Heidi Cruz, Goldman Sachs, Kickbacks and Paybacks, Common Core, and Special Education… All Rolled Into One Big, Fat Mess

When Donald Trump, the presumptive nominee for President, stated in his message to the American people, “There is so much, waste, fraud, and abuse,” the establishment elite come to mind. Especially when investigating the shenanigans and abuses in the new federal education legislation, ESSA, Every Student Succeeds Act. Finally, someone with guts is saying it’s time to clean house. Thank you, Mr. Trump!

Goldman Sachs and CruzAlthough Senator Cruz has suspended his campaign, it is very clear that his lawyerly word “suspend” did not mean withdraw and he intends to fight Donald Trump for a contested convention. Please continue the support and vote in the remaining primaries to establish Mr. Trump with the needed 1237 delegates to secure the nomination.

Senator Cruz also says he will do away with Common Core if he is elected President, but his globalist agenda speaks otherwise.

Here are some key education issues:

What Is ‘Pay For Success’ in the New ESSA Federal Education Law and Why Should Parents of Special Education Children Be Alarmed?

Why Are Business Investors Paid A Kickback For Children NOT To Receive Special Education Services That Are Guaranteed To Them Through Federal Law?

Should Republicans Use Vulnerable Special Education Children To Be Sold For a Profit $$$?

What Does Goldman Sachs Have To Do With Common Core and Special Education, and Why Are They Reaping In The Cash?

What Do Ted and Heidi Cruz Know About Goldman Sachs, Common Core, and ‘Pay For Success’ That Helps Put “Gold in Someone’s Sacks”?

There is a lot of hankie-pankie going on in the U.S. Department of Education and nobody seems to be able to pinpoint the collusion in a public/private financial partnership deal with Goldman Sachs called Pay For Success, PFS.

Senator Cruz did not mention once that Pay For Success, PFS, was rigged into the federal education legislation, ESSA. In fact, Senator Ted Cruz did NOT even vote on the day of the passage of ESSA. Why didn’t Sen. Cruz vote against this bill?

It was Goldman Sachs that had funded Senator Cruz for his entry into the Presidential Race. Heidi Cruz works for Goldman Sachs and is currently on leave while her husband runs as a candidate for President. Is this why they felt silence was “golden”?

Perhaps Heidi Cruz can explain Pay For Success to Special Education parents since she announced that education is her primary goal. We might also ask her to explain the federal education fake CHOICE. Or ask her about the psychological child abuse on children in the classroom that would CONTINUE in Pay For Success because Common Core psychological interventions were legislated through ESSA.

[NOTE: Senator Cruz’s controversial S 306 that supports federal CHOICE ropes private, religious, and homeschools into Common Core with federal Title I portability funds. Senator Cruz is in the perfect position to attach his CHOICE amendment to federal legislation at any time in the future as a sitting Senator. Supporting S 306 and federal CHOICE proves Senator Cruz will NOT do away with Common Core. (See the list of my previous articles at the bottom of this article.)]

Cruz Control Goldman Sachs

Senator Hatch (R-UT) slipped Pay For Success into the new federal education law, ESSA, Every Student Succeeds Act, and uses a preschool in Utah as a pilot. Goldman Sachs is rewarded a kickback for every child who isn’t sent to Special Education. Goldman Sachs, who provided loans and is a silent funder for the Cruz campaign, is reeling in financial rewards for education programs already implemented and paid with Special Education funding. What’s going on? (Source)

WHAT IS PAY FOR SUCCESS?

Pay For Success was legislated in the Reauthorization of Elementary and Secondary Education Act, now called the Every Student Succeeds Act of 2015. The ESSA was passed by both Republican Houses of Congress. Legitimate questions and issues have been raised by In the Public Interest about how the Pay for Success (PFS) program was evaluated, including:

“PFS brings venture capital to the provision of public services. Investors provide the up-front funds for critical preventive services with the expectation of receiving a return on their investment. The theory is that the private investment dollars can fill a funding gap when government doesn’t have adequate financial resources to spend on prevention activities. Under a PFS arrangement, the government repays the loan with interest if pre-determined social outcome targets are met. The theory presumes that even after paying the investors and service providers, the state ultimately reaps financial savings through foregone budget dollars spent to address future more costly, but now avoided, social problems.” [Emphasis added] (Source)

The implementation of Pay For Success, PFS, is a system of kickbacks called Social Impact Bonds, creating a public/private partnership where government strikes deals (contracting mechanisms) with outside businesses and investment financiers to provide capital to accomplish ESSA Common Core psychological/mental health intervention goals on ALL children at school. Therefore, supposedly, fewer children are referred to Special Education.

