Archive for the ‘Students as “global citizens” rather than United States Citizens’ Category

Privacy-Crushing FEPA Bill #HR4174: 10 Nitty Gritty Facts You Missed #VETO !   1 comment

 

History itself must be holding its breath to see what happens next.  H.R. 4174, Foundations of Evidence-Based Policy, a bad bill for liberty and privacy, awaits President Trump’s signature –or his veto.

I’m not a lawyer, and I’m not a data expert.  I’m pretty good with reading, though.

In reading, I noticed:

  1. The bill creates an inventory of citizens, their land, and their money. It includes indentifiable info (pii).
  2. It is actively hostile toward, and seeks to alter, policies and laws that uphold privacy rights.
  3. The bill allows the federal government to collect, archive and share personally identifiable information.
  4. The bill authorizes government to break confidentiality pledges and punish citizens based on the perceived accuracy of data citizens submit.
  5. The bill actively seeks to “convert” databases that don’t match its machine-interoperability standards. 
  6. An agent who shared/sold sensitive information from these databases might receive zero punishment.
  7. The bill forces agencies and instrumentalities to share data with other agencies.
  8. The bill empowers the Deep State, not allowing elections for data heads. Bureaucratic appointees only. 
  9. The bill authorizes federal agents to use private organizations and individuals to mine data.
  10. The bill replaces informed consent with (pointless) informed public comment.

Below this video is a detailed, language-focused, page-specific, quote-laden excavation of the bill.  It is more detailed than the video.

 

 

 

  • FACT #1: The bill creates an inventory of citizens, their land, and their money.  

The new, federal “comprehensive data inventory” will feed into a “federal data catalog” and it’s “statistical” data includes the whole, or relevant groups, or components within, the economy, society, or the natural environment” (page 17).  What else IS there on earth, that isn’t covered under people, money, and nature itself?

An interesting spot to detect this in action is on page 19, where an exception is granted to the Energy Information Administration:  “Data or information acquired by the Energy Information Administration under a pledge of confidentiality…shall not be disclosed in identifiable form” –meaning, obviously, that data acquired by agencies other than EIA –even under a pledge of confidentiality– CAN be disclosed in identifiable form!

  • FACT #2:  It is actively hostile to laws that uphold individual or local privacy rights.

The bill does not clearly forbid ANY type of data sharing, nor does it forbid anyone from at least requesting sensitive data access– and the bill treats privacy statues or policies as obstacles.

See page 2: “evidence-building plan… shall contain… a list of any challenges to developing evidence… including any statutory or other restrictions“. See page 22: “… Statutory constraints limit the ability of these agencies to share data...”  So state privacy laws are limiting the federal ability to share data?  This reminds me of The Princess Bride movie. It’s Prince Humperdink (this bill) trying to steal Princess Buttercup (students’ data) from Vizzini (state SLDS databases) “You’re trying to kidnap what I’ve rightfully stolen.”

And (not in the bill, but in the bill’s fact sheet and in the CEP’s report to Congress) we learn, shockingly, that the CEP views America’s privacy-protecting “student unit record” ban as “one potential ban that Congress may want to revisit“.

In the bill, neither the term nor the concept of “privacy rights” is ever mentioned.  Agencies are advised that the motivation for letting the public think agencies honor “pledges of  confidentiality” is that not doing so will affect data quality: “Declining trust of the public in the protection of information provided under a pledge of confidentiality… adversely affects both the accuracy and completeness of statistical analyses.”

 

  • FACT #3:  The bill allows the federal government to collect and archive and share personally identifiable information.

The bill redefines many terms so that the words don’t really work the way you might think that word would work.  This reminds me of The Princess Bride, too.

The bill doesn’t overtly lie, so much as it assumes you don’t know what it’s talking about, or that you won’t notice its fancy footwork.

The bill defines a “nonstatistical purpose” as “affecting the rights, privileges or benefits of a particular identifiable respondent“.  In contrast, the bill defines “statistical purpose” as “analysis…without identifying the individuals”.   However it’s not actually a contrast: in addition to “statistical purpose” it also defines “statistical ACTIVITIES” –as “components within the economy, society or the natural environment”. Notice that since statistical activities can be a “component within” society, it can be information about one person. which sure sounds like individuals are included. So both nonstatistical purposes and statistical activities in this bill do include personal information.

Also, the bill defines “evidence” as:“information produced as a result of statistical activities conducted for a statistical purpose.”  Note that the word “information” is adjective-free.  It didn’t say that evidence is only aggregated data, statistical-purposed data.  It’s anything-goes, collected information, collected while aiming to find statistical-purpose data.  So if, in the process of developing methods or resources (or anything, anything– they also mention sampling frames and models and other activities)  the researcher or bureaucrat happen sto stumble upon some unrelated information, well, that’s evidence. Evidence is any information gotten as a result of activities about “components” within society, or the economy, or nature.

  • FACT #4:  The bill authorizes the government to punish citizens based on the accuracy level of the data they submit.

The bill reveals that its agents plan to break confidentiality when citizens or organizations are accused of submitting false information (whatever that really means).  Such citizens will be punished in two ways: first, government pledges of confidentiality will be broken and the person or organization’s identifiable information will be used; second, the person or organization will be prosecuted by law enforcement. Page 20 says, “information collected…under a pledge of confidentiality may be provided…to a law enforcement agency for the prosecution of submissions… of false statistical information under statutes that authorize criminal penalties or civil penalties”. 

Who gets to define “false”?  Who will determine whether the information was really false?  Who ensures that information was really submitted by the very person being punished?  How does the government return confidentiality to the person if the accusation proves to be mistaken?

  • FACT #5: The bill actively seeks to “convert” databases that don’t match its machine-interoperability standards. 

Under “Guidance to make data open by default” (page 7)  Agencies are advised to convert data that are not machine-readable:  “ensure that any public data asset of the agency is machine-readable“.  Everything is to flow interoperably toward the three main designated agencies:  The Bureau of the Census, The Bureau of Labor, and The Bureau of Economic Analysis.  Those three form the new federal database.  (P.S. The Labor and Education Departments are poised to merge.)

It’s interesting to note that in the case of public education, states gullibly accepted the millions of “free”  federal grant dollars for their databases  when common data standards and common core came knocking.  Interoperability mandates of fed-paid, state databases set us up for this bad moment, when easily, the feds can now take what states should never have collected/shared beyond the walls of the school itself. That money came conditionally: the grant language said that state databases had to be nationally interoperable.  Agencies other than state school systems that don’t already have matching data standards will see this bill’s implementers try to convert them. (Don’t do it.)

  • FACT #6:  An agent who shared or sold sensitive information from these databases might receive zero punishment.

There is a little loophole under “Fines and Penalties”.  A person who deliberately shares or sells information could either get a punishment, or NO punishment.  On page 21, it says that an agent or employee who “willfully discloses the information in any manner to a person or agency not entitled to receive it, shall be guilty of a class E felony and imprisoned for NOT MORE THAN 5 years, or fined NOT MORE THAN $250,000, or both.”

Not more than five years could mean one day, or no days.  Not more than $250,000 could mean a penny, or nothing at all.   

  • FACT #7:  The bill forces agencies and instrumentalities to share data with other agencies.

Page 26 says, “Presumption of accessibility for statistical agencies and units:  …the head of an agency shall… make any data asset maintained by the agency available upon request to any statistical agency or unit“.  (P.S. “unit” is one, as in one department or one person.)

And when privacy is spoken of, it’s in suggestion-mode:  that agencies  “take into account” the “risks and restrictions related to the disclosure of personally identifiable information” and “take into account” any “security considerations“.  There’s a stark contrast from the bill’s forceful “shall” language concerning data mining.  “Shall” is used 116 times in the 29 page bill, but never regarding the protection of privacy rights.   Instead of what should have been written– something like “agencies shall not disclose personally identifiable information” the bill’s creators just asks agents to “take into account risks and restrictions“.  That’s a toothless and blind defense.  Over and over the bill gives “shall” mandates about data inventory like the one on page 10, which says that every agency head “shall to the maximum extent practicable, develop and maintain a comprehensive data inventory”.

