Category Archives: Education

Labor unions pass resolution defending cop killer Mumia Abu-Jamal

Cop killer Abu-Jamal

Cop killer Abu-Jamal

EAGnews.org: A collection of labor unions is demanding that leaders of California’s Oakland Unified School District allow a lesson plan that compares convicted cop killer Mumia Abu-Jamal to civil rights leader Dr. Martin Luther King, Jr. to appear on the district’s website.

In a resolution passed on July 14, the Alameda Labor Council condemned Oakland Unified school leaders for censoring the pro-cop killer lesson plan, entitled “Urban Dreams,” and accused them of buckling to the intimidation tactics of the Fraternal Order of Police and Fox News.

The Alameda Labor Council – which is affiliated with the AFL-CIO – is an umbrella organization that coordinates the political activities of more than 100 unions, including the Berkley Federation of Teachers and the California School Employees Association.

“ … (I)t is dangerous and unacceptable to allow the police to determine the curriculum of a major school district like Oakland, or any school district,” the group declares in its resolution.

The Alameda Labor Council, on the other hand, sees nothing dangerous about Mumia Abu-Jamal who was convicted of killing Philadelphia police officer Daniel Faulkner on Dec. 9, 1981.

As EAGnews reported earlier this year:

(Abu-Jamal) was working as a cab driver for extra money that evening, and was apparently parked along a city street when he witnessed his brother, William Cook, being pulled over by Faulkner in a traffic stop. Abu-Jamal left his vehicle and intervened, a struggle ensued, and both he and Faulkner were shot.

Abu-Jamal claimed an unidentified person arrived on the scene, shot Faulkner and fled. Three witnesses testified that they saw Abu-Jamal shoot the officer.

Abu-Jamal was convicted of murder in 1982 and sentenced to death. He spent 30 years in Death Row before an appeals court lowered the sentence to life in prison with no chance of parole in 2012.

Meanwhile, he’s become a cult hero to thousands on the extreme political left.

In its resolution, the Alameda Labor Council maintains that Abu-Jamal is innocent of killing Faulkner and defends the “Urban Dreams” curriculum as “invaluable” for teaching students to think critically about social justice.

Specifically, the “Urban Dreams” lessons ask students to “critically examine a possible parallel between Martin Luther King, Jr., and someone else many believe is currently targeted by the U.S. government, Mumia Abu-Jamal.”

Many left-wingers believe Abu-Jamal has been unfairly singled out for punishment because the convicted cop killer is “an outspoken critic of the corruption and racism of the American legal system and both parties of American capitalism.”

The left-wing activists compare Abu-Jamal’s views to King’s “radical politics (that) were evident in his last years of his growing collaboration with Black Power leaders, his leading of study sessions … on socialism, his support of the movement against the Vietnam War and his challenge to U.S. militarism, declaring at Riverside Church that the U.S., ‘my own country,’ was ‘the greatest purveyor of violence in the world today.’”

“It’s an absolute disgrace that they’re trying to make any comparison,” Maureen Faulkner, the police officer’s widow, told Fox News earlier this year.

“It’s a travesty,” Faulkner continued. “You’re going to teach children about a man who murdered a police officer? That’s not a good lesson to be teaching children. He was a radical, a militant. My question is: Are our tax dollars paying for this?

As long as Oakland Unified school leaders stand strong, tax dollars won’t be used to spread pro-Abu-Jamal propaganda. But, as the recent Alameda Labor Council resolution makes clear, the radicals running today’s labor unions aren’t going to accept defeat so easily.

EAGnews’ full examination of the “Urban Dreams” lesson plan can be found here.

homeschool

DCG

“Higher” education: Ohio State core class teaches Christians are dumber than atheists

OSU-psych-question-2014
Campus Reform: An Ohio State University (OSU) class has apparently determined another fundamental difference between Christians and atheists: their IQ points.

An online quiz from the school’s Psychology 1100 class, provided to Campus Reform via tip, asked students to pick which scenario they found most likely given that “Theo has an IQ of 100 and Aine has an IQ of 125.” The correct answer? “Aine is an atheist, while Theo is a Christian.”

According to a student in the class who wished to remain anonymous, the question was a part of an online homework quiz. Students were required to complete a certain amount of quizzes throughout the course but were encouraged to finish all of them in order to prep for the final exam.

“I understand that colleges have a liberal spin on things so it didn’t surprise me to see the question, which is a sad thing,” the student told Campus Reform in a phone interview. “But how can you really measure which religion has a higher IQ?”

Psychology 1100 is a general education requirement class which can primarily be taught by an undergraduate teacher’s assistant.

