Category Archives: Public Education

Illuminati Training Video

English: The full text of the English renditio...

Georgia Guidestones, Elbert County, Georgia, U.S.. (Photo credit: Wikipedia)

Well…I’m not sure whether this is real or not but it certainly goes along with much that I have observed over the years. If it is real we as people need to reconcile ourselves to the battle for our very souls because these people want to enslave all of us for their vision of a better world. And BTW check out the Georgia Guidestones if you want to know what the plan is that he keeps mentioning in the video. (E)

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Study finds troubling patterns of teacher assignments within schools

From : http://phys.org/news/2013-04-patterns-teacher-assignments-schools.html#nwlt

April 23rd, 2013 in Other Sciences / Social Sciences

Even within the same school, lower-achieving students often are taught by less-experienced teachers, as well as by teachers who received their degrees from less-competitive colleges, according to a new study by researchers from the Stanford Graduate School of Education and the World Bank. The study, using data from one of the nation’s largest school districts, also shows that student class assignments vary within schools by a teacher’s gender and race.

In a paper published in the April issue of Sociology of Education, the researchers present the results of a comprehensive analysis of teacher assignments in the nation’s fourth-largest school district, Miami-Dade County Public Schools. Their findings identify trends that may contribute to  and achievement gaps nationwide.

Previous research indicates that high-quality teachers can significantly improve education outcomes for . However, not all students have equal access to the best teachers.

“It is well-known that teachers systematically sort across schools, disadvantaging low-income, minority, and low-achieving students,” said Demetra Kalogrides, a research associate at the Graduate School of Education’s Center for Education Policy Analysis and one of the study’s three authors. “Our findings are novel because they address the assignment of teachers to classes within schools. We cannot assume that teacher sorting stops at the school doors.”

The authors note that more research needs to be done to see whether such patterns exist within schools across the country.

The assignment of teachers to students is the result of a complex process, involving school leaders, teachers, and parents. While principals are constrained by teachers’ qualifications—not all , for instance, can teach physics—they also may use their authority to reward certain teachers with the more desirable assignments or to appease teachers who are instrumental to school operations.

Teachers with more power, due to experience or other factors, may be able to choose their preferred classes. Parents, particularly those with more resources, also may try to intervene in the process to ensure that their children are taught by certain teachers.

“We wanted to understand which teachers are teaching which students,” said Susanna Loeb, a Stanford professor of education, the director of the Center for Education Policy Analysis, and an author of the study. “In particular, are low-achieving students more likely to be assigned to certain teachers, and if so, why?”

Using extensive data from Miami-Dade, the authors compared the average achievement of teachers’ students in the year before the students were assigned to them. They discovered that certain teachers—those with less experience, those from less-competitive colleges, female teachers, and black and Hispanic teachers—are more likely to work with lower-achieving students than are other teachers in the same school.

They found these patterns at both the elementary and middle/high school levels.

According to the researchers, teachers who have been at a school for a long time may be able to influence the assignment process in order to secure their preferred classes—for instance, classes with higher-achieving students. The study found that teachers with 10 or more years of experience, as well as teachers who have held leadership positions, are assigned higher-achieving students on average.

Assigning lower-achieving students to inexperienced teachers could have significant repercussions. According to the researchers, it could increase turnover among new teachers, since novice teachers are more likely to quit when assigned more low-achieving students.

In addition, it could exacerbate within-school —for example, the black-white gap. Since they are lower-achieving on average, minority and poor students are often assigned to less-experienced teachers than white and non-poor students. Less-experienced teachers tend to be less effective, so this pattern is likely to reinforce the relationships between race and achievement and poverty and achievement, the researchers said.

The study also found that lower-achieving students are taught by the teachers who graduated from less-competitive colleges, based on test scores for admission and acceptance rates. This trend is particularly evident at the middle school and high school levels, possibly due to the more varied demands of middle and high school courses. Teachers from more competitive colleges may have deeper subject knowledge than their colleagues from less-competitive colleges, leading principals to assign them to more advanced courses, the researchers said.

The researchers noted that assignment patterns vary across schools. Experienced teachers appear to have more power over the assignment process when there are more of them in a school; senior teachers are assigned even higher-achieving students when there is a larger contingent of experienced teachers in the school.

At the same time, schools under more accountability pressure are less likely to assign higher-achieving students to more-experienced teachers than schools that are not under accountability pressure.