  • FACT #8  The bill empowers the Deep State.  It weakens representation– our Constitutional right to representative governance.

The bill mandates that the top dogs in every one of the innumerable agencies must be be appointed  (page 3)  from among agencies’ “existing employees” (page 29) –meaning Deep State loyal bureaucrats, untouchable by any vote.  Additional authorized agents are defined as anyone with a pulse: consultants, contractors, employees of contractors, even self-employed researchers (page 16).

Because the bill redefines the word “agency” to mean “executive agency” –which means it includes not only the long list of household-knowledge executive agencies (like Department of Transportation, Department of Defense, Department of Homeland Security, etc.) but also all the departments and all instrumentalities of each federal agency– the bill uses and empowers the deep, unelected bureaucracy known as the “Deep State”.

  • FACT #9:  The bill authorizes the federal agents to use private organizations and individuals to help mine data.

On page 5, agencies are told to work on “interagency and private sector coordination”.  On page 9, the bill asks agents to “engage the public and calls for “hosting challenges, competitions, events or other initiatives designed to create additional value from public data assets”.

  • FACT #10:  The bill replaces informed consent with (pointless) informed public comment.

On page 24, it says: “Whenever a written agreement concerns data that respondents were required by law to report and the respondents were not informed that the data could be shared... the terms of such agreement shall be described in a public notice… a minimum of 60 days for public comment.”  Notice that there is no consequence or change that can happen due to the public comment; no mention of the data after comment time NOT being shared.

Now, let’s just reason together about this bill, and its facts.

The title is its own clue:  Foundations of Evidence-Based Policymaking.  The bill is a punch in the gut to privacy and representative governance.  Evidence holders (bureaucrat councils) become the new policymakers. Where does evidence-based policymaking put power?  In the hands of whoever holds the evidence– not with We, the People.  Think about it:  policymaking will be done by those who hold the evidence, not by those from whom evidence has been collected.  Citizens are demoted to being data, and decisions will be made by those unelected policymakers who frame and interpret that data.  And this is a foundational bill;  more of the same is coming.

Do the “algebra” inside the bill.  (You have to solve for X, excavating definitions and then inserting them where the word surfaces).  Doing so shows the word-gaming going on to hide the power grab of this bill, with power going away from individuals and into the hands of a huge new system, not managed by the elected representatives.

If you’ve skimmed the bill, you might be thinking:  “The bill does include one privacy officer in the 23 officer federal board that will run the nationwide system, and it does mention privacy and confidentiality.”

Friends, it’s a game of words.

Only a fool would believe lip service about privacy that tinsels a bill, while it mandates so much authority and access to data for agents and agencies.  Please remember three things:

  • There is information that MUST stay secret, for reasons of national security and for individual Constitutional privacy rights.
  • If this bill were legitimate, such information would not only be clearly forbidden from being shared, but also nobody would be given power to share that information, ever.
  • This bill does not clearly forbid sharing of identifiable information, and, for certain agencies and agents, power exists to share it.

A person cannot serve opposing masters (Matthew 6:24) and a bill’s purposes cannot be traveling in two opposite directions at the same time.  This bill wants you to believe that a bird can simultaneously fly north and south.  While the “pledge of confidentiality” words pull one way, the data-sucking mandates of the bill pull the other way. The data-sharing “shall” mandates in this bill prevail, especially since the privacy-mentioning lines are weak and loop-hole-y.

The bill is grievous– indefensible.  The bill’s promoters are (whether they know it or not) real enemies to liberty. They (the CEP) deliberately  hid the truth from the public about this bill, and have done so for two years.   

They are obsessed with gathering data –at any cost.

The obsession may stem from sincere intentions about how data collecting might help society, but look at the cost.  It’s federal creation of a system (using pre-existing local databases) to create one river of citizens’ data– all mined by mandate, without informed consent of the individuals being data-mined.  We, the People under this bill’s full implementation will soon become prisoners of intimidation, cowering under lockstep policymaking, instead of directing our own government.

Data is not the enemy.  Data can be used for good or ill.  But individual rights will always matter more than efficiency.

As Jane Robbins pointed out to Congress:  “The problem arises when the subjects of the research and analysis are human beings [with rights!]  … The analyses contemplated by the commission go further than merely sharing discrete data points… they involve creating new information about individuals via matching data, drawing conclusions, and making predictions about those individuals, so in essence, the government would have information about a citizen even he or she doesn’t have.

Last year, I called Trey Gowdy’s office and talked with a staffer there, trying to understand why this patriot would promote the FEPA bill.  The staffer said that because veterans are suffering, due to corruption in their hospital systems and other systems, Trey Gowdy wanted to support them with more accountability by federal agencies to Congress.  The problem with this angle is that Congress is just one more entity that has to request access to all this federal data.  Creating this huge data mining system is not going to solve all the problems of corruption and mismanagement, and in the process of trying, it will harm liberty and privacy, or set up a system that can do so!

The moment is now.  What happens next?

If President Trump vetoes this bill, he sides with America’s right to privacy, as he promised he would on the campaign trail.  If he signs the bill into law, he sides with Big Control Via Big Data, as the Chinese government does.

Is that decision really clear to him?

Dear President, and Dear Congress, please take a second look.

 

 

 

 

 

 

 

 

 

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Ten Reasons to Flee NGSS Common Core Science Standards   7 comments

My hair catches on fire when I hear about more standards being shoved at the states by corporate-federal partners, because I believe that constitutional, local conscience, not federal or corporate intentions, should determine what a child’s standards should be.

To me, it’s a matter of huge consequence:  whether to give away my power of finding and defining truth for a child, to then be determined by a corporate-federal partnership’s board meeting, or whether to retain that power.

But this post is written for people unlike me, those who ask, “what’s wrong with common NGSS science standards; isn’t this just a modern science update?”

I want the public to realize that the NGSS standards are not the standards to which anyone should aspire, not even for those who believe that standardizing education nationally and globally is a good idea.

Here are ten reasons to flee from the Next Generation Science Standards.

 

  1.  NGSS  DODGES  MATH 

NGSS standards were rated a “C” by Fordham Institute.  Fordham suggested states that are seeking science updates should check out Massachusetts’, South Carolina’s, and Washington D.C.’s superior science standards:

“NGSS aren’t the only alternative and, in the judgment of our reviewers, they aren’t nearly as strong as the best that some states developed on their own. A state with shoddy science standards should also consider replacing them with those of another state that’s done this well.”

What was Fordham’s “C” rating of NGSS based upon?  Its review included these reasons:

  • “… Our expert team was disappointed by what they found, and didn’t find, by way of math, especially in relation to physics and chemistry…

  •           “… Far too much essential science content was either missing entirely or merely  implied.”
  • … There is virtually no mathematics, even at the high school level, where it is essential to the learning of physics and chemistry.  Rather, the standards seem to assiduously dodge the mathematical demands inherent in the subjects covered.”

    And then, this surprise:

  • “… Where NGSS expectations require math in order to fully understand the science content, that math goes well beyond what students would have learned in classrooms aligned to the Common Core.

 

2.  NGSS IS COMMON CORE FOR SCIENCE — FROM THE SAME FUNDERS AND DEVELOPERS

The Next Generation Science Standards and Common Core were each birthed and funded by Achieve, Inc., with the Gates Foundation.  It’s no secret: NGSS boasts of being aligned with Common Core.  See Appendix A #7: “The NGSS and Common Core State Standards (English Language Arts and Mathematics) are aligned.”

Achieve, which directed the Common Core of English and math, is the developer and partner of NGSS science standards “on behalf of the lead states and other partners”.  NGSS explains:  “Achieve is leading the effort…  Achieve coordinated the second phase of the NGSS development process”.

 

 

3.  NGSS SCRAMBLES “INTEGRATES” SCIENCE  

A Common Core-shared attribute of NGSS science is the integrating of science subjects.

