Who owns our children?

Comparing at these two stories - wtf is going on?



http://www.bbc.co.uk/news/uk-england-29007975

http://www.theguardian.com/society/live/2014/aug/26/rotherham-abuse-report-finds-1400-children-were-victims-live-coverage

Let this wicked bitch tell it, all of our kids belong to the State.

It is Gov't run amok. You give power to a bunch of idiots - and this is what you get. Which is exactly why - you should not give Gov't any more power than minimally necessary to carry out its basic functions.

connieb said:

It is Gov't run amok. You give power to a bunch of idiots - and this is what you get. Which is exactly why - you should not give Gov't any more power than minimally necessary to carry out its basic functions.

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Which is why the Constitution is vitallly important to keep those wicked tyranical government at bay...

but let @BugsyMcGurk tell it, we don't need our guns, the wholesome and harmless loving Government will take of our every worry and protection and need. ..what an idiot.

The left leaning liberals have an agenda that has nothing to do with teaching children how to think, and everything to do with teaching them what to think, or to think in politically correct terms by the official standards set forth by the Liberal- Progressive-Fascist agenda

In 1979, during the Carter Administration, the Department of Education Organization Act was passed, the U.S. Department of Education began operating in 1980 as a cabinet level position, and the education systems have been going steadily down hill ever since.

Promoting Racial Hatred
Promoting Sexual Perversion
Re-Writing History to suit the Liberal-Fascist Agenda
Promoting Left Wing Political Causes
Promoting the disintegationof the Family Unit
Preaching Class Warfare and Entitlement

Establishing absolute control over what your Children believe , how they think and warping their view of reality is what the Public School system is geared towards.

connieb said:

It is Gov't run amok. You give power to a bunch of idiots - and this is what you get. Which is exactly why - you should not give Gov't any more power than minimally necessary to carry out its basic functions.

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Well stated, connie.

connieb said:

It is Gov't run amok. You give power to a bunch of idiots - and this is what you get. Which is exactly why - you should not give Gov't any more power than minimally necessary to carry out its basic functions.

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Horrendous - Southampton Hospital refused to pay for the procedure the parents wanted, the parents didn't want them to give him normal radiation - the Hospital said they would go to Court if the parents refused permission - The parents found the best place for the procedure they wanted was in Prague- told the Hospital they were taking their son to Spain so they could sell their house there in order to pay for his treatment in Prague, the parents had with them everything the little boy needed.
Hospital phone Hampshire Police and tells them the boy has been snatched by JW parents who refused treatment and the boy was in dreadful danger blaaa blaaa blaaa.
Interpol was involve - Parents were arrested and thrown in Jail. Spanish Police snatched the little five year old and put him in a Spanish hospital -

The Parents were in Jail for about three days - And would be there still if the British Public hadn't made such a big fuss - Even then, and after the Police realized Southampton had lied, they all took too long to get the Parents out of Jail and stop the Courts deciding whether to make him a Ward of Court or not.

Any way the little man is flying to Prague, as we speak, with his Parents.

But as all stories this one will go away and with it the questions it has bought up ;(

As for the Social services - they have been selling children for years - for sex and until the 70s to be shipped out as slave labour.

It seems to me that the government run amok is all about power. The purpose of government is control and the best way of exerting power is to destroy the family. Much of what the "system" is doing is systematically breaking down the traditional ways, such as how the family thinks and works. By breaking down traditional things the government has more control and power. We are letting it happen for the most part with little push-back from the people. Oh gosh, what can I do.

Fast Eddy said:

It seems to me that the government run amok is all about power. The purpose of government is control and the best way of exerting power is to destroy the family. Much of what the "system" is doing is systematically breaking down the traditional ways, such as how the family thinks and works. By breaking down traditional things the government has more control and power. We are letting it happen for the most part with little push-back from the people. Oh gosh, what can I do.

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Common Core in school, this does not help with multicultural study course

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Carlsen said:

Common Core in school, this does not help with multicultural study course

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You are so right, the Common Core material is attempting to rewrite history. Its agenda driven teaching!