Finally, according to the findings, class assignments vary depending on a teacher’s gender and race. Since female teachers are more likely to teach special education than male teachers, on average they work with lower-achieving students than their male colleagues. Also, black and Hispanic teachers, when compared with white teachers in the same schools, work with more minority and poor students, who tend to be lower-achieving.

Unlike sorting based on experience, the authors said that teacher-student matching based on race could improve student achievement because previous research suggests that minority students may learn more when taught by minority .

“Our analyses are a first step in describing within- class assignments, an important, yet often overlooked, form of teacher sorting,” said Kalogrides.

Provided by American Sociological Association

Journal reference: Sociology of Education


Huck and Tom Are Mentally Ill

Would Tom Sawyer and Huck Finn be diagnosed mentally ill and drugged?

Thursday, September 01, 2011 by: Monica G. Young

Email this author

(NaturalNews) Imagine if the beloved young characters in Mark Twain‘s classic, “The Adventures of Tom Sawyer,” lived today. Based on current psychiatric criteria, Tom and Huck could be designated mentally ill and prescribed mind-altering drugs. Quiet, listless and numb, their legendary adventures would be over.

Describing a day in school, Twain wrote: “The harder Tom tried to fasten his mind on his book, the more his ideas wandered.” His “heart ached to be free, or else to have something of interest to do to pass the dreary time.” That’s a text book so-called symptom of ADHD (attention deficit hyperactivity disorder). A teacher today could refer him to a psychiatrist who would dope him with stimulants. Yet like any typical boy, Tom had no trouble focusing attention on something he found interesting – like finding a hidden treasure.

Tom’s friend Huckleberry might fare worse. An avowed non-conformist, a psychiatric checklist could tag him with ODD – oppositional defiant disorder. And having run away from an abusive father, Huck would land in the hands of Child Protective Services who would sedate him on psychoactive drugs subsidized by government funds.

Although no brain scan, blood test or x-ray had been done, the psych doctors would claim the boys’ mental illness stemmed from a neurobiological disorder involving chemical imbalances in the brain, probably hereditary.

Tom and Huck would likely experience insomnia, stomach aches, high blood pressure, stunted growth or some other “side” effects, and more drugs would be added to treat these. They would start feeling despondent and have mood swings, leading to probable depression or bipolar disorder diagnoses and more drug cocktails. The once spirited youths might end up as life-long pharmaceutical junkies.

Psychiatry revealed as an industry of fakers

Recently Harvard-trained psychiatrist Daniel Carlat exposed psychiatry as essentially a field of imposters. His book, “Unhinged; the Trouble with Psychiatry – a Doctor’s Revelations about a Profession in Crisis,” reads much like a confession – and rightly so.

Despite all their years in medical school, psychiatrists do not use any medical tests in diagnosing. Instead their labels are entirely subjective, opinionated and based upon a manual of disorders voted into existence by a psychiatric committee.

Yet these “experts” have transformed boyhood into “ADHD,” shyness into “social anxiety disorder” and menstrual discomfort into “premenstrual dysphoric disorder.” Some toddlers are labeled before given a chance to learn to talk.

Carlat states, “Psychiatrists have cordoned off the most painful versions of normal life, defined them as syndromes, and have given them medical-sounding names.” Yes, there are people who suffer from severe mental disturbances, but he says it’s “an illusion that we understand our patients when all we are doing is assigning them labels.

“Where is the science in all this? He writes, “While the scientific literature contains thousands of papers proposing neurobiological theories to explain PTSD [post traumatic stress disorder], depression, bipolar disorder, schizophrenia, and other psychiatric disorders, these theories remain unproven…” And he confides, “the shocking truth is that psychiatry has yet to develop a convincing explanation for the pathophysiology of any illness at all.”

In regards the chemical imbalance rant, Carlat says this is nothing more than a “convenient myth” so psychiatrists can appear authoritative and avoid looking ignorant with their patients.

This is an industry riveted to drugs, drugs and more drugs. Forget really listening to and understanding a patient’s troubles in life. Now it’s all about lucrative fifteen-minute monthly med checks – about as personal as Wendy’s drive-through.

Pharmaceutical industry influence has vast bearing on what medications psychiatrists use and how often. Carlat admits, “We have been seduced by the constant encouragement from drug companies to prescribe more medications…” Such seduction ranges from a drug rep bringing a doctor his favorite drink from Starbucks, to companies paying him up to a million or more to be their marketing mouthpiece.