This means dissolving distinct classes in biology, chemistry, physics, etc., as we know them today, to be replaced by conceptually-based (not math based) integrated science.  At every grade level, children will be taught a watery version of these integrated subjects.  This dilutes the expertise of teachers, too, who must change from teaching the richness of biology or chemistry or physics, to teaching a simplified, mostly mathless, conceptual mix of all the science subjects integrated at all grade levels.

 

4. NGSS THREATENS INQUIRY FOR STUDENTS

NGSS standards for sixth graders include this: “design a method for monitoring and minimizing a human impact on the environment”.

The assumption that minimizing human impact on the environment is always the right thing to do is unscientific.  Think of all the remarkable human decisions that have blessed the earth’s environment.  The assumption that humans should be monitored is, likewise, politically and academically narrow-minded.

How can students learn the scientific method, creating hypotheses and then proving or disproving theories with evidence, reason and intellectual debate– when NGSS holds assumptions and many scientific theories as already settled science?  NGSS sets into concrete certain things that the scientific community has not settled.  Is global warming a theory or a fact?  Is Darwinian evolution one of many theories, or is it a fact?  Is the idea that humans are to be blamed for the globe’s problems  a settled science, or a fact?  Is the theory of intelligent design (God) a scientifically mentionable, debatable question, or a settled fact?

Even though I side with intelligent design (a literal, actual God) I would not force this belief or its opposite into the science curriculum as the only allowable conversation.  Scientific, political and religious freedoms demand open minded discussion and debate.

But NGSS frowns upon this.

Some who believe that NGSS is just “updating” school science say that any opposition to NGSS comes from closed-minded creation believers who want to push their religions into schools.  But both Darwinian evolutionists and in Bible-based creationists should hope for freedom of thought and of scientific inquiry and debate.  Otherwise, there’s no freedom nor true science at all– just dogma.

 

5. BELIEVE IT OR NOT, NGSS ACTUALLY OPPOSES OBJECTIVITY 

In Kansas, Citizens for Objective Public Education (COPE) sued the state for adopting NGSS because of a lack of objectivity. The lawsuite wasn’t based on the idea that NGSS dismisses intelligent design (creation) –although it does– but instead, based on the idea that the NGSS promotes a religion of its own that crushes objective thought about the design and/ or evolution of the earth.  So, NGSS stands accused by COPE of being its own religion (evangelizing the sustainability movement at the expense of scientific discussion)– while NGSS accuses opponents of the same thing.

Science standards should not be about Darwin vs. God.  They should promote open inquiry for truth.  As board member Wendy Hart of Alpine School District in Utah wrote:

I know many believe the opposition to NGSS is purely religious.  For me, it is purely scientific.  Our ACT science scores are better than the NGSS states… The math associated with physics and chemistry is currently taught and applied…. I don’t think science standards should compel or repel belief one way or another.  It is not our role as public educational entities to dictate belief systems for the students in our purview.  True scientific inquiry does no such thing.”    More here:    http://wendy4asd.blogspot.com/2015/05/state-standards-burden-of-proof-rests.html.

6.  NGSS PUTS A CEILING ON SCIENCE:  “ASSESSMENT BOUNDARIES”

Fordham Institute noted that “… Inclusion of assessment boundaries… place an unintended but undesirable ceiling on the curriculum that students would learn at each grade level.”  Why would science standards control or limit assessment boundaries?  I can only guess that the standardization of tests is more important to NGSS than the power of a student to learn science.

7. NGSS OFFERS NO LEGITIMATE UPDATES

The dull, gray flavor and language and goals of the promotion of NGSS is the same as for common core.  For example, “The NGSS are designed to prepare students for college, career and citizenship” and “Science concepts in NGSS build coherently from K-12“.

I think: if NGSS came up with the idea of preparing kids for college, what were classic science standards doing, then?  How did our standards manage to churn out Nobel Laureate scientists and amazing U.S. astronauts, doctors and engineers?  Were previous science standards an incoherent mess of scrambled eggs? Are we helpless without top-down education dictators?  The truth is that this is not an update to science, but a skewing of it, to become a political tool to influence young people.

 

8.   NGSS  DELETES LEARNING  

Fordham noted, as others have, that “Far too much essential science content was either missing entirely or merely implied”.  NGSS literally deletes some scientific subjects, and grossly minimizes others.  This is probably the most egregious, and most grimly ironic, of NGSS’s academic crimes.

What does that deletion of science look like, close up? 

A sixth grade science teacher from Morgan County, Utah, Dana Wilde, wrote:

My biggest concern with the NGSS is that key science concepts are missing… Why is matter and energy repeated throughout 6th-8th grade as almost an overkill of that subject, whereas other key science concepts are completely removed from the new standards? This is very concerning to me as a 6th grade science teacher… Virtually all the science concepts we have been teaching in 6th grade are not part of the new standards, with the exception of heat energy. The new standards are very environmentally heavy and move [away] from talking about microbes, heat, light, sound energy, space and astronomy to mostly global warming and human impact on the environment…  The new proposed standards are not exciting topics for 11 and 12-year-olds, nor are students mature enough at this age to sift through all the information and misinformation that is out there about global warming (one of the performance tasks required in the new drafts). It’s not that I don’t think students should learn about these topics, it’s that I don’t believe it should be in the 6th grade curriculum… I believe the Next Generation Science Standards were not written by anyone who has spent the last 20 years in a room full of 6th graders.”

Another 5th and 6th grade science teacher from Southern Utah, who asked to remain anonymous, wrote this letter to Utah’s superintendent:

“I am doing this anonymously because of the tensions… I don’t have faith that those of us that have a different opinion will be allowed to voice our opinions without repercussions…. I love helping young people discover their potential, but these standards are stifling my ability to do just that. I will never sabotage my students’ learning for a political agenda…”

The teacher’s letter listed three examples of political sabotage in the new science standards:

“6.2.4 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century, 6.4.1: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment,  and 6.4.3: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.  These are very odd requirements to put in a 6th grade science standards. These belong in a college level environmental debate class, not in a 6th grade classroom.  I have seen the other NGSS standards for the lower grades, and they do not allow a teacher to delve deep into each concept. They require a very shallow teaching of the standards. I understand that the theory behind this is that each year will build on the previous year. That is not how younger minds work. Students need an understanding that they can take with them.”

A science and math teacher who has been compelled to teach Common Core math and NGSS science standards at Mar Vista Heights High School, at Imperial Beach, California, wrote:

“At the high school level, NGSS standards require integrated science, just like common core requires integrated math. My school tried integrated math in the 1990’s and abandoned it as a bad idea. Now, I am teaching integrated math III.

“However, science is different than math. Most math teachers have enough background in algebra, geometry and statistics to teach any level of integrated math. It is the rare science teacher who has expertise in all science domains: earth science, biology, chemistry and physics.

“NGSS writers posited that chemistry and physics principles like Newton’s laws, the gas laws, and atomic structure would be so thoroughly apprehended by 8th grade, that it would not be necessary to teach them in high school. In high school, student are to create reports and videos that explain the energy transformations behind global warming and how Darwin’s laws of evolution correctly explain the development of life.There are almost no high school chemistry or physics standards in NGSS.

“I personally believe that the existence of global warming caused by human activity (burning fossil fuels) is settled science. I also think Darwin was a gifted scientific observer, whose theory of evolution is well-founded. On the other hand, why overweight the standards with these two controversial topics? I am not saying ignore them, but they are central to these new science standards and they do not need to be.

NGSS was never pilot tested and was rushed into existence before people had a chance to vet it. Therefore, NGSS is full of errors and horribly misaligned.NGSS is another of those dreams held by a rich powerful man that has been ramrodded into existence. Luis Gerstner, the former CEO of IBM, started campaigning for these standards in 1995. In 1996, he talked the National Governors Association into making him chairman of a new non-profit named Achieve Incorporated. Achieve was charged with making his standards dream a reality…  Like Gates’s Common Core, Gerstner’s NGSS is terrible education policy that came about because America’s democratic process and the principal of local control of education were sundered.”

Julie King, A PTA mom who serves on the Community Council in Utah’s Alpine School District, wrote:

“…There are holes in the NGSS.  There is a lack of computer science as well as chemistry, and the lack of any human anatomy is what raises a red flag for me.  Why would we completely eliminate human anatomy?