Fast Eddy said:

You are so right, the Common Core material is attempting to rewrite history. Its agenda driven teaching!

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Re: Rewriting History ...

United States History: Preparing for the Advanced Placement Examination" rewrites the Constitution of the United States. The high school textbook contains a summary of each Amendment that alters the actual initial intent -- It quotes the Second Amendment as, "The people have a right to keep and bear arms in a state militia." When the actual amendment states "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed."

A parent of a fifth grader in Texas bought to light another abuse when she objected to a test question following the viewing of a film entitled, Remembering September 11th, which read, Why might the United States be a target for terrorism? The correct answer was Decisions we made in the United States have had negative effects on people elsewhere. Since when did it become acceptable to teach children that we caused the attack on 9/11? http://www.freerepublic.com/focus/news/3003231/posts

A Massachusetts public school principal, Anne Foley, banned celebrations of Columbus Day and Thanksgiving, labeling them American atrocities parading as historical holidays. She also forbid children to dress up for Halloween. Massachusetts Principal Takes Aim at Fall Holidays, Says Theyre Insensitive

GreenBean said:

Re: Rewriting History ...

United States History: Preparing for the Advanced Placement Examination" rewrites the Constitution of the United States. The high school textbook contains a summary of each Amendment that alters the actual initial intent -- It quotes the Second Amendment as, "The people have a right to keep and bear arms in a state militia." When the actual amendment states "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed."

A parent of a fifth grader in Texas bought to light another abuse when she objected to a test question following the viewing of a film entitled, Remembering September 11th, which read, Why might the United States be a target for terrorism? The correct answer was Decisions we made in the United States have had negative effects on people elsewhere. Since when did it become acceptable to teach children that we caused the attack on 9/11? http://www.freerepublic.com/focus/news/3003231/posts

A Massachusetts public school principal, Anne Foley, banned celebrations of Columbus Day and Thanksgiving, labeling them American atrocities parading as historical holidays. She also forbid children to dress up for Halloween. Massachusetts Principal Takes Aim at Fall Holidays, Says Theyre Insensitive

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Yes, you show exactly how it is being played out. The new history books rewrite everything with a seemingly negative slant. Common Core can not be allowed to stand.

Fast Eddy said:

Yes, you show exactly how it is being played out. The new history books rewrite everything with a seemingly negative slant. Common Core can not be allowed to stand.

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We are fighting these clowns -these "Social Engineers" and "Community Organizers" on so many fronts - it is over whelming . Common Core must not be allowed to stand - I agree. But even without it , yyou have hoards of Leftists who have knowingly and unknowilngly infiltrated the educational systems and are twisting the future - the children- into a warped senses of reality and history.

Liberal Bias in Academia

The lunatic fringe within the Universities , Academia Nuts, and their ludicrous activities are well documented. Researchers, writers and bloggers frequently focus on the examples of ideological biases of many college professors but ignore the ripple effect they have had on society as a whole.

The academia nuts, the gurus of grandiose left wing pomposity, the professors within our colleges and universities, inducted by fellow social manipulators and "useful Idiots' in power at leading institutions and protected by tenure, train the teachers and PHDs who go on to second and third tier educational institutions. In turn their trainees become the teachers of our children at all levels of the Educational system.

The Academia Nuts also write most of the textbooks that end up in Public School classrooms.

So basically, for the most part , the Liberal Progressive Nazis control the curriculum, by determining who the Teachers are to be, and what the textbooks are to contain. The World View transmitted to adolescents as young as Kindergarten is bizarre and horrifying, much to the delight of the Liberal-Progressive machine.

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From another Forum ....

"So a school administrator decides not to serve Chick Fil A sandwiches because he doesn't agree with their policy on gays. Did he stop to think that a lot of parents and students might not agree with his policy?