Psycho-Pharma’s drug obsession diverts society’s attention off non-harmful solutions like teaching life skills, improving education, better nutrition and exercise, and addressing environmental factors.

In short, for all their diplomas, chic offices, puffed-up terminology and high fees, this is a field where greed and deception replace ethics and scientific methodology. Fortunately some like Daniel Carlat are blowing the whistle.

Most unforgivable is the dispensing of labels and drugs to millions of children. The leading gurus of this campaign have been psychiatrists deep in the pockets of Big Pharma, such as the exalted Dr. Joseph Biederman – flanked by an army of Pharma-paid “advocacy” groups.

Perhaps we should ourselves vote on labels to categorize such mentally-depraved individuals, such as conscience deficit hyper-lying disorder (CDHD) or better yet, false representation and underhandedness disorder (FRAUD).

Sources for this article include:

“The book, “Unhinged; the Trouble with Psychiatry – a Doctor’s Revelations about a Profession in Crisis,” by Daniel J. Carlat, M.D.

http://speedupsitstill.com/dangerous-drugs 

http://www.thefix.com/content/jj-sued-illegal-promotion-drugs-kids?page=all


Religion of Eugenics: The State is God

Some of these quotes go back more than a century for those who think the NWO is a relatively new phenomenon. (E)

TheFrontlineReports
Infowars.com
July 20, 2011

Infowars.com researcher Aaron Dykes analyzes top players in the global system who’ve called for Eugenics to become the new religion of the world state. Under the New World Order, individuals are relinquished of their freedoms and control over everything in society, including life and death, falls to the State. Note below where figures like White House science advisor John P. Holdren and Bertrand Russell discuss using an international authority to distribute food to the world, and withhold it from over-populated regions

ALBERT E. WIGGAM: “Had Jesus been among us, he would have been president of the First Eugenics Congress.” (The New Decalogue of Science, 1923)

PART 1: Eugenics – Religion of the Future

JULIAN HUXLEY AND EUGENICS: Huxley said of Dean Inge’s dictum, “Eugenics is capable of becoming the most sacred ideal of the human race, as a race: one of the supreme religious duties” in his 1936 Galton lecuture that:

“I entirely agree with him. Once the full implications of evolutionary biology are grasped, eugenics will inevitably become part of the religion of the future, or of whatever complex of sentiments may in the future take the place of organized religion.” (Huxley 1936)

SIR FRANCIS GALTON, FATHER OF EUGENICS: “It must be introduced into the national conscience, like a new religion. It has, indeed, strong claims to become an orthodox religious, tenet of the future, for eugenics co-operate with the workings of nature by securing that humanity shall be represented by the fittest races…. I see no impossibility in Eugenics becoming a religious dogma among mankind.” (Eugenics: Its Definition Scope and Aims, 1904)

GEORGE BERNARD SHAW (In response to Galton’s 1904 paper): I agree with the paper, and go so far as to say that there is now no reasonable excuse for refusing to face the fact that nothing but a eugenic religion can save our civilization from the fate that has overtaken all previous civilizations.

Charles B. Davenport, head of the Eugenics Records Office and director of the Cold Springs Harbor Laboratory, wrote a 1916 booklet also given as a lecture, entitled “Eugenics as a Religion” which included a 12 point creed. Further, the American Eugenics Society ran a sermon contest in 1926 paying prizes to religious leaders who best incorporated the tenets of the new religion in their Sunday sermons.

PART 2: Under the New World Order, the State is God

As former Constitution Party presidential candidate Michael Peroutka wisely observed, “The whole concept of New World Order is something else, it really says that the State is God.”