“… There is obvious bias in the standards…. Part of true science is being willing to question things and doubt.  We need to look at what our focus is.  When there are over 50 mentions of climate change and only one reference to electric circuits, we are overemphasizing one idea and excluding others.  Am I ok with my kids learning about climate change?  Absolutely!  But I am not OK with my kindergartener being asked to solve global warming.  The following is a kindergarten standard: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

“…Do you know what kindergarten science should be?  The five senses, weather, and the life cycle of a butterfly and ladybug.  Maybe planting seeds and learning about how plants grow… With less than 3 hours a day, kindergarten should largely be about reading and learning to follow rules… not about rationing paper so that less trees are cut down.”

9. DISHONESTY:  ALSO, WHAT NGSS SHOULD REALLY ADMIT

Visit NGSS’s hogwashy, vague and frankly boring website.  Even just for a minute.  Doesn’t it sound scienc-y and savvy?  How can a math-slaying, science-erasing set of science standards look so slick?

Now visit a state office of education’s website for evidence that NGSS is being used.  It’s hard to find.  States know that the public is against common standards as a movement.  In my state, the officials pretend we’ve no intentions of using NGSS.  But it’s not really so.

In fact, for some grade levels, Utah’s been secretively using NGSS for years.

Here is what I wish NGSS and Utah’s State Superintendent would flat-out admit –and publish:

The NGSS are designed to standardize U.S. students’ science learning and testing, for the convenience of unelected bureaucrats and for the financial gain of NGSS partners, also meeting the social and political goals of NGSS funders and UNESCO. 

NGSS will curtail scientific debate in schools and will dismiss academic freedom of teachers, to promote the controversial, U.N.-based initiative of sustainable development, which seeks to bring about forced, global redistribution of resources by stirring up earned and unearned guilt in human beings. 

NGSS is promoted under the banner of  “updating science” but NGSS will mimimize the teaching of science subjects:  electricity, astronomy, anatomy, chemistry, math, etc., in favor of finding enough room to focus on sustainable development programming. 

To silence its critics, NGSS will call critics unfashionable, or religious, or stupid.

If you haven’t already, please watch the video that documents the promises Utah’s superintendents made to citizens that we’d never adopt common science standards.

10.  NGSS REMOVES LOCAL CONTROL

Like the math and English Common Core standards, the NGSS science standards are  locked up by the people who made them and are double bolted by the tests and curriculum to which they are aligned.  A local, nobel prize-winning scientist or a state superintendent or a dad will have absolutely no say in what students will learn as truth when we’re all shackled to NGSS.

NGSS-based tests may label your child or your school as incompetent if he or she has freedom of thought that goes beyond NGSS “scientific” assumptions and standards.

For certain, NGSS is no friend of local control.

Maybe because of the standardization of education data standards, maybe because of the standardization of federal, unconstitutional mandates and the conditional money they come with, maybe because of the standardization of federally approved school testing, now maybe our state office of education believes that saying “no” to common science standards is too much like swimming upstream.

Maybe we don’t believe we have power anymore.  Maybe we believe other people are better off deciding for us what’s best for us. But if so, we are wrong.

The U.S. Constitution is still the supreme law of this land.  That means people, not bureaucrats, are to  have the power over their own lives –and it means that education is to be a local, not a federal, authority.

Stand up and make your voice heard.

Just because the corporate greed and political goals of Microsoft and Pearson and the United Nations match the standardization movements of the NGSS (and of CCSS and CSE and common library standards and common art standards) it does not mean that we don’t  have the power to say no to these partnerships whose gaze is on our tax dollars.

If you’ve been following this blog, you know of the extreme dishonesty that’s been going on at the state office of education concerning science standards.  Why the state office chooses to hide its headlong dive into using the common NGSS science standards is a mystery.  Why the teachers and parents don’t rise up in absolute rebellion against NGSS is another.

We can say no.  If we don’t, we might be as unthinking as NGSS wants us to believe that all its opposers are.

America, Learn from Rwanda and Jamaica – the Price of the Loss of Privacy   3 comments

 

 

National I.D. cards in Rwanda, like the one above, (see PreventGenocide.org) cost hundreds of thousands of innocent people to lose their lives in 1994, since certain tribal affiliation was cause for slaughter by the Rwandan government, and the government had access to all that ID information.

This week, in Jamaica, the big news is rollout of a mandatory, national ID card.  This ID system, hastily and without vetting, became law, despite concerns, protests and a 60,000 signature petition.

Today in the United States Congress, there are bills poised to create a system of national identification of individuals, being promoted by Republicans and Democrats.  I have listed them in bullet point form at the bottom of this article.

See what is happening in Jamaica, where national I.D. cards are suddenly now mandatory for all.  Below, watch this current-event (video).  A Jamaican student, Daniel Thomas, gets shouted at by his prime minister, after politely asking Prime Minister Holness to consider the 60,000 signatories of the petition against the ID, and to consider waiting for three months, to allow for discussion of both the pros and cons of having a national I.D. card, rather than to force the decision so quickly and without “ventilation”.

At minute 6:55, the Prime Minister says, “You know what I reject? Do you know what I reject? I reject the view that somehow you have a higher moral authority on this matter than I do. I am not here to create— and I make that point very clear– I am not here to create the system that is going to deprive Jamaicans of their freedom. And ..”

Student Daniel Thomas breaks in:  “But the bill does.”

He gets ignored and the prime minister goes on, “I am not hiding from consultation.  I am here facing the questions and answering them…  And I will go to every church in Jamaica, I will go to every room, every house, and I will answer them.  Because I am not trying to take away anybody’s rights.  And I find that this discussion is disingenuous, unfair, and untruthful.  And I will tell you, Jamaica, that I am not going to hide from this.”

 

Daniel Thomas of Jamaica

 

 

 

Holness denies trying to take away citizens’ freedoms.  But the bill has already passed.  Citizens did not get to discuss and debate it beforehand.  Holness seems to have persuaded himself despite facts.

Dear Prime Minister Holness, there are, as you know, penalties for failing to register for the Jamaican national I.D.  Jamaicans who don’t sign up will not be eligible for government handouts, and will be fined $100,000, or at a judge’s discretion, may be given “community service” to match the fine.

And how will the prime minister be able to control what happens with citizens’ data after he is no longer the prime minister?

I guess the  prime minister is shouting at the student because of the $68M grant from the Inter American Development Bank that Holness would lose if he failed to get the national ID card movement rolling in Jamaica.

Money, to the promoters, seems to follow the loss of liberty, everywhere you look.  The Inter American Development Bank gave Jamaica $68 million  to create this database of personal information on every Jamaican Citizen. Similarly, in 2009,  to promote common education standards and common data standards, the US federal government granted states a few millions each, to establish federally-interoperable student databases (SLDS systems).  And there are also smaller “grants” given to individual citizens, aka handouts/ benefits to Jamaican citizens who give up their data to the government.  This is happening in some places in the U.S. too.

How cheaply and carelessly some people sell other people’s lives/data, calling it not theft or and resale but progress, partnering, or “sharing”.

Right now in the U.S., though, people are probably more aware of and annoyed by corporate snooping than they are about the increase of government snooping.  But do they know that public-private partnerships combine corporate and government snooping!?  Facebook and the U.S. Department of Education have teamed up to make digital student badges.   Congress and corporate researchers teamed up to promote the FEPA bill (federal-state-corporate pii access) that sits in the Senate today. (S.2046).

Some folks see well-intentioned “research” as outlined by the Commission of Evidence Based Policy, or they agree with some “re-educating” of citizens about the “violence of patriarchal order” via the U.S. Department of Peacebuilding.  Understandable, I suppose.

But do they agree with the flat-out death to citizens who were pegged (via national I.D.) as dangerous in Rwanda?   –Or do they stomach the death of citizens in Germany and elsewhere who were pegged (via both identification documents and by the yellow star) as enemies of their government?  Should government have that much power to potentially weed us out– even if they “never would”?  Should they have the power to make that kind of choice?!