Goldman Sachs has piloted a PFS investment in a preschool in Utah. Yes, the same Utah that heralds Senator Hatch who included PFS as an amendment to ESSA. [NOTE: Senator Mike Lee (R-UT) recently praised the Pay For Successprogram in Utah. Senator Lee also was the co-sponsor of S 306 with Senator Cruz, which pushes Common Core on all private, religious, and homeschools. Senator Lee has endorsed Senator Ted Cruz for President.]

But the controversy concerning this experimental program using handicapped children for monetary gain is that Special Education funding and service interventions are already being paid through IDEA, Individuals With Disabilities Education Act (Special Education) funds for a program that says children are not going to be referred to Special Education services. WHAT?! The results are that fewer truly Special Education children are sent forward for an IEP evaluation because Special Education services are already being administered. But supposedly the reason Goldman Sachs is getting a pay-out is because children aren’t sent to Special Education. Is this double-speak, double-dipping, or both?

Let’s spell this out:

1. Use Special Education Common Core/psychological interventions and Special Education funds FIRST on the entire classroom;
2. Do NOT send truly handicapped Special Education children for their guaranteed legal evaluation;
3. Use more Special Education intensive psychological interventions on children not meeting Common Core psychological standards;
4. Then reap the benefits for children not sent to Special Education even though Special Education funds were used in the first place;
5. Then pay Goldman Sachs a reward because FEWER children were sent to Special Education. What?!!!

Little do parents realize that Common Core for babies and preschool programs in the pilot preschool program (and all Common Core K-12 schools) have an inordinate amount of social, emotional, and behavioral conditioning using Common Core psychological behavior modification programs. These programs originated in Applied Behavior Analysis, an applied intensive behavior modification program researched on autistic children to be able to function in the real world. Parental knowledge or consent is not provided for this Common Core psychobabble.

Pay For Success is a lousy concept of corruption using children for profit, called taxpayer double dipping, and paying someone off to do the dipping. Is this really reaping financial savings for the government? This is all done with a little twist of ethics—redefining the interventions, using handicapped children to provide a basis for a money grab, psychological child abuse for using these concepts on normal children, and gobs of federal money. This scheme should be turning many heads and must be investigated. [Source]

The pilot program in Utah used PFS as an intervention program in preschool. Goldman Sachs was paid an outcome payment of $2589.70 for each student not referred to Special Education. This program pays back a percentage of the investment to the financial partnership if FEWER children are reported to special education. But, did anyone question the programs or funding to create these statistics BEFORE this kickback was evaluated? NO! Questions were posed, but little has been done to stop the child abuse or the financial bleeding.

Understanding ESSA

The concept of direct student services, services carried out by IDEA Special Education funding, is the Common Core concept reinforced in the new federal education legislation, ESSA. Universal School-Wide Intervention Systems are blanketed on ALL children. ALL children are “At-Risk” and must be psychoanalyzed and treated in a three tiered process in the normal classroom. ALL CHILDREN are treated with psychological techniques normally used for severely handicapped students. The reason psychological techniques are used is because Common Core includes psychological non-academic behavioral standards (See both graphs that design behavioral interventions.

Pay For Sucess

Children with true mental or physical handicaps are NOT apprised with an actual IEP, or referred for a true special education evaluation, until going through the Response to Intervention (RTI) three-tiered process in the regular classroom. These services are based on the conditioning processes developed through Applied Behavior Analysis. Applied Behavior Analysis, a psychological conditioning technique, was renamed Response to Intervention to make it more palatable to parents.

The following behavior modification techniques are being used in the classroom and are actually listed in the ESSA legislation: response to interventions, RTI; positive behavior interventions supports, PBIS; multi-tiered system of supports, MTSS; School-wide multi-tiered system of supports, SWTSS; early intervening services, EIS; Specialized Instructional Support Services, SISS; and Universal Design for Learning, UDL.

These behavioral interventions are all paid for with special education IDEA funds. Therefore, fewer children are referred to Special Education because they had already received Special Education services to meet Common Core. This is the double-dip.