GEORGE BERNARD SHAW: “Under socialism you would not be allowed to be poor. You would be forcibly fed, clothed, lodged, taught, and employed whether you like it or not. If it were discovered that you had not character enough to be worth all this trouble, you might possibly be executed in a kindly manner; but whilst you were permitted to live you would have to live well.”
George Bernard Shaw, “The Intelligent Woman’s Guide to Socialism and Capitalism” pg 470, 1928

BERTRAND RUSSELL: “The dependence of emotional disposition upon the ductless glands, said Mr. Russell , was a discovery of great importance, which would in time make it possible to produce artificially an disposition desired by Governments.” (Birth Control News, Feb. 1924; Quoted in G.K. Chesterton ‘Eugenics and Other Evils’)

BERTRAND RUSSELL: “Scientific societies are as yet in their infancy. . . . It is to be expected that advances in physiology and psychology will give governments much more control over individual mentality than they now have even in totalitarian countries. Fitche laid it down that education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished. . . . Diet, injections, and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable, and any serious criticism of the powers that be will become psychologically impossible.” (Impact of Science on Society, Page 50)

BERTRAND RUSSELL: “The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. When the technique has been perfected, every government that has been in charge of education for more than one generation will be able to control its subjects securely without the need of armies or policemen.” (Impact of Science on Society, 1953)

FOOD AS A WEAPON

HENRY KISSINGER, NSSM #200: Curtailing food supplies to targeted states, in part to force compliance with birth control policies

“There is also some established precedent for taking account of family planning performance in appraisal of assistance requirements by AID [U.S. Agency for International Development] and consultative groups. Since population growth is a major determinant of increases in food demand, allocation of scarce PL 480 resources should take account of what steps a country is taking in population control as well as food production. In these sensitive relations, however, it is important in style as well as substance to avoid the appearance of coercion.”

“Mandatory programs may be needed and we should be considering these possibilities now… Would food be considered an instrument of national power? … Is the U.S. prepared to accept food rationing to help people who can’t/won’t control their population growth?”

BERTRAND RUSSELL: “To deal with this problem [increasing population and decreasing food supplies] it will be necessary to find ways of preventing an increase in world population. If this is to be done otherwise than by wars, pestilence, and famines, it will demand a powerful international authority. This authority should deal out the world’s food to the various nations in proportion to their population at the time of the establishment of the authority. If any nation subsequently increased its population it should not on that account receive any more food. The motive for not increasing population would therefore be very compelling. What method of preventing an increase might be preferred should be left to each state to decide.” (The Impact of Science on Society)

ECOSCIENCE (Ehrlich, Ehrlich and Holdren) – Toward a Planetary Regime
“Perhaps those agencies, combined with UNEP and the United Nations population agencies, might eventually be developed into a Planetary Regime—sort of an international superagency for population, resources, and environment. Such a comprehensive Planetary Regime could controlthe development, administration, conservation, and distribution of all natural resources, renewable or nonrenewable, at least insofar as international implications exist… The Regime might also be a logical central agency for regulating all international trade, perhaps including assistance from DCs to LDCs, and including all food on the international market. The Planetary Regime might be given responsibility for determining the optimum population for the world and for each region and for arbitrating various countries’ shares within their regional limits. Control of population size might remain the responsibility of each government, but the Regime would have some power to enforce the agreed limits.” (Page 942-3)

“If voluntary birth reduction methods did not work a nation might have to resort to ‘the addition of a temporary sterilant to staple food or to the water supply” – June 1972 Dr. Paul Ehrlich, Stanford University biologist and author of The Population Bomb

BERTRAND RUSSELL: “I do not pretend that birth control is the only way in which population can be kept from increasing. There are others, which, one must suppose, opponents of birth control would prefer. War, as I remarked a moment ago, has hitherto been disappointing in this respect, but perhaps bacteriological war may prove more effective. If a Black Death could be spread throughout the world once in every generation survivors could procreate freely without making the world too full. There would be nothing in this to offend the consciences of the devout or to restrain the ambitions of nationalists. The state of affairs might be somewhat unpleasant, but what of that? Really high-minded people are indifferent to happiness, especially other people’s.” (Impact of Science on Society, p. 26)


Ten ways public school destroys free thinking (Opinion)