How would a survivor of the Rwandan genocide or the Jewish German genocide advise a Jamaican citizen, or a U.S. citizen, today?

Register for the ID, or pay the $100,000 fine?

Make a call to the U.S. Senate, or just keep eating Christmas cookies?

Here are a few of the data-grabbing and freedom-harming bills that must not pass into U.S. law.

 

  • Utah’s Senator Orrin Hatch is pushing his College Transparency Act, S1121.  It would remove the prohibition against sharing student pii (personally identifiable information) with the federal government.
  • Paul Ryan and Trey Gowdy pushed HR4174/S2046, The Foundations of Evidence-based Policymaking Act, which passed the House but still hasn’t passed the Senate.  It would mandate the sharing of personally identifiable information on citizens (without their knowledge) between agencies, both federal and state, as well as to private groups who define themselves as researchers.  This is a non-centralized, easily accessible, hackable, federal database of pii (personally identifiable information) collected without consent.
  • The Keeping Girls in School Act, S1171, from New Hampshire’s Senator Sheehan, would tax the U.S. an extra $35M per year to promote common education standards and data mining of foreign girls in foreign schools without their informed consent.  (Privacy of data is a joke in that bill: it promises, but contains no enforcement mechanism, to disaggregate students’ data “to the extent practicable and appropriate“. -i.e., not at all.)
  • The HR1111 The Department of Peacebuilding Act of 2017 makes a U.S. Department of Peacebuilding, requiring an office of “peacebuilding information and research” that will “compile studies on the physical and mental condition of children” and “compile information” and “make information available” because it requires the “free flow of information”.

Who gets to define children’s peace?  The Department of Peacebuilding. The bill creates that department, as well as a “peacebuilding curriculum” to be taught in pre-k, elementary, secondary, and beyond.

Among other things, students are to be taught that violence is: “the patriarchal structure of society and the inherent violence of such structure in the shaping of relationships and institutions“.

I think:  traditional family can be called a patriarchal structure.  Christians build lives on the words of 12 male apostles and Jesus Christ, and pray to a patriarchal Heavenly Father.  Are these institutions and relationships “inherently violent”?

Will the Department of Peacebuilding “compile information” and “make available” the “mental condition” of family life, a patriarchal order, as “inherently violent”?  Will my children be “rescued” from this “physical and mental condition”?

The concerns I am outlining would be nothing more than empty fears IF local decision makers were not gathering and sharing daily data on most school children, in response to grant opportunities— but they are!

The concerns I am outlining would be nothing more than empty fears IF corporate and federal agents were not able to access that personally identifiable student data, IF congress smartly nixed bills like the ones mentioned above– but why would they, when they are already ramming bills like these down our throats:  See here.

The concerns I am outlining above would be nothing more than empty fears IF decision makers locally chose not to use technologies that mine children’s social and emotional learning (SEL) and their “mental conditions”–but SEL and CES mining and labeling children’s social, emotional, sexual and religious “conditions” is growing.

The concerns I am outlining above would be nothing more than empty fears IF the United Nations was not promoting its own global ID system, in its I.D. 2020 program, and influencing nations to write bills/laws that will permit global identification systems of individuals, reasoning that there is a “critical importance of identity as an enabler of economic opportunity and explore the role that technology could play in providing a solution.”

Remember Rwanda.  Look at Jamaica.  Just say no to the U.N.’s, Congress’, and corporations’ looting of our kids’ data. 

 

 

 

 

 

 

 

 

 

 

 

Big Data Control Freaks, Don’t Tread on Me #StopFEPA #STOPCTA #StopKGIS #StopKBYG   2 comments

How much bleeding out of freedom do we need before we take action –to demand from  Congress an end to the privacy erosion that’s going on in multiple big-data bills right now?  (To track what’s going on in Congress, click here).

Taking liberty, including privacy, for granted is a lazy, dangerous luxury.   We suppose that freedom is as forthcoming as sunlight, but Constitutional norms of freedom are the new kid on the block historically, and both intentionally and unintentionally, Congress –and initiatives of the U.N. promoted in our Congress, are running away with our rights today.

So what?  Still not moved?  Please, then, take a moment for the real “why” factor:  remember what life looks like when freedom gets fully eroded.

Remember the 1600’s  – People who read the Bible in England were burned at the stake  by their own government.  This was a catalyst for pilgrims to leave, to establish this country’s liberty.

How many of those pilgrims would have made it to Plymouth Rock alive, if the English government had had a data sharing system like the one proposed in S.2046 (FEPA) where every government agency can and must share data on individuals, with every other government agency?

Remember the 1930’s – Innocent millions in the Soviet Union were intentionally starved to death under Stalin’s communism.  There were no Constitutional norms for those people to point to, before their lands were eminent-domained (collectivized) by their governments, prior to the extermination of the people.  I recommend reading Execution by Hunger, by a survivor of that time.

Remember the 1940’s – Throughout Europe, led by Hitler, governments killed millions in  state-sponsored death.  The yellow star that Jews were forced to sew onto their clothes to mark them as enemies of the government would be much more easily removed than digitized social security numbers, names and family information that FEPA and CTA  will hand to the federal government through individuals’ data collected by FAFSA, SLDS, IRS, Census, statistical agencies, and more.  Soon after this, in 1948, George Orwell wrote 1984, which I wish everyone voting for big data bills in Congress would read.

Remember 1958-62 – In China, about 45 million were killed under Mao Zedong’s “Great Leap Forward” initiative.  You can learn a lot about the erosion of freedom by reading the remarkable history Life and Death in Shanghai, written by a survivor of that murderous time.

(And today, in China, there is no privacy and no digital freedom:  everyone is inventoried, everyone is watched;  everyone is punished or rewarded according to the government’s value system.)

Remember the 1970’s – In Cambodia, millions were killed by Khmer Rouge communists who had control of Cambodia.  The government, unleashed from any Constitutional principles, turned on its own citizens in a way that was not predictable.

Remember the 1990’s – In Rwanda, Africa, close to a million were killed by their government.  (Rwandan I.D. cards had people’s ethnic groups listed on them, making it easy for the government’s military, with lists of ethnic data, to find individuals labeled “government opponents”.  Note:  this is historical fact, not fake news, not fearmongering.  This is an example of modern, governmentally-organized,  data-mining-related, genocide.

All of these abominations  happened because:

1) government had amassed power, including at least some personal data about victims, upon which to base punishing decisions, and:

2) leaders were evil.

But the dead!  These were real people– with nicknames, with holidays, with faith, with families.  They might have had friends in the government whom they liked, whom they trusted– but without a Constitutional fortress in place, good intentions are nothing.

Individuals can’t punish or kill others unless they amass power over them.  Why is eroding freedom not a clear and present danger to Congress?   Why do we keep writing big-data bills and passing them into law, which authorize more and more power of one set of individuals over others?  I have two theories: 1) big money influencing big votes and  2) a pop culture that celebrates conformity, dependency, obsession, victimhood and socialism instead of self-reliance, choice and accountability, virtue, individual worth and freedom.

Ask yourselves this, Big Money and Pop Culture:  “Are control freaks, bullies, and liars things of the past, things of distant places?  Is communism nowadays going to lead to happiness and wealth, even though in the past it has always led to piles of dead bodies?  Is there nothing historically sacred to defend?”

The thing that the man or woman in the concentration camp or the killing field would have done anything to reclaim– freedom– is without question dying as bills authorize unelected bureaucrats and unelected researchers full access to your personal data.  It seems that congressional bills value constitutional principles (that would have kept  control freaks and bullies in check) like used kleenex.

Is it too big a leap for us to say that giving away the average American’s personal power over his or her data is a path toward misery and loss?  I guess so, because so many legislators and citizens  even in supposedly conservative Utah all now sway to the tune of tech-justified, big-data justified socialism — the same Americans who cry patriotic tears when they see the flag pass by in a parade and who campaign with, “God Bless America.”  They don’t seem to get it anymore.