There is also great controversy surrounding the implementation of these behavior modification/affective programs on normal children. The development of these programs was first researched from Applied Behavior Analysis with research on autistic children. The US Department of Education has stated that these techniques are “scientific research based interventions” to meet the government desired goals. However, the government had NOT released the standards of what would be taught, tested, and scored in the affective domain. The Department catapulted the techniques onto normal children citing “prevention”. It uses extreme behavior modification techniques on children because Common Core standards named affective/subjective group-think outcomes to be achieved in the normal classroom.

These behavior modification techniques are extreme measures that induce artificial stress and depression on normal children who are being forced to change their behavior to the government’s desired collectivist standards. To achieve a subjective psychological outcome, psychological techniques must be implemented for behavioral change. When a standard states that your child should have “grit”, do parents know and understand the impact of what is measured and scored? A gang member has “grit”, but not the behavior most parents feel as acceptable. The question arises: can the U.S. Department of Education and the ESSA legislation LEGALLY implement behavior modification programs on unsuspecting children, especially when parents are in the dark about these radical techniques to change the attitudes, values, beliefs, and dispositions of their children? What happened to academics? The goal is to mold our American children into something less than American.

Goldman Sachs “Golden Sacks”

Mandated Common Core non-academic standards (Title I) and direct student services (IDEA) are used as a template for achieving these goals. Pay for Success equates SUCCESS, where Goldman Sachs has a return on their investment money, when districts DENY special education services to students who should be receiving them. Parents are able to request an IEP Evaluation, but many are NOT apprised of the RTI process. Under Title I, Part D (ii) Pay For Successinitiatives, keeping special education students under 1% is incentivized by NOT reporting truly special education children into the IEP process until much later.

Recently, parents sued their school district which denied their child Special Education services until their child went through RTI process and did not include the parents in these evaluations.

Parents of Special Education children should read the following carefully and in its entirety:  

  • “The U.S. Ninth Circuit Court of Appeals recently ruled that a school district’s failure to provide educational testing data to parents violated the procedural requirements of the Individuals with Disabilities Education Act (IDEA). Additionally, this failure deprived parents of the opportunity to meaningfully participate in the formation of their child’s individualized education program (IEP).

    The parents subsequently brought suit alleging, among other things, that the district’s failure to provide the student’s RTI data constituted aprocedural violation of the IDEA, and prevented them from fully participating in the IEP process. The court agreed, finding the district violated the IDEA by failing to ensure the RTI testing data was properly documented, presented to the parents, and carefully considered by the entire IEP team. The court held that the district violated the “procedural safeguards of the IDEA by not providing parents with an opportunity to examine all records relating to C.M [the student].” (Source)

The Utah pilot program boasts, “evidence has shown reduces by 95 percent the need for special education among the low-income students who would otherwise likely be placed in special education programs.” However, the evaluation of the program has been challenged to investigate the impact on vulnerable individuals and the double payment from IDEA funds and investment dollars paid for by the public. How children were measured as needing support and how the children were selected for the ‘Pay For Success’ program is also a major aspect of the challenges to the way this program operates.

There are no procedural safeguards in the RTI process. Parents are NOT given their rights under this process. Parents must demand an investigation. Stop using our children for research. Abide by the Protection of Pupil Rights Amendment to stop the psychological child abuse in the classroom.

The Legal Challenge:

A legal challenge to ESSA must be brought forward stating that it denies parents of truly Special Education children to be involved in their child’s evaluations from the beginning when using the following psychological techniques prior to an IEP evaluation: Response To Intervention, RTI; Positive Behavior Intervention and Supports,PBIS; Student Assistance Programs, SAP; Specialized Student Instructional Support, SSIS; Multi-Tiered System of Supports, MTSS; Schoolwide Tiered System of Supports,SWTSS, Early Intervening Services, EIS; Universal Design for Learning, UDI; or other psychological techniques.

A legal challenge must be brought forward by parents stating that normal children in the classroom are receiving Special Education Behavior Modification programs when their children are NOT Special Education students. Parents have NOT been informed of the RTI, PBIS, MTSS, SWTSS, EIS, SISS, UDL, or other mental health psychological programs and interventions performed on their normal children. There is NO disclosure of what the vague non-academic standards are, how they are measured, or the risks involved in changing the attitudes, values, beliefs, and dispositions of their children.