While the student said the quizzes were based on the textbook used in class, an OSU employee in the psychology department who wished to remain nameless said quizzes are oftentimes created by the teacher’s assistant.

The employee added that the psychology department is “very open to talking with students” if they are worried about grading or a question on an exam.

OSU explicitly prohibits discrimination on campus against any individual based on “age, ancestry, color, disability, gender identity or expression, genetic information, military status, national origin, race, religion, sex, sexual orientation, HIV status, or veteran status,” according to the university’s policy.

“Colleges will tolerate pretty much any religion other than Christianity,” the OSU student said. “If colleges really want to give everyone a fair shot, they should stay away from making comments about any religion.”

Dr. Mike Adams, an outspoken conservative Christian professor at the University of North Carolina, said “every group is protected from offensive speech on campus except for conservative Christians.”

Adams also added that applying this principle to other types of groups would be taboo on college campuses. “So would it be permissible to force blacks to take a class teaching that blacks would have a lower IQ than white people?” he said in an interview with Campus Reform.

This isn’t the first time a researcher has used psychology to suggest those with more social conservative or even religious values have lower IQ scores. A 2011 study published in Psychological Science claimed that “lower general intelligence…in childhood predicts greater racism in adulthood, and this effect was largely mediated via conservative ideology.”

“When science arose, it arose in the West and it did so in Christian nations. It did so because Christianity—with its assumptions about an orderly universe and its emphasis on obtaining knowledge as a cultural value—[was] necessary for science to develop and to flourish,” Adams said. “That anti-Christian bigots use science to attack Christianity is more than Pharisaic hypocrisy. It is deeply ingrained institutional bigotry.”

OSU declined to comment to Campus Reform for this story.

Well, OSU is just being good little commies after all:

goals

  • #17: Get control of the schools.
  • #27: Discredit the Bible and emphasize the need for intellectual maturity (which is ironic since this generation is self-absorbed [#me!] and has postponed maturation).

DCG

Joan Rivers Explains Israeli / Palestinian War.

Epic Joan Rant. War for dummies.

~Steve~

Welcome to Obama’s Amerika!

Obama picks nose• Our Phones – Wireless
• Cooking – Fireless
• Cars – Keyless
• Food – Fatless
• Clothing – Shameless
• Youth – Jobless
• Relationships – Meaningless
• Attitudes – Careless
• Babies – Fatherless
• Children – Mannerless
• Feelings – Heartless
• Education – Valueless
• Media – Truthless
• Congress – Gutless
• President – Worthless
• Country – Borderless
• America – Godless

I’m scared – shitless

GOD HELP US!

H/t FOTM’s Wild Bill Alaska

~Eowyn

University of Wisconsin adopts racial/sexual “diversity” in grading students

W. Lee Hansen, a professor emeritus of economics at UW-Madison, wrote the following op-ed piece for the John William Hope Pope Center for Higher Education, a North Carolina-based think tank, about the latest “diversity” plan for the UW-System’s flagship school.

Madness in Madison

Professor W. Lee HansenThe University of Wisconsin’s latest diversity plan calls for “equity” in high-demand majors and the distribution of grades.

By W. Lee Hansen

July 16, 2014

Many American colleges and universities are in the thrall of “diversity,” but none more so than my institution, the University of Wisconsin. This spring, the university adopted a new plan that, according to Board of Regents policy, “[p]laces the mission of diversity at the center of institutional life so that it becomes a core organizing principle.

That is, promoting diversity appears to be more important than teaching students. 

This Framework for Diversity and Inclusive Excellence sailed through our Faculty Senate without the least bit of attention, much less the “sifting and winnowing” on which it prides itself.

Although much of the language is a thicket of clichés, no one dared challenge it. Moreover, there was no probing of the ramifications of the plan. Apparently, “diversity” has become such a sacred cow that even tenured professors are afraid to question it in any way.  

To begin, the university’s justification for the new policy is difficult to understand: “Our commitment is to create an environment that engages the whole person in the service of learning, recognizing that individual differences should be considered foundational to our strength as a community.”

That language is mere education babble, but the Faculty Senate swallowed it whole. So did the academic staff and the students.

The plan’s definition of diversity focuses on a wide array of differences that can be found in every enrolled student. Here’s what it includes:

Individual differences in personality, learning styles, and life experiences, and group or social differences that may manifest through personality, learning styles, life experiences, and group or social differences. Our definition of diversity also incorporates differences of race and ethnicity; sex; gender; and gender identity or expression; sexual orientation; age; country of origin; language; physical and intellectual ability; emotional health; socio-economic status; and affiliations that are based on cultural, political, religious, or other identities.