Why is it that liberals pretend that they are all about inclusivity when their actions generally manage to exlcude the majority of people?"

http://www.foxnews.com/opinion/2014/09/12/school-bans-offensive-chick-fil-sandwiches/

Fast Eddy said:

It seems to me that the government run amok is all about power. The purpose of government is control and the best way of exerting power is to destroy the family. Much of what the "system" is doing is systematically breaking down the traditional ways, such as how the family thinks and works. By breaking down traditional things the government has more control and power. We are letting it happen for the most part with little push-back from the people. Oh gosh, what can I do.

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They are doing it by demonizing Men - the protectors of the family - by making a single mother finacially better off than if she stays with her partner and so on - And 'feminism' marches forward -

Men don't help themselves either ;-)

Queen Titania said:

They are doing it by demonizing Men - the protectors of the family - by making a single mother finacially better off than if she stays with her partner and so on - And 'feminism' marches forward -

Men don't help themselves either ;-)

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Government has forced poor families to separate and get the man out of the house so they can receive government money. This is what broke up the Black Ghetto families and started the trend of babies everywhere and no baby daddy in site. After a while everyone is just sleeping around having kids and the Government (us) pay for it. The Government got control of the Ghetto vote and they got the handouts, everyone is happy but the family has been destroyed and the rest of us pay. they need to quit giving more money for each kid and they need to force blood tests to determine the fathers and make them pay for the kid, so everyone doesn't just get a pass at our expense.

Fast Eddy said:

Government has forced poor families to separate and get the man out of the house so they can receive government money. This is what broke up the Black Ghetto families and started the trend of babies everywhere and no baby daddy in site. After a while everyone is just sleeping around having kids and the Government (us) pay for it. The Government got control of the Ghetto vote and they got the handouts, everyone is happy but the family has been destroyed and the rest of us pay. they need to quit giving more money for each kid and they need to force blood tests to determine the fathers and make them pay for the kid, so everyone doesn't just get a pass at our expense.

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Men should unite - male and female is THE partnership.

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This is 10th grade reading list for English class
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Al-Hazza, T. C., & Bucher, K. T. (2008). Building Arab Americans' cultural identity and acceptance with children's literature.

Author. (2006). Multicultural literature: A kaleidoscope of opportunity.

Author. (2007, November). Weaving multicultural literature into middle school curricula.

Boyd, C. D. (1997). In see myself in there: Experiencing self and others in multiethnic children's literature. In D. Muse (Ed.)

Brown, D. (2002). Becoming a successful urban teacher. Portsmouth: Heinemann.

Cai, M. (2002). Multicultural Literature for Children and Young Adults: Reflections on critical issues. Westport, CT: Greenwood Press.

Chen, M. (2009). Seeking accurate cultural representation. Multicultural Education
Children's BooksRetrieved June 28, 2011, from Tilbury House Publishers: http://www.tilburyhouse.com/childrens/muskrat-will-be-swimming.htm

Gangi, J. M. (2008). The Unbearable whiteness of literacy instruction: Realizing the implications of the proficient reader research. Multicultural Review

Gates, P. S., & Mark, D. L. (2006). Cultural Journeys: Multicultural literature for children and young adults. Lanham, Maryland: The Scarcrow Press, Inc.

Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.The Journal of Multiculturalism in Education (December 2011)
Hadaway, N. (2007). An analysis of the Notable Books for a Global Society, 1996-2005. In N. Hadaway, M. McKenna, N. Hadaway, & M. McKenna (Eds.), Breaking Boundaries with Global Literature. Newaek, DE: International Reading Association.

Hall, K. W. (2008). The importance of including culturally authentic literature.

Horning, K., Febry, C., Lindgren, M., & Schliesman, M. (2011). Thoughts on Publishing in 2010. Retrieved June 20, 2011, from Cooperative Children's Book Center: http://www.education.wisc.edu/ccbc/books/choiceintro11.asp

Hughes-Hassell, S., Barkley, H., & Koehler, E. (2010, February 24). Promoting equity in children's literacy instruction: Using a critical race theory framework to examine transitional books. Retrieved May 27, 2010, from American Association of School Librarians: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume12/hughes_hassell.cfm

Jones, G., & Moomaw, S. (2002). Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms. St. Paul: Redleaf Press.

