South Carolina Ping List
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Posted on 11/08/2004 3:58:18 PM PST by jern
you probably forget the if. . . But in any case, don't worry; they are not the future nor are they 'future leaders'.
They are however; at this point in time; 'losers'. Whether they stay that way; might depend on how much groups like. . .THKerry's Tides Foudation pays them, to be just that.
You're so right. If only they would go to Cuba; alas; they want to create a socialist 'paradise' here.
Earlier today, I did a Google search on "Vanessa Zuloaga".
I get the impression that, being older, she may be have influenced the two others and more.
I think the only hit I got was at UCLA.
Bader-meinhof in development.
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Wonder where the perps get all that money to sue and sue and sue, until they can get a jury of idiots and a Clinton appointed Judge,together in the right trial at the right place at the right time, to demonize the good guys and define the bad guys as victems?
excellent question...part of the answer is as follows
After the ratification of its 1945 charter, UNESCO immediately began making detailed recommendations about how to run the schools of the world. A ten-part series for teachers, published in 1949 under the heading Toward World Understanding, laid out the UNESCO blueprint for a global dumbing-down of education. The second section in the series, entitled "The Education and Training of Teachers," called for "a shift in emphasis from subject teaching to the needs of the child," which could be accomplished by a number of means, including a "greater freedom of choice of subjects" and a "substantial reduction in the number of subjects in the curriculum." Instead of academic subjects, pupils would be given "increased 'free time' to allow students to work on projects." There would also be an "allocation of working time for student clubs," and "a tendency to abandon role from above tin the classroom] in favor of democratic cooperation between staff and students." The 1949 study concluded with a statement that bears striking resemblance to much of the outcome-based educational rhetoric of today: "The old, academic, subject-dominated type of training [of teachers] is rapidly being replaced by a training aimed at the personal as well as professional development of the teacher and effective citizen."
Among the subjects recommended by UNESCO in Toward World Understanding was "The Influence of Home and Community on Children Under Thirteen Years of Age." Notes the UNESCO study, "One of the chief aims of education today should be to prepare boys and girls to take an active part in the creation of a world society...." But love of country must be stamped out by the government schools: "As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather 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." This global citizenry propaganda must begin early: "The kindergarten or infant school has a significant part to play in a child's education. Not only can it correct many of the errors of home training, but it can prepare the child for membership ... in the world society."
It is due in no small measure to UNESCO's pernicious, anti-family, totalitarian influence over the past 40 years that so many outrageous programs and curricular materials marching under the ensigns of "multiculturalism," "global education," "gender equity," and "diversity" have flooded our schools. But we are headed for much worse. In 1990, UNESCO launched a new global education initiative called the World Conference on Education for All (WCEFA), which brought together representatives from 150 countries. The American branch of WCEFA is the U.S. Coalition for Education for All (USCEFA), a collectivist claque sponsored by the American Federation of Teachers, the National Education Association, the U.S. Department of Education, Apple Computer, IBM, and other public and private internationalist entities.
Out of the 1990 WCEFA summit in Jomtien, Thailand came two documents: The World Declaration on Education for All, and The Framework for Action to Meet Basic Learning Needs. Oddly enough, the Framework lists six goal areas that almost exactly parallel those put forth in the Goals 2000 legislation enacted by Congress and signed by President Clinton this spring. American education policies are being simultaneously nationalized and internationalized in a concerted effort to "harmonize" all education according to a global plan.
From the WCEFA-USCEFA nexus has flowed a continuous procession of conferences, summits, and confabs on such globalist agenda items as: "Basic Education for Democracy, Cultural Identity and Environment"; "Children and Adolescents in Conflict With the Law"; "Technologies for Learning for All"; "Distance Learning"; "Population and Development"; etc. Private, state, and national education organizations have gotten the globaloney "bug" too, dramatically stepping up their international networking and summiteering in the past couple of years. This July, for instance, the Education Commission of the States (ECS) held an Asia-Pacific Conference in Honolulu, featuring education elites from China, Russia, Japan, Korea, Australia, Mexico, and more than 50 other nations. ECS is a high-powered compact of governors, state legislators, and state education officials -- the folks in charge of American education....