There is NO disclosure of the risk or liability and damage imposed by teachers who are non-certified professional personnel implementing these psychological programs. The school that has trained the teachers in “fidelity”, as “research” to implement these psychological programs EXACTLY as they have been developed, may also have liability issues concerning teachers acting as therapists. [See AIR Intensive Interventions]

A legal challenge must be brought forward against Goldman Sachs for receiving kickbacks for children not referred to Special Education when, in fact, Special Education funds have been used prior to those children being evaluated for the Pay For Success program. In effect, Goldman Sachs is paid TO BE SURE ALL KIDS meet Common Core psychological goals.

Ted and Heidi Cruz are certainly on that list of establishment insiders. It is blatantly clear that Ted Cruz’s “performance” in suspending his campaign was a total lie after a total shut down in Indiana. Exactly what we would expect from an establishment insider.

Clean house? We must!

Mr. Trump, Save our Children!

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DANGER: GULEN CHARTER SCHOOLS AND THE FETHULLAH GULEN MOVEMENT! Part 1

“The charter school experiment has resulted in the United States being the only country in the world where the Gülen Movementhas been able to establish schools fully funded by  the host country’s taxpayers.”  The Joke’s on US!

The world should never forget “Islam is a Human time bomb ignited by a hair trigger called hatred – them toward us”.

The Gulen Charter schools and the Gulen Movement must be removed from the United States. I recently wrote an article regarding the CIA’s role in allowing Sheikh Mohammed Fethullah Gulen into this country and put all the blame for their invasion into our school systems upon the CIA and uninformed and unquestioning state and local school boards. Now they are invading our military bases. It is time for parents to understand the full danger involved in this Jihad. For the 2015-2016 school year we have 155 Gulen Charter schools in 25 states with Texas (52) and Ohio (17) having the most. In 2011, Texas only had 33.

All Americans must take the time to read “Turkey’s Islamic Supremacist Cult and its Contributions to the Civilization Jihad Volume 8” by Christopher Holton and Clare Lopez. Read a little bit every night, but read it! LINK

Since February 1997, the National Security Council, the all-powerful institution which includes the civilian and military leaders of the country, has repeatedly placed political Islam at the top of its list of threats to this nation and vowed to “refuse all compromise” in its fight against religious radicalism. A few months later, the net was widened and the list of potential suspects grew longer: investigations have been launched against hundreds of civil servants, teachers, governors and local leaders, accused of being too close to the “forces of reaction”

I would like to remind the readers that it was the CIA who supported Gulen being allowed to come into this country supposedly because he was ill with the endorsement of Graham Fuller, now former CIA agent. Sorry CIA but diabetes can be treated all over the world. The FBI had started several investigations against the Gulen operation for numerous reasons, one of them to prevent Gulen from being granted permanent residency in America and to have him deported. Even though the FBI had determined Gulen to be a “Radical Islamist”, the Islamic angels in Obama’s White House, CIA and Clinton’s State Dept. reigned in the FBI preventing them from indicting and deporting Gulen and his whole operation. Hum!

Taking a look back in history in case you weren’t aware, the Brennan’s CIA is and has been supporting the Islamic indoctrination of our U.S. children and the whole program here in the U.S. was fundamentally developed by George Soros Center for American Progress and Gulen.  The object is to “force feed” our children “Radical Islamic” educational programs and incentives.

Talk about your own government supporting working from inside to ruin YOUR country!

The past and present governors of Texas told their citizens they were protecting their children by not participating in the Common Core ruination of our education system, but instead they have allowed the Gulen movement to grow within the state and also allowing the Gulen Institute to be at home on the grounds of the University of Houston.

The Institute website talks a good talk as does Fethullah and all his mouthpieces, but the research that has been done is undeniable. With speakers like this how could anyone go wrong?

Gulen Speakers Names

Even if you don’t have any children currently in school or a Gulen Charter school, Americans need to understand the damage being done here to our children and the internal conversion to Jihad being paid for by YOU!

Gulen Charter schools are disguised by several different names: Concept, Horizon Science Academy’s, Paragon, Sonoran, LISA Academy, Magnolia, and many, many more. Florida for example has 7 Gulen schools all with different lead names.

Something most Americans don’t know is that Gulen and Turkey’s Prime Minister Recep Tayyip Erdogan were best of friends with the same objectives until the Turkish government announced a plan to shutter private schools — many owned by the Gulen movement that help Turkish students prepare for college entrance exams. Two men with big ego’s! They both want to be in charge!

Gulen loves to claim he is all about fighting “poverty, disunity, and ignorance, but his underlying actions tell another story. The use of H-1B visas to bring teachers to America for their schools is also a farce. Local teachers are being passed up for teaching jobs within the Gulen schools with the schools claiming America’s teachers are not smart enough or they don’t have enough education to teach at their STEM schools. No one else in this country applies for more H1B visa’s than Gulen.