[Question from Eowyn: Does "diversity in intellectual ability" means certified morons and idiots, since they are under-represented in America's colleges and universities, should get an "A" or minimally a "P" (passing) grade?]

The list is so expansive that it leads one to conclude that every student is “diverse.” And I believe that is correct. Every student is different in so many ways that it makes no sense to say that some students “increase diversity” while others don’t.

The new plan provides no information on how the addition of these “individual and group/social differences” can create an environment that “engages the whole person,” whatever that means. Based on my experience, I would have no idea how to incorporate these “differences” into my economics teaching.

I wish someone had asked what bearing these particular “individual and group or social differences” have on student learning. Most people believe that individual differences in intelligence, aptitude, motivation, commitment, high school class rank, ACT/SAT scores, and academic preparation are far more important in contributing to student learning.

Those latter differences, what most people view as indicators of academic excellence, indeed are appropriate considerations at an institution priding itself as being a world-class teaching and research university.

How will the university assemble information on these supposedly crucial “differences”? Most applicants will not be able to describe their “learning styles,” or how to characterize their “personalities,” or how to assess their “emotional health.” Moreover, many students would hesitate to disclose personal information about their “cultural, political, religious, or other identities.” Without that information, it won’t be possible to use them “in the service of learning,” assuming that this notion is something other than empty rhetoric.

To achieve the plan’s vague aims, the Ad Hoc Diversity Planning Committee formulated five goals and thirty detailed recommendations. Unbeknownst to faculty senators, these goals and recommendations are based on the “Inclusive Excellence” framework adopted earlier by the Board of Regents. (See Agenda Item II.6 for the March 5, 2009, meeting of the University of Wisconsin System Board of Regents; in the PDF file: Madness in Madison)

That framework includes eight essential “working definitions,” among them the already-discussed diversity, as well as others: “compositional diversity,” “critical mass,” “inclusion,” “equity mindedness,” “deficit-mindedness,” “representational equity,” and “excellence.”

Let us take a closer look at one of these working definitions included, namely “representational equity.”

It calls for “proportional participation of historically underrepresented racial-ethnic groups at all levels of an institution, including high status special programs, high-demand majors, and in the distribution of grades.” 

We are not told exactly what adherence to this will entail. It appears to mean that directors of programs and departmental chairs will have to somehow ensure that they have a mix of students with just the right percentages of individuals who embody the various “differences” included in the definition of diversity. I cannot see how that is possible and even if it were, how it improves any student’s education.

Suppose there were a surge of interest in a high demand field such as computer science. Under the “equity” policy, it seems that some of those who want to study this field would be told that they’ll have to choose another major because computer science already has “enough” students from their “difference” group.

Especially shocking is the language about “equity” in the distribution of grades. Professors, instead of just awarding the grade that each student earns, would apparently have to adjust them so that academically weaker, “historically underrepresented racial/ethnic” students perform at the same level and receive the same grades as academically stronger students.  

At the very least, this means even greater expenditures on special tutoring for weaker targeted minority students. It is also likely to trigger a new outbreak of grade inflation, as professors find out that they can avoid trouble over “inequitable” grade distributions by giving every student a high grade.

Is there any reason to believe that the UW system’s Inclusive Excellence plan implemented at UW-Madison is going to improve the education of its students? I can see no reason to think so. Actually, the contrary seems more likely.

One problem is that the obsession with all those non-academic details about students comes with a cost—the cost of good students who are not admitted because they don’t seem “diverse” enough. Also, some of the preferred, “diverse” students will be admitted with significantly weaker academic capabilities than their classmates.

Although campus officials regularly fail to publicize detailed results of their diversity programs, my investigations show that roughly a quarter of its “diverse” targeted minority students do not meet the competitive admission standard applied to other applicants. This means that the students UW-Madison is trying to help instead find themselves at an immediate academic disadvantage.

Moreover, the obsession with groups distracts everyone from what truly matters—whether or not each student makes the best academic progress.

The campus climate has worsened by constantly referring to minority students as “targeted” minority students, and in the process stigmatizing them. It has also led to an unseemly “us versus them” mindset among many of those students.

That manifested itself several years ago when Roger Clegg, general counsel of the Washington-based Center for Equal Opportunity came to Madison to report on his research showing that the university’s racial preference policy meant severe discrimination against white and Asian applicants. Two senior UW officials orchestrated a disgraceful pro-diversity mob-like student demonstration at the hotel near campus where Clegg was making his presentation.

The demonstrators burst in and shouted Clegg down until he left the building. (Peter Wood has a good account of the entire matter in this Chronicle piece.)