It’s not the left wing leading the pack.  Did you know who was involved in big data pushing now?  Trey Gowdy? Orrin Hatch?  Paul Ryan? Marco Rubio?   What was of such great value that it rose above sacred Constitutional principles of CONSENT and privacy and personal liberty, to these supposed conservatives who are pushing the big-data bills?

Meanwhile, patriotic Americans who read these bills and voice their concerns are being ignored or rebutted by Congress.

Names like Jane Robbins, Joy Pullman,  Jakell Sullivan, Cheri Kiesecker,  Lynne Taylor, Peter Greene, Emmett McGroarty, and so many, many, many others are  exposing and challenging the erosion of data privacy and autonomy.  But they aren’t making headlines.  Please read them anyway.

Some of their brand new work is linked or excerpted below, especially concerning these big-data bills:  FEPA – S.2046, Keeping Girls in School Act S.1171, College Transparency Act S.1121, HR 3157 The Student Privacy Protection Act, and Know Before You Go Act of 2017.

JANE ROBBINS

Jane Robbins, at Truth in American Education, writes about FEPA, “Senators, do you want your children’s and your families’ highly sensitive data shared across the federal government without your knowledge and consent, for purposes you never agreed to?  Do you want researchers or private corporations to have access to it?”

Robbins lists the 108 types of data stored in one agency (Dept of Ed, via FAFSA) and asks senators to consider the insanity of opening up all agencies’ data to share with one another and with private “research” entities.  From name and social security number of students, parents and stepparents, to how much money parents spend on food and housing, to the parents’ net worth of investments, the 108 items are only a tip of the data-sharing iceberg.  She asks senators to stop #FEPA (which already passed the House and will soon be up for a Senate vote; read the full bill — S.2046 here.)

JOY PULLMAN

Joy Pullman, at The Federalist, offers “12 Reasons Congress Shouldn’t Make Lifelong Surveillance the Price of Citizenship”:

  1. Personal Data is Private Property
  2. These Bills Kill Informed Consent
  3. Informed Consent is Key to Social Science Ethics
  4. It’s Wrong to Exploit Americans Unable to Object
  5. Kids Do Stupid Things More Often
  6. The Bigger the Database, the Bigger the Bait
  7. Federal Data Security is Awful
  8. Big Data is Prone to Prejudice and Political Manipulation
  9. No Research or Experience Justifies Sweeping Data Collection on Citizens
  10. Government Doesn’t Use Well the Data it Already Has
  11. Data Collection is Not About Improving Education, But Increasing Control
  12. Americans Are Citizens, Not Cattle or Widgets

She concludes here article:  “In the United States, government is supposed to represent and function at the behest of the people, and solely for the protection of our few, enumerated, natural rights. Our government is “of the people, by the people, for the people.” We are the sovereigns, and government functions at our pleasure. It is supposed to function by our consent and be restrained by invoilable laws and principles that restrain bureaucrats’ plans for our lives. These include the natural rights to life, liberty, and property. National surveillance systems violate all of these.”

Read Joy Pullman’s full article,  here.

 

JAKELL SULLIVAN

 

Jakell Sullivan has been researching and writing for nearly a decade about education reforms and data reforms that harm liberty.  This recent talk, given at an education conference at Agency Based Education, reveals the corporate-government partnershipping strategy to undermine local values, including religious freedom, which necessitates big-data bills to that align schools globally to UN-centric, data-bound values.

 

CHERI KIESECKER

 

 

When Cheri Kiesecker was cited as one who had falsely attacked these big-data bills, and was rebutted in a handout given to Congress from Congressional staffers, you might have known she had hit on truth.  Why would Congressional staff take the time to research and write a rebuttal to a simple mom writing at Missouri Education Watchdog?!  Read her analysis of the big-data bills here.  Read her rebuttal to Congress here.

She wrote, “I am a mom. My special interests are my children.  I write as a parent, because like many parent advocates, blogging is the only (small) way to be heard.  And No.  My concern DOES NOT “arise from a misunderstanding of what the bill does to the personal data that the government already has”…  

MY CONCERN IS THAT THE GOVERNMENT HAS CITIZENS’ AND ESPECIALLY SCHOOL-AGED CHILDREN’S PERSONAL DATA, WITHOUT PERMISSION…AND IS EXPANDING ACCESS, ANALYSIS OF THIS DATA, AGAIN WITHOUT PERMISSION.

It’s not your data. Data belongs to the individual.  Data is identity and data is currency.   Collecting someone’s personal data without consent is theft. (When hackers took Equifax data, that was illegal. When the government takes data… no different.)

If you support parental rights, you should not support HR4174 or its sister bill S2046. “

 

Dear Readers:

Like Cheri, Jakell, Joy, Jane and countless others, we can each do one small thing for liberty.  You could talk to your kids or grandkids about the founding of the USA.   You could help a friend register to vote.  You could call your senators and tell them to vote no on each of these big-data bills that DO NOT protect privacy as they claim that they can. Write an email.  Call a radio station talk show.  Write an op-ed.  Do it even though we are in the middle of the Christmas bustle.  (Actually, do it especially because we are in the middle of the Christmas bustle, which is when the dark side of Congress always counts on not being watched as it passes bad bills.)

I’m asking you to sacrifice a little time or maybe just your own insecurity, to join the writers and speakers whom I’ve highlighted above, to make your own voice heard, for liberty’s sake.  Here is that number to the switchboard at Congress:  (202) 224-3121.

Even if we don’t turn the Titanic away from the iceberg, even if freedom keeps eroding away, we can live or die with the failure, knowing that we honestly valued freedom enough to try.

Please Don’t Align Utah to UN Comprehensive Sexuality “Advocacy”: #VoteNoSB196   1 comment

cse

 

Utah’s pro-SB196 and pro-CSE people make what they do sound like pure charity.

But it’s not.

SB196 promotes what the U.N. promotes:  adult advocacy of practicing homosexual behavior –to kids.  Note: by removing prior language that forbade teachers from advocating homosexuality, the bill now permits advocacy (to kids) about engaging in homosexual behavior.  There is a big difference between tolerance for a personal decision and advocacy to others about child engagement in controversial, potentially dangerous, behavior.

 

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Stuart Adams, sponsor of SB 196

 

This article is not aiming to attack anyone, but aims to show that when you look at multiple bills, and what they are doing, you begin to see a big picture concerning sex ed here and around the globe;  it’s about bills that are perhaps unintentionally pushing immorality in the form of education through common, global “comprehensive sexuality standards”; it’s about a Utah bill pushing gay advocacy on children in the guise of kindness toward gays; it’s about a good bill on informed consent to educate pregnant women about abortion before they abort.

It might seem that these things are unrelated.  But they’re not.  They are all aligned to the globalist (UN) agenda –and monied lobbying groups and governments far from Utah do want to see Utah fall like a domino into line with their version of  “rights” and “education”.

Before I ask you to consider helping to stop SB196, the “advocacy of homosexuality to children” bill; and before I (relatedly, belatedly) report about the happy death of HB215 last month (that was to add erotic CSE sex standards, detailed in Comprehensive Sexuality Education Standards (CSE), here’s a frame of reference.  It’s a video clip that shows the divide in Utah’s legislature on reproduction and sex ed issues. Click here.

Fast forward to 1:30 -ish on the video.  Representative Stratton speaks for the bill (at 1:30) which is written to promote informed consent of pregnant mothers prior to aborting babies.  It’s a good bill.  Then Representative King speaks against Stratton’s bill. (See 1:38 – one hour, thirty eight minutes)

At first, King sounds calm and almost reasonable.

Around 1:40 King’s tone turns and he says, “I don’t want to hear anyone stand up and talk to me about “babies” or killing babies,” he says, “What we are talking about are zygotes, embryos, and fetuses… When I hear an individual refer to an unborn child as a baby, I know immediately they are not to be taken seriously.”

photo-of-king-speech

 

This is who we are dealing with:  legislators who won’t call abortion a death, or fetuses, humans.

A year ago, pro-abortion UT Rep. Brian King pushed CSE language in a bill that failed to persuade the legislature that CSE standards were really an improvement over Utah’s current sex ed standards.