Sunday, February 20, 2011 by: Elizabeth Walling

(NaturalNews) Those interested in alternative health will inevitably encounter reality: free thinking individuals are routinely ridiculed for thinking outside of the box and breaking from social normality. While this can be frustrating, it is even more disturbing that this suppression of free thinking begins in our public school system. In fact, it can even be considered part of the inner structure of the curriculum.
10 Ways Public School Destroys Free Thinking
1. In school, children are taught to wait to be told what to think and do, rather than being encouraged to show initiative and pursue their own ideas.
2. School teaches children to never become too deeply involved. The bell will ring just when they’re engulfed in learning about the solar system to tell them it is time to start learning how to dissect a sentence. A child learns that no subject is truly meaningful or interesting, and therefore learns not to be truly interested in anything meaningful.
3. The school system fosters conformity rather than curiosity, because curiosity leads to questioning ideas and free thinking. This is a volatile and dangerous path because it will inevitably lead to the destruction of a carefully calibrated system of control. Therefore, curiosity is not part of the curriculum.
4. In school, the practice of religion is not allowed because this would be heresy. For, school itself establishes its own set of rules and commandments that religious beliefs would inherently contradict.
5. Our modern school system weighs down children with homework and endless projects, making it impossible for them to find time to learn from parents and community members outside of school. This denies children what they need to become whole people that can function as productive members of their own community and of society as a whole.
6. School children don`t have the privilege of deciding what they believe and what values are important to them. Instead, they are instructed to be close minded and accept whatever they are told.
7. In school, children learn how to take orders and remain complacently obedient. They aren`t given the opportunity to develop their own moral compass to help them decide what is right or wrong.
8. The school system uses grades and statistics to label children and produce formulaic adults. Children are taught that they need to be told what they are worth. Individualism is discouraged, as is viewing themselves and others outside of these labels.
9. School as we know it actually encourages a caste system that divides children (and eventually adults) into categories based on its system of labels. Free thinkers are often labeled as misfits and are told to conform so they can be useful citizens.
10. Children in school learn very early on that free speech is a farce. Fundamental human rights do not exist in school unless they are granted by the school authorities. Children are taught that basic human rights are actually privileges that can be revoked at any time if they do not surrender to the chain of command.
It is clear that if we rely on public schools to educate our children, free thinking individuals will become extinct. Free thinking is a foundational ingredient for success, invention, progress and culture. These things cannot be taught through a curriculum but through life itself.
Further Reading:
Gatto,John Taylor. (1992) Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. Published by New Society Publishers.
http://www.thefreemanonline.org/col…
http://www.huffingtonpost.com/thoma…

About the author

Elizabeth Walling is a freelance writer specializing in health and family nutrition. She is a strong believer in natural living as a way to improve health and prevent modern disease. She enjoys thinking outside of the box and challenging common myths about health and wellness. You can visit her blog to learn more:
www.livingthenourishedlife.com/2009…
Learn more:http://www.naturalnews.com/031413_public_school_mind_control.html#ixzz1EYWYzxxG


William Cooper’s Mystery Babylon Audio Series

I just finished posting  William Cooper’s Mystery Babylon Series. It is 41 audio files from his radio program in the 90’s. it is well worth your time to listen if you want to understand what the Elitists have planned for all of us (E)

 

Enjoy and Learn:

https://ephraiyim.wordpress.com/william-cooper/mystery-babylon-bill-cooper/
There is a video lecture by Cooper here: https://ephraiyim.wordpress.com/william-cooper/
There is also a pdf you can download of Cooper’s book “Behold A Pale Horse” here: https://ephraiyim.wordpress.com/william-cooper/behold-a-pale-horse-milton-william-cooper-pdf/
You can also find all of these under William Cooper in the right column in Worth Your Consideration.

Dropping the Mask of Ecofascism

Mises Daily: Tuesday, October 19, 2010 by

These days, explicit arguments in favor of fascism and the ideology of unlimited state power are, how shall I put this, ineffective at convincing the masses. Though people still adore the fascist ideology of the boundless power of the state and its fusion of public and private business, this is only so long as it is not given its proper name. These days, people prefer their fascism to be cloaked in disingenuous and deceptive language that disguises its true nature. All those old slogans about the supreme state and the suppression of the individual to the collective are so early 20th century! Far better to have your leaders pay lip service to “freedom” and “human rights” as they coercively mold you into a docile little manikin fit for their desired bureaucratic utopia.

Modern authoritarian movements tend to adopt the strategy of avoiding talking about or even hinting at the coercion they will adopt to deal with those opposed to the supreme rule of the all-powerful state apparatus. They deny that they are fascist movements and instead adopt a slew of fanciful euphemisms for the coercive policies they propose to inflict on their brutalized subjects. You silly fool! They are not robbing people — they are just “asking them to pay their fair share.” They are not micromanaging people’s lives — they are just “looking after their health and welfare.” They are not silencing dissent — they are just “ensuring tolerance” and fighting “hate.” They are not trespassing against private property — they are just “managing the economy.” They are not enslaving people — they are just “encouraging volunteerism.” Didn’t you realize?