Kelley, M. J., & Clausen-Grace, N. (2009). Facilitating engagement by differentiating independent reading.

Levin, F. (2007). Encouraging ethical respect through multicutural literature. The Reading Teacher , The Journal of Multiculturalism in Education (December 2011)

McNair, J. (2008). The Representation of authors and illustrators of color in school-based book clubs.

National Governors Association. (2010). The Standards. Retrieved June 27, 2011, from Common Core State Standards Initiative: http://www.corestandards.org/the-standards

Roberts, L. C., Dean, E., & Holland, M. (2005, November). Contemporary American Indian cultures in children's picture books.

Rochman, H. (1993). Against Borders: Promoting Books for a Multicultural World. Chicago: American Library Association.

Scott, M. (2002, Fall). Journey toward sensitivity: An examination of multicultural literature.

Smith, C. L. (2000-2001, Dec/Jan). Book Links. Retrieved June 20, 2011, from American Library Association: http://www.ala.org/ala/aboutala/offices/publishing/booklinks/resources/nativenow.cfm

Stallworth, J., Gibbons, L., & Fauber, L. (2006). It's not on the list: An exploration of teachers' perspectives on using multicultural literature.

Susag, D. (1998). Roots and branches: A resource of Native American literature -- themes lessons and bibliographies. National Council of Teachers of English.The Journal of Multiculturalism in Education (December 2011)
Tilbury House Publishers. (n.d.). Tilbury House Publishers. Retrieved June 28, 2011, from Children's Books: http://www.tilburyhouse.com/childrens/muskrat-will-be-swimming.htm

Virtue, D. (2007, January/February ). Folktales as a resource in SOcial Studies: Possibilities and pitfalls using examples from Denmark.

Wilfong, L. G. (2007). A Mirror, a window: Assisting teachers in selecting appropriate multicultural young adult literature.

Zambo, D., & Brozo, W. G. (2009). Bright Beginnings for Boys: Engagaing Young Boys in Active Literacy. International Reading Association. Zeece, P. (2000). Supporting children's social cognitive development: Literature choices that make a difference.

Carlsen said:

.
This is 10th grade reading list for English class
.

CCS Reference List for Multicultural Study
​

Al-Hazza, T. C., & Bucher, K. T. (2008). Building Arab Americans' cultural identity and acceptance with children's literature.

Author. (2006). Multicultural literature: A kaleidoscope of opportunity.

Author. (2007, November). Weaving multicultural literature into middle school curricula.

Boyd, C. D. (1997). In see myself in there: Experiencing self and others in multiethnic children's literature. In D. Muse (Ed.)

Brown, D. (2002). Becoming a successful urban teacher. Portsmouth: Heinemann.

Cai, M. (2002). Multicultural Literature for Children and Young Adults: Reflections on critical issues. Westport, CT: Greenwood Press.

Chen, M. (2009). Seeking accurate cultural representation. Multicultural Education
Children's BooksRetrieved June 28, 2011, from Tilbury House Publishers: http://www.tilburyhouse.com/childrens/muskrat-will-be-swimming.htm

Gangi, J. M. (2008). The Unbearable whiteness of literacy instruction: Realizing the implications of the proficient reader research. Multicultural Review

Gates, P. S., & Mark, D. L. (2006). Cultural Journeys: Multicultural literature for children and young adults. Lanham, Maryland: The Scarcrow Press, Inc.

Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.The Journal of Multiculturalism in Education (December 2011)
Hadaway, N. (2007). An analysis of the Notable Books for a Global Society, 1996-2005. In N. Hadaway, M. McKenna, N. Hadaway, & M. McKenna (Eds.), Breaking Boundaries with Global Literature. Newaek, DE: International Reading Association.

Hall, K. W. (2008). The importance of including culturally authentic literature.