http://www.getusout.org/un/articles/unesco.htm
excellent question...part of the answer is as follows
After the ratification of its 1945 charter, UNESCO immediately began making detailed recommendations about how to run the schools of the world. A ten-part series for teachers, published in 1949 under the heading Toward World Understanding, laid out the UNESCO blueprint for a global dumbing-down of education. The second section in the series, entitled "The Education and Training of Teachers," called for "a shift in emphasis from subject teaching to the needs of the child," which could be accomplished by a number of means, including a "greater freedom of choice of subjects" and a "substantial reduction in the number of subjects in the curriculum." Instead of academic subjects, pupils would be given "increased 'free time' to allow students to work on projects." There would also be an "allocation of working time for student clubs," and "a tendency to abandon role from above tin the classroom] in favor of democratic cooperation between staff and students." The 1949 study concluded with a statement that bears striking resemblance to much of the outcome-based educational rhetoric of today: "The old, academic, subject-dominated type of training [of teachers] is rapidly being replaced by a training aimed at the personal as well as professional development of the teacher and effective citizen."
Among the subjects recommended by UNESCO in Toward World Understanding was "The Influence of Home and Community on Children Under Thirteen Years of Age." Notes the UNESCO study, "One of the chief aims of education today should be to prepare boys and girls to take an active part in the creation of a world society...." But love of country must be stamped out by the government schools: "As long as the child breathes the poisoned air of nationalism, education in world-mindedness can produce only rather 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." This global citizenry propaganda must begin early: "The kindergarten or infant school has a significant part to play in a child's education. Not only can it correct many of the errors of home training, but it can prepare the child for membership ... in the world society."
It is due in no small measure to UNESCO's pernicious, anti-family, totalitarian influence over the past 40 years that so many outrageous programs and curricular materials marching under the ensigns of "multiculturalism," "global education," "gender equity," and "diversity" have flooded our schools. But we are headed for much worse. In 1990, UNESCO launched a new global education initiative called the World Conference on Education for All (WCEFA), which brought together representatives from 150 countries. The American branch of WCEFA is the U.S. Coalition for Education for All (USCEFA), a collectivist claque sponsored by the American Federation of Teachers, the National Education Association, the U.S. Department of Education, Apple Computer, IBM, and other public and private internationalist entities.
Out of the 1990 WCEFA summit in Jomtien, Thailand came two documents: The World Declaration on Education for All, and The Framework for Action to Meet Basic Learning Needs. Oddly enough, the Framework lists six goal areas that almost exactly parallel those put forth in the Goals 2000 legislation enacted by Congress and signed by President Clinton this spring. American education policies are being simultaneously nationalized and internationalized in a concerted effort to "harmonize" all education according to a global plan.
From the WCEFA-USCEFA nexus has flowed a continuous procession of conferences, summits, and confabs on such globalist agenda items as: "Basic Education for Democracy, Cultural Identity and Environment"; "Children and Adolescents in Conflict With the Law"; "Technologies for Learning for All"; "Distance Learning"; "Population and Development"; etc. Private, state, and national education organizations have gotten the globaloney "bug" too, dramatically stepping up their international networking and summiteering in the past couple of years. This July, for instance, the Education Commission of the States (ECS) held an Asia-Pacific Conference in Honolulu, featuring education elites from China, Russia, Japan, Korea, Australia, Mexico, and more than 50 other nations. ECS is a high-powered compact of governors, state legislators, and state education officials -- the folks in charge of American education....
http://www.getusout.org/un/articles/unesco.htm
I seriously doubt they're typical of young people today.
Is there a thread on FR with all of the attacks on GOP HQs across the country documented in one place? I've lost track how many of these there were this election season. I don't know of a single attack of a democRAT HQ by the "right wing"...
Fortunately, there is more of you than them.
"Scott Falmlen, executive director of the North Carolina Democratic Party, issued a statement denouncing the incident."
Excuse me Mr. Falmlen .. but you stinking democrats are just a few days and 26 other incidents late to be denouncing anything.
Wrong - these are the penitentiary inhabitants of the future. They'll only go as far as from one cell to the next...
Go read the DU board, this IS typical of how they think & act, unfortunately & we need to be aware this is not an isolated incident!
Domestic Terrorists is a quite appropriate title for these liberal extremists!
In CCW states, a lot of photojournalists aren't carrying pepper spray.
Even without pepper spray or a CCW, a tripod makes a nifty club.
My jaw is on the floor. 30,000 Hezbollah members? Here. I mean, literally, here.....
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