It is impossible for me to imagine anything less consistent with the values of any educational institution than organizing a mob to protest a talk. It is also impossible for me to think that such a thing could have happened at Madison but for the obsession with diversity that has been building for years.

The University of Wisconsin adopted its first diversity plan back in 1966 and every few years it launches a much-touted new one. During my 30-year teaching career at Madison, followed by more than a decade of retirement, I have seen not the slightest bit of evidence that the fixation on “diversity” has made the campus better in any respect.

I predict this new Inclusive Excellence plan will fail to produce its hoped-for utopian outcomes. In a few years, the university will hear demands for yet another diversity plan.

Achieving “diversity” is like sailing toward the horizon.

You never get there.

H/t EAGnews

~Eowyn

A.A.A.D.D.- KNOW THE SYMPTOMS! This Is Good. HeHeHe

Thank goodness there’s a name for this disorder.
Age-Activated Attention Deficit Disorder.

This is how it manifests:

I decide to water my garden.
As I turn on the hose in the driveway,
I look over at my car and decide it needs washing.

As I start toward the garage,
I notice mail on the porch table that
I brought up from the mail box earlier.

I decide to go through the mail before I wash the car.

I lay my car keys on the table,
Put the junk mail in the garbage can under the table,
And notice that the can is full.

So, I decide to put the bills back
On the table and take out the garbage first…

But then I think,
Since I’m going to be near the mailbox
When I take out the garbage anyway,
I may as well pay the bills first.

I take my cheque book off the table,
And see that there is only one cheque left.

My extra cheques are in my desk in the study, So I go inside the house to my desk where
I find the can of Pepsi I’d been drinking.

I’m going to look for my checks,
But first I need to push the Pepsi aside
So that I don’t accidentally knock it over.

The Pepsi is getting warm,
And I decide to put it in the refrigerator to keep it cold.

As I head toward the kitchen with the Pepsi,
A vase of flowers on the counter
Catches my eye–they need water.

I put the Pepsi on the counter and
Discover my reading glasses that
I’ve been searching for all morning.
I decide I better put them back on my desk,
But first I’m going to water the flowers.

I set the glasses back down on the counter ,
Fill a container with water and suddenly spot the TV remote.
Someone left it on the kitchen table.

I realize that tonight when we go to watch TV,
I’ll be looking for the remote,
But I won’t remember that it’s on the kitchen table,
So I decide to put it back in the den where it belongs,
But first I’ll water the flowers.

I pour some water in the flowers,
But quite a bit of it spills on the floor.

So, I set the remote back on the table,
Get some towels and wipe up the spill.

Then, I head down the hall trying to
Remember what I was planning to do.

At the end of the day:
The car isn’t washed,
The bills aren’t paid,
There is a warm can of
Pepsi sitting on the counter,
The flowers don’t have enough water,
There is still only 1 cheque in my cheque book,
I can’t find the remote,
I can’t find my glasses,
And I don’t remember what I did with the car keys.
Then, when I try to figure out why nothing got done today,
I’m really baffled because I know I was busy all day,
And I’m really tired.

I realize this is a serious problem,
And I’ll try to get some help for it, but first I’ll check my e-mail….

Do me a favor.
Forward this message to everyone you know,
Because I don’t remember who I’ve sent it to.

Don’t laugh — if this isn’t you yet, your day is coming!
P.S. I don’t remember who sent it to me, so if it was you, I’m sorry

~Steve~                                    H/T Hujonwi

Wayne Allyn Root on the Murder of the Middle Class

image

What is the Murder of the Middle Class?
By Wayne Allyn Root

My new book, “The Murder of the Middle Class” launches today Monday July 14th across America. It’s about how America, the greatest nation in world history, is being destroyed, plundered and looted by the premeditated “Murder of the Middle Class.” This is no accident, mistake, or coincidence. This is a purposeful plan. This is the boldest, grandest criminal conspiracy in world history.

Although the man at the center of this massive world-class fraud is Barack Obama, there are many moving parts and co-conspirators. These include famous billionaire businessmen, corporate CEOs, the Federal Reserve, Wall Street bankers, central bankers, government employee unions, the IRS, EPA, NSA, the Bar Association, assorted communists and America-haters, and even some well-known D.C. establishment Republicans. It’s quite a shocking list of conspirators.

Lies and fraud are at the center of this “murder of the middle class.” President Obama and various big government politicians need to distract the middle class from their real agenda. Lies are their WMD- weapon of mass distraction.

So they claim Obamacare is about “saving the sick and uninsured”…when the real objective is income redistribution (through higher taxes and higher premiums) to make the middle class poor and dependent on government.