I was present last year.  There was an overflowing education committee room, lines and lines of people queuing up to speak for and against it, and, thankfully, that bill died in the committee’s vote.

One year later (a few weeks ago) again, the legislative education committee room was packed to standing room, with overflow rooms and online audiences receiving video or audio.  Many in the crowd wore red to signify “STOP CSE” (Stop Comprehensive Sexuality Education).  The bad bill was CSE-promoting, contraceptives-for-kids-promoting, parental consent-deleting  HB 215.

This meeting went on for about four hours.  As in the previous year, there were lines and lines of people queuing up to testify both for and against the bill.  It felt like a miracle when the bill failed in the vote.

We knew it was only a temporary miracle: the national, big-monied lobbying groups, such as Planned Parenthood, and the liberal, progressive think tanks, and the United Nations itself,  are relentlessly pushing CSE in every state. Bet money, if you are a gambler, that its core principles (anti-life, anti-morality) will be back every year, slid into multiple forms of bills.  But we didn’t know how temporary.

Refresher:  The national CSE standards call for children as young as third grade (nine years of age) to describe male and female reproductive anatomy and functions; to describe the changes of puberty; and to “define sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender.”  And that’s just for nine year olds.  It gets more inappropriate for older children.  See: National Sexuality Education Standards  

In their testimonies, some of the pro-CSE speakers at the recent hearing said that they had been raped –as a direct result of lack of good sex ed.  They claimed that Utah doesn’t have thorough sex ed. But they must not have been taught in Utah schools; read the sex ed standards posted at USOE.

Interestingly, some of the anti-CSE testifiers were also rape victims. The rape-prevention argument for CSE thus bombed.  (Is it remotely logical that teachers’ advocacy of eroticism and masturbation (topics which CSE standards advocate as “rights of a child”) would be likely to cause –as soon as prevent– the horror of rape?)

It simply is not true that Utah’s sex ed standards are lacking substance or detail or science.  In Utah’s current, extremely thorough, sex ed standards and teacher/parent resource guides, I see nothing skipped over, nothing shallow, unscientific, sloppy or prudish.

So, if it isn’t really about decent education, what’s the real agenda?  It’s a far-left wish to push an amoral, early-age-sex pushing,  gay, lesbian, transgender-encouraging agenda on everyone, not just to prevent bullying, as they pretend it is.  This agenda is detailed by national groups SIECUS and FoSE and by global groups, including the United Nations, in its global, common Comprehensive Sexuality Standards.

It is very simple to document for yourself:  just lift terms out of Rep. King’s bill, and do an internet search to see how many far-left organizations and universities have used and coined, in their publications and initiatives, the same almost-bland sounding terms. Trace, for example, the scholarly articles and the money trails for groups publishing articles on “comprehensive sexuality” and “positive youth development”)

king-ut

What Rep. King and CSE promoters don’t like about Utah’s sex ed standards is probably, simply this:

“The following shall not be taught:

1. The intricacies of intercourse, sexual stimulation, erotic behavior, etc.

2. The advocacy of homosexuality.

3. The advocacy or encouragement of the use of contraceptive methods.

4. The advocacy of sexual relations outside of marriage or sexual promiscuity”.  

Each of those four things are fully promoted by CSE.

Need evidence? Watch the “War on Children” video.  Read the CSE standards  of  FoSE and SIECUS here.  Visit the United Nations’ website, which openly  states that it works through governments [people like Representative King] to push its values on the entire world.

It admits:  “UNFPA works with governments to implement comprehensive sexuality education, both in schools and through community-based training and outreach. UNFPA also promotes policies for, and investment in, sexuality education programmes that meet internationally agreed standards.”

Internationally agreed?

Have you agreed to CSE?  Has our entire country, our entire world? Do you even know what’s written in CSE?

I do.

This fight is not over.

How relieved we felt, a few weeks ago, when the vote was taken and King’s CSE bill died. We thought we had a break until next year’s session.

We were wrong to think we had a year of rest.

csee

RIGHT NOW, there’s another bill, SB196,  working its way through the legislature –right now– that has already unanimously passed a Senate ed committee.  It will remove point #2 above:  “the advocacy of homosexuality”.

KSL reported that SB 196 unanimously passed the ed committee, even though it removed the prohibition against Utah teachers advocating for homosexual lifestyles for Utah children.

News flash:  Advocacy of homosexuality is not sex ed.  It’s advocacy!

Education about homosexuality,  or teaching kids kindness toward homosexual individuals, is not the same thing as having teachers advocate engagement in homosexual behavior, to children.

How could the senate pass this “advocacy of homosexuality” bill?  I was told it was to dodge a huge law suit.

I don’t get it.  Do you?  What are the weights and measures– what do we prioritize: protecting and educating kids, or fearing law suits?

And in my estimation, the law suit is a brain dead argument.

The Salt Lake Tribune reported that the law suit (which supposedly spurred the unanimous yes vote on bill 196) said:

“These laws prevent presentation of accurate information concerning lesbian, gay, bisexual people in health classes and other classes, even when such information serves important educational purposes, while imposing no similar restriction on discussion of heterosexuality”.

That’s not true.  Utah law does not prevent presentation of accurate information; in fact, USOE standards explicitly say that sex ed includes discussion of homosexuality.  The laws do say that teachers cannot advocate for homosexual nor for heterosexual promiscuity.  Advocacy rightly is prohibited in schools.  It’s not a school’s job to advocate, but to teach academics and health.

More ridiculousness in the suit:  the Tribune reported that the lawsuit claimed that there were no similar bans applying to clubs about heterosexuality, heterosexual persons or heterosexual issues, and that “that discrimination harms LGBT students… preventing them from participating equally in student clubs, stigmatizing them as inferior an unequal.”

Not true.  Teachers are not permitted to advocate for heterosexual promiscuity, either.

Some people claim that the legalization of gay marriage necessitates teachers advocating gay lifestyles in schools.  That makes no sense to me.

What will teachers advocate for next, if this passes?  Pedophilia, so that pedophiles can have an after-school club, too?  Where do we draw a line?

All human beings should support and practice advocacy for special needs children, and for any individual being bullied, whether he/she is gay or is of an ethnic or religious minority, or is obese, or is blind, or is anything else that others may bully. What I do not support is party-line advocacy of participation in a very controversial, potentially dangerous sexual behavior to young people who are, by law, in school.

If you live it Utah, and if you think that altering the language to make advocating for homosexual behavior is wrong, please asking the representatives to say “no way” on SB 196.

Protect kids!  Stop SB196 now.  Then, work to educate  others to stop CSE in all its forms.

You can tweet #VoteNoSB196 @utahreps  – https://twitter.com/utahreps .

You can email the Utah House of Representatives.  Contact emails are here for a handful to get your started.  Look up others here.

They often prefer to have emails addressed to them individually, rather than mass emails.

 

bradking@le.utah.gov

dsanpei@le.utah.gov

kimcoleman@le.utah.gov

vpeterson@le.utah.gov

blast@le.utah.gov

lavarchristensen@le.utah.gov

vlsnow@le.utah.gov

fgibson@le.utah.gov

keven@kevenstratton.com

ehutchings@le.utah.gov

mariepoulson@le.utah.gov

lhemingway@le.utah.gov

brucecutler@le.utah.gov
seliason@le.utah.gov
justinfawson@le.utah.gov
dlifferth@le.utah.gov
dmccay@le.utah.gov
csmoss@le.utah.gov
mnoel@kanab.net
mariepoulson@le.utah.gov

csmoss@le.utah.gov

angelaromero@le.utah.gov

shollins@le.utah.gov

sduckworth@le.utah.gov

parent@le.utah.gov

jbriscoe@le.utah.gov

briansking@le.utah.gov

Rep. Knotwell:

801-449-1834

Rep. Brad Wilson:

801-425-1028

Rep. Greg Hughes

801-432-0362

greghughes@le.utah.gov  (Speaker of the House)
cse-dog

Chicken Thieves and Data Thieves: What’s Up with CEP?   3 comments

chick-in-ladle

 

In The Adventures of Huckleberry Finn, Huck stole chickens.  Huck’s father had taught him how to stomach chicken theft.