The U.S. taxpayer dollars being gained by the Fethullah Gulen operation is undeniable. In 2011, Truebright Science Academy alone received more than $3 million from the Philadelphia School District for its 348 pupils.

The respected German weekly ‘Der Spiegel’ also raised serious questions about Fethullah Gulen and his worldwide movement in a pair of highly critical articles published in 2012 and 2014. The magazine cited individuals who broke ties with Gulen and who characterize Hizmet as an ‘ultraconservative secret society’ and Gulen himself as an ideologue who tolerates no dissent,’ is ‘only interested in power and influence,’ and ‘dreams of a new age in which Islam will dominate the West returning to the ways of the Ottoman Empire.” This description has been repeated over and over again.

Besides the American taxpayers making the Gulen Movement rich, their followers and teachers give as much as 40% of their earnings to the following, yet the Movement has no headquarters, no address, is not registered anywhere, and has no central bank account.

Collectively the Gulen “movement” and the Gulen schools are under their own Charter School Management Co., Charter Educational Services & Resources formerly known as Grace Institute for Educational Research & Resources.

When I first began investigating Gulen and his schools, what I found so painful was  finding the government of this country so twisted that we have the CIA bringing Fethullah Gulen into this country and the FBI looking into their fraud and Jihad activities and our government is once again taking the lead on ruining America.

Look what it got us:  The CIA coming up with this less than brilliant idea, believed they could control Gulen and at the same time abuse the religious structure in America as a cover to advance their design of global control. Secretary of State Hillary Clinton helped in the establishment of the Turkish Gulen Charter Schools in the US, and brokered a deal to split the revenue from the sale of the oil captured in Iraq by ISIS Radical Islamic Terrorists, between Prime Minister Erdogan’s and Sheikh Mohammed Gulen’s factions in Turkey (the captured oil was subsequently driven to the Turkish border in oil truck caravans to be sold by Prime Minister Erdogan’s son).

For using her good offices to help Sheikh Mohammed Gulen, Clinton was paid an estimated $1 million; payment was made to both the Clinton Family Foundation and the Clinton Presidential Campaign (payment to a political campaign by a foreigner is in violation of US Federal Campaign Laws). If we were to remind Mrs. Clinton of this I am sure her response would be, “What difference does it make”.

This makes me question if our State Governors are getting a stipend for allowing the Gulen school’s within their states. What say you Rick Perry and John Kasich?

In 2008 Bill Clinton made a speech praising Gulen at the Third Annual Friendship Dinner organized by the Turkish Cultural Center of New York (a Gulenist organization). The website Citizens Against Special Interest Lobbying in Public Schools (CASILIPS), later confirm Hillary Clinton’s involvement:

“However, the most probable reason for Bill Clinton’s attendance was the Gulenists’ numerous contributions to Hillary Clinton’s campaign and the Clinton Foundation. A sampling can be seen in this Table. All these contributions came from individuals identified as Gulenist based in their affiliations with Gulenist organizations or schools.”

 Not only the Clinton’s, but education’s main destroyer Bill Gates has used his foundation to also fund the Gulen movement. They are after all Charter schools and that is the road to ruination. In 2007, through the Texas (again) High School Project, the Gates Foundation shelled out $10,550,000 to the Cosmos Foundation, another Gulen enterprise which operates several publicly funded Gulen Charter schools in Texas.

One teacher from the South stated, “the Gülen movement’s ultimate goal is to open charter schools in the U.S. to funnel U.S. tax dollars back into the Gülen movement in Turkey. They skim just enough off the public taxpayers from these charter schools so it won’t look suspicious.” She stated this after her class had won a free cultural trip to Turkey through the Atlantic Institute. The Atlantic and Peace Islands Institute’s, are both Gulen enterprises.

Both of these Institutes claim they are supporting “shared values” and send out press releases claiming they are against the killings (Paris) and offer dinner’s celebrating Gulen, Ramadan, Table of Abraham and Interfaith principals.  Peace Islands Institute website is a must read.

Were you aware the United States has an Institute of Peace in D.C. and that Fethullah Gulen is recognized by that Institute to be a “spirited advocate for peace”?

Anyone wishing to form a national coalition to remove all Fethullah Gulen activities from the U.S. may contact me at info@americaismyname.org