Of course, every so often, a modern fascist movement develops such a degree of hubris that it decides to dispense with all the euphemisms and denials and openly display the coercive means underlying its ambitions. After all, surely the poor rubes in the population must have figured it out anyway! Why not just level with them for a moment and have a little chuckle?

For those of you that haven’t already heard, the ecofascist movement is currently having a bit of a heart-to-heart with the population of this kind, and they are letting us have a quick peek at the ol’ mailed fist under the velvet glove. You see, having achieved all of this wonderful “consensus,” they are now ready to drop the mask a little bit, and have a bit of a giggle about the fact that, well yeah, they really are a pretty violent bunch.

Exhibit A: The “No Pressure” Short Film

The new ecofascist short film “No Pressure” created by director Richard Curtis for the 10:10 “carbon reduction”[1] campaign is a beautiful example of the environmentalist movement dropping its pleasant-looking mask and joking about its true authoritarian nature. The film shows several sketches in which supporters of an environmental program to cut carbon-dioxide emissions explode people into a bloody mess when they decline to participate. After telling their hapless targets that there is “no pressure” to take part, the environmental organizers press a magic button, and presto, another dissenter liquidated — literally. The film ends, having murdered eight people (including two children) in four separate sketches, with these ominous words:

cut your carbon by 10%

no pressure

The video, which (of course) was funded with money stolen from British taxpayers, has now been removed from its previous home by its creators after some members of the public found the “joke” to be offensive. But the real joke is on the environmentalist movement. The ecofascists are learning the hard way that people do not like to be confronted by the realities of coercion in modern authoritarian ideologies. They want their fascism with nice cuddly slogans, and plenty of euphemisms. Jokes about killing dissenters, it turns out, are only funny when you are not actually touting an authoritarian ideology that uses coercion as its central tool.

Exhibit B: The Greenpeace Skinhead-Thug-in-Training Video

Here is another ecofascist advertisement, this time created by those cuddly loveable fascists at Greenpeace. The video shows an angry and menacing child, dressed up and lighted to look like a young hooded skinhead thug,[2] as he angrily lists a litany of alleged environmental outcomes that will destroy his future, if adults fail to act. After going through the litany of environmentalist propaganda, he tells us, in a menacing tone and with plenty of scowling looks,

[W]e’re not just talking about the future. We’re talking about my future. But this is no surprise. You adults have known about this for years. And though you could have done something about it, you haven’t. You can say “It’s not my problem”; you can say “I won’t be around in fifty years”; but from now on, you can’t say “I didn’t know.” Starting today, the lines are drawn: you have to choose sides. Either you’re for my future, or you’re against it. You’re a friend, or you’re an enemy. I may just be a kid today, but tomorrow will be different. This is the last time I’ll be talking to you adults. You had your chance to fix this problem, now we have ours. We won’t be cute, we won’t be patronized, we will not be denied our future.

Greenpeace Skinhead-Thug-in-Training Video

Watching this video, I can’t help but think of myself replying in my best talking-to-a-baby voice, saying “What a gorgeous little ecofascist you are! Yes you are! Yes you are!”

But I guess that would be patronizing, and according to the video, this young man will not be patronized. Oh yes, and in case you didn’t quite understand the thinly veiled message, he may just be a kid today, but tomorrow, he will be a full-grown ecofascist hoodie-wearing skinhead thug, and you, dear viewer, will be his enemy.[3]

Exhibit C: The “Planet Slayer” Game

Some more ecofascist propaganda, this time designed directly for young children. The Planet Slayer game features, among other things, a cartoon pig game used to calculate carbon-dioxide emissions. It helpfully informs children when they should die in order to ensure they do not use more than their “fair share” of the planet. Other helpful information for children includes some harsh words against “cultural imperialism” (i.e., the free choice of people in other countries to adopt certain products and practices from Western countries) and this helpful instruction: “Organise and socialise comrades. Together we can save the world!”


Overthrow the Universities (and the Public Schools, too)

Gary North is interviewed by Lew Rockwell

The university system, like the public schools, is a key pillar of the regime. But even pillars cannot stand against the digital market, as Peter Drucker first pointed out. See Mises Academy and Khan Academy for a taste of what’s coming.


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