Horning, K., Febry, C., Lindgren, M., & Schliesman, M. (2011). Thoughts on Publishing in 2010. Retrieved June 20, 2011, from Cooperative Children's Book Center: http://www.education.wisc.edu/ccbc/books/choiceintro11.asp

Hughes-Hassell, S., Barkley, H., & Koehler, E. (2010, February 24). Promoting equity in children's literacy instruction: Using a critical race theory framework to examine transitional books. Retrieved May 27, 2010, from American Association of School Librarians: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume12/hughes_hassell.cfm

Jones, G., & Moomaw, S. (2002). Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms. St. Paul: Redleaf Press.

Kelley, M. J., & Clausen-Grace, N. (2009). Facilitating engagement by differentiating independent reading.

Levin, F. (2007). Encouraging ethical respect through multicutural literature. The Reading Teacher , The Journal of Multiculturalism in Education (December 2011)

McNair, J. (2008). The Representation of authors and illustrators of color in school-based book clubs.

National Governors Association. (2010). The Standards. Retrieved June 27, 2011, from Common Core State Standards Initiative: http://www.corestandards.org/the-standards

Roberts, L. C., Dean, E., & Holland, M. (2005, November). Contemporary American Indian cultures in children's picture books.

Rochman, H. (1993). Against Borders: Promoting Books for a Multicultural World. Chicago: American Library Association.

Scott, M. (2002, Fall). Journey toward sensitivity: An examination of multicultural literature.

Smith, C. L. (2000-2001, Dec/Jan). Book Links. Retrieved June 20, 2011, from American Library Association: http://www.ala.org/ala/aboutala/offices/publishing/booklinks/resources/nativenow.cfm

Stallworth, J., Gibbons, L., & Fauber, L. (2006). It's not on the list: An exploration of teachers' perspectives on using multicultural literature.

Susag, D. (1998). Roots and branches: A resource of Native American literature -- themes lessons and bibliographies. National Council of Teachers of English.The Journal of Multiculturalism in Education (December 2011)
Tilbury House Publishers. (n.d.). Tilbury House Publishers. Retrieved June 28, 2011, from Children's Books: http://www.tilburyhouse.com/childrens/muskrat-will-be-swimming.htm

Virtue, D. (2007, January/February ). Folktales as a resource in SOcial Studies: Possibilities and pitfalls using examples from Denmark.

Wilfong, L. G. (2007). A Mirror, a window: Assisting teachers in selecting appropriate multicultural young adult literature.

Zambo, D., & Brozo, W. G. (2009). Bright Beginnings for Boys: Engagaing Young Boys in Active Literacy. International Reading Association. Zeece, P. (2000). Supporting children's social cognitive development: Literature choices that make a difference.

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You did say ENGLISH class - correct -not cultural studies or social studies or political science but ENGLISH

Fast Eddy said:

Government has forced poor families to separate and get the man out of the house so they can receive government money. This is what broke up the Black Ghetto families and started the trend of babies everywhere and no baby daddy in site. After a while everyone is just sleeping around having kids and the Government (us) pay for it. The Government got control of the Ghetto vote and they got the handouts, everyone is happy but the family has been destroyed and the rest of us pay. they need to quit giving more money for each kid and they need to force blood tests to determine the fathers and make them pay for the kid, so everyone doesn't just get a pass at our expense.

Click to expand...

Walter Williams, economist, philosopher, columnist, professor at George Mason University, and Black Republican was interviewed by The Wall Street Journal and discussed research he conducted which led him to the conclusion that the government welfare state killed the black family, not slavery or racism.

Even .... when slaves often weren't permitted to wed, most black children lived with a biological mother and father. During Reconstruction and up until the 1940s, 75% to 85% of black children lived in two-parent families. Today, more than 70% of black children are born to single women. The welfare state has done to black Americans what slavery couldn't do, what Jim Crow couldn't do, what the harshest racism couldn't do,.... And that is to destroy the black family. Blacks and The Democratic Party