That reminds me of the way the federal CEP (Commission on Evidence Based Policy) stomachs human data theft.  Huck said:

… Pap always said, take a chicken when you get a chance, because if you don’t want him yourself you can easy find somebody that does, and a good deed ain’t ever forgot. I never see pap when he didn’t want the chicken himself, but that is what he used to say, anyway.

Just as the Finn thieves lied to themselves, saying that they might do society a favor while they did themselves a favor, stealing chickens, so ed reformers and CEP data gatherers lie to themselves and to the public.  After all, the CEP doesn’t do its own thieving; why should it judge or disclose the immoral origins of the data?

CEP simply says that it wants to centrally house data (that’s previously been taken, without permission from citizens, by school State Longitudinal Database Systems and by other entities.)  CEP members wring their hands over the inconvenience they have endured, not fully being able to access all the pii.  So also say the elite researchers and Gates-linked business people testifying at CEP’s public hearings.

Maybe you didn’t know that citizens’ data is being taken without our permission.

Think: when did you receive a permission slip from the school district, or from the state, asking you to sign away all student academic and nonacademic data for the rest of your child’s life?  Never.

Yet SLDS systems do track a child for life.  That’s what “longitudinal” means: through time.  They call it P-20W.  That means preschool through grade 20 and Workforce. Life.

Well, now you know.  And we can’t opt out of the data theft system.  I tried.  The biggest, most vibrant source of citizen data is our public school system, and the government is unwilling to stop stealing from us in this way.

I do not use the word “stealing” lightly, nor am I exaggerating.  Personal data is literally being confiscated without informed consent or permission of any kind, via school databases linked with many state agencies.  Every digital record created by students, teachers, counselors, school nurses or administrators can be stored (and shared) from there.

Sometimes it is hijacked by unethical researchers entrusted with care of the pii.

chick-on-skate

No one seems to notice these articles about stolen pii.

And on it goes.  Data points are taken and taken and taken –about both academic and nonacademic lives. Schools feed aggregate data and pii into federally-created “State Longitudinal Database Systems” (SLDS). Because SLDS systems use common educational data standards (CEDS) that the federal-corporate partners created, that data is portable and re-shareable (or re-stealable).

Many people believe that federal FERPA privacy laws protect the data, but it doesn’t.  It used to.  The Department of Education shredded the protective parts of FERPA several years ago.  What’s actually protecting student privacy right now is the territorial unwillingness of agencies to share all data.

But the CEP is out to change that.

gold-bars

CEP will lead you to believe that it’s all about benefiting society.  But that’s a side show, because data is the new gold.   Everyone wants the data!

Sadly, individuals aren’t guarding this irreplaceable gold; most people aren’t aware that this pii is so valuable, that it’s being taken –and that it’s THEIRS.

Meanwhile, the elite at the CEP speak about data as if it’s oxygen, free for all, belonging to all.  It makes sense from their (bottom line) point of view; governments and ed vendors have financially benefited from SLDS’s taking students’ data since about 2009, when SLDS databases were installed in every state by federal grants, and when federal FERPA changes allowed almost anyone access, for supposed research purposes.

Luckily, there’s so much territorialism by the various holders of the taken data that it hasn’t yet been centrally housed all in one spot.  The federal EdFacts Data Exchange has some data. Each state’s SLDS has tons of data. Universities, hospitals, corporations, criminal justice agencies, and other organizations have other caches of pii.  But the elite (the federal government, globalists, corporate elite, and some scientists) are desperate to have one national “clearinghouse” so that they can see and use our data to their own designs.  They speak a smooth line in each of their CEP hearings.  But don’t forget:  that data is your life.  Yours.  Not theirs.

There was a recent three hour conversation that you most likely missed last week. Held in Chicago, this “public” hearing of the federal Commission on Evidence-Based Policymaking (CEP) discussed what should be done with the  pii (personally identifiable information) that federal agencies, state agencies, counties, school systems, hospitals, criminal justice systems, colleges and other organizations have collected.  They’ve been discussing this all year long.

I picture Pap with a crate of stolen chickens.  I picture his pirating friends with their own crates nearby.  I think there might even be a few crate-holders who ethically came by their chickens, but the federal Chicken Evidence Policy says that all chickens go in one central pen, on an ongoing basis, so all the elite can access the chickens conveniently–  conveniently for everyone except the chickens and their owners.

chicks-and-lab-coat

When you listen to their hearings, you find that the federal CEP is leaning toward creating a federal clearinghouse where every individual’s data can be centrally managed.  CEP is also hoping to overturn the federal ban on unit-record identifiers.

Welcome to the real live prequel to Orwell’s 1984.

Do I sound calm?  I’m not.  This makes me almost unspeakably angry.

While trusting parents, teachers, school administrators and students are being used as pawns in the great data-gathering heist, arrogant members of Congress, of science, of CEP, of big data, are assuming authority over MY life and yours in the form of our personally identifiable data.  And who is stopping them?

Despite a huge number of public comments that told the CEP that Americans want the CEP to get its hands off our data, the CEP moves ahead at a steady pace.  And why not?  We can never un-elect this appointed group that Congress created less than a year ago.  What motivation would CEP have to actually incorporate the public comments?

As the Missouri Education Watchdog pointed out in October, there was only one man in America who seemed to care about protecting citizen privacy at that month’s hearing.  Mr. Emmett McGroarty testified to the CEP that what they were doing was wrong.  Similarly, at last week’s January 5 CEP hearing, there was only one woman who spoke ethically about children’s data privacy rights.  She did a magnificent job.  Everyone else testified that data should be gathered in one place, or possibly in a few places; and none of the others mentioned permission or informed consent. I took pages and pages of notes, since the meeting was only public in the sense that I could listen in to it on my phone.

It wasn’t filmed.  It wasn’t truly public.  It’s aiming to fly under the radar because it’s theft.

chicks

Huck Finn’s father’s plan to later share the stolen chickens didn’t make the chickens less stolen.  Other people’s information doesn’t suddenly become your “scientific research” or your “evidence” for “evidence-based policymaking” just because Congress created a commission and appointed you to chat about it.

Shame on the CEP.  Shame on all who turn a blind eye to this evil, open assault on the basic freedom of personal privacy.

Video: Michelle Malkin Roasts Common Core-Based GOP at CPAC Speech   5 comments

Watch this!

At minute 2:30, Malkin starts in on Common Core.

“It’s not people outside the party that have thrown the conservative, grassroots base under the bus.  It’s the people who have paid lip service to limited government while gorging on it.  It wasn’t any outside candidate that is not a part of our movement… it was not outsiders, who are not familiar with our movement, who conspired with the establishment on Common Core.  That was Republicans– who threw us under the bus.  That was Republicans who are con men.  And it was the heart and soul of conservative, grassroots activists, mostly everyday, ordinary moms, who shamed the Republican Party elites into backing away.

“And now what are they doing?  The same thing that they always do when grassroots conservatives call them out:  they smear the people who fought against them and who call them out.  They sneer at them as hysterical.  They sneer at them as just “fringe movements” on the Internet.  And then they go and campaign on our side, knowing that they’ve stabbed us.  My job is not to tell people what they want to hear, but what they need to hear.

“We just had Governor John Kasich, a nice guy, by all means, who last night, during the debate, pretended that he was on the side of local control.  Ohio grassroots activists and moms know better.  This is a man who smeared home schoolers and teachers for their opposition to Common Core.  I am telling you the truth.  I am asking you to do your homework.  I am asking you to follow the money.  I know it isn’t what you want to hear.  But do you want to hear the same Republicans promise you, as they have been, since 1981, that they’re going to abolish the Federal Department of Education?  It’s an empty talking point. And those empty talking points need to be punctured like helium balloons.”

“There are three reasons why Jeb Bush failed:  his last name, his support for Amnesty, and his cheerleading and cashing in on Common Core.”

 

 

Thank you for speaking the truth, Michelle Malkin.

 

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