They claim environmental regulations and green energy will save us from global warming…when the real objective is bankrupting the middle class by tripling utility bills, gas bills and grocery bills.

They claim immigration reform is about “protecting innocent children”…when the real objective is to create 12 million new low-wage employees in the labor force…depress middle class wages for generations to come…create 12 million future Democratic voters…and assign all of them lawyers at the expense of middle class taxpayers, to enrich the Bar Association, the biggest donor to the Democrat Party.

They claim higher taxes are to “create equality”… when the real objective is income redistribution and starving the biggest donors to conservative causes and candidates- small business and the middle class.

They claim higher education spending is “for the kids,” …when the real objective is enriching teachers unions so they can funnel hundreds of millions back to Democrat politicians.

They claim bailing out GM was to “save jobs”…when the real goal was saving bloated pensions for auto union members, whose unions kicked back hundreds of millions to Democrat politicians.

The Fed claims quantitative easing is “to save the economy”…when the real goal was making crony capitalist Warren Buffett $12.7 billion richer last year, while the children and unborn grandchildren of middle class taxpayers owe back $17 trillion in debt used to fund a fixed craps game on Wall Street.

It’s always about lying to cover-up the real agenda of murdering the middle class; redistributing wealth; making it impossible for small business to compete with big business; rewarding lobbyists, lawyers and crony capitalists; keeping politicians in office for life; and putting big government in control of our every move.

But the biggest lie of all is when politicians like Obama claim, “It’s all okay. Things are getting better. We’re in a recovery. Look away, there’s nothing to see here.”

It’s not okay. This author was just notified by his health insurance company that my family’s policy has been cancelled. When Obama was elected my bill was $500 per month. Today it’s $1700 per month. But now my family will have no insurance at all, because of Obamacare. Tens of millions of middle class Americans will soon receive the same notice. This is no mistake. This was premeditated fraud upon the middle class.

My grocery bills have skyrocketed. How about yours? My electric bills are at all-time highs. Gas prices have doubled since Obama became president. How can middle class people survive, without becoming dependent on government? Ah, that’s the point.

All this while the economy is in crisis and collapse. The GDP for the first quarter was NEGATIVE 2.9%, one of the worst showings in history, six years after Obama’s trillion dollar stimulus promised to “save” the economy. That stimulus went to Obama’s voters (the poor) and Obama’s donors (the super rich). But the bill (in the form of debt) goes to the middle class for decades to come.

No, things are not alright. Here are just a few of the facts from my new book, “The Murder of the Middle Class:”

China is set to pass America as the world’s #1 economy based on consumer spending. THIS YEAR. It will be the first time since 1872 that America has not been the #1 economy in the world.

http://www.dailymail.co.uk/news/article-2616806/American-dollar-hits-wall-China-prepares-leap-place-worlds-largest-economy-end-year.html

For the first time in history America’s middle class isn’t #1 in the world. Canada’s middle class has passed us.

http://www.nytimes.com/2014/04/23/upshot/the-american-middle-class-is-no-longer-the-worlds-richest.html?hp&_r=1

For the first time in American history more businesses are closing each day than starting up.

http://www.washingtonpost.com/blogs/wonkblog/wp/2014/05/05/u-s-businesses-are-being-destroyed-faster-than-theyre-being-created/?hpid=z5

There are now 70% more Americans collecting entitlement checks than working in the private sector (148 million “takers” vs. 86 million “makers”)… a fact provided by the U.S. Census Bureau.

http://www.cnsnews.com/commentary/terence-p-jeffrey/86m-full-time-private-sector-workers-sustain-148m-benefit-takers

The average full-time male employee now earns less (adjusted for inflation) than 40 years ago.

http://cnsnews.com/news/article/terence-p-jeffrey/men-who-work-full-time-earn-less-40-years-ago

20% of U.S. families don’t have a single member who is employed:

http://endoftheamericandream.com/archives/the-real-unemployment-rate-in-20-of-american-families-everyone-is-unemployed

Record numbers of Americans are not in the workforce (over 92 million):

http://www.cnsnews.com/news/article/ali-meyer/record-number-americans-not-labor-force-june

The number of working age Americans without a job has increased by about 10 million in Obama’s first 5 years as President. That means each and every year of Obama’s Presidency, 2 million more Americans disappeared from the workforce.

http://www.zerohedge.com/news/2014-01-13/number-working-age-americans-without-job-has-risen-almost-10-million-under-obama

America’s 2nd largest employer is a Temp Agency.

http://washingtonexaminer.com/recovery-woes-americas-second-largest-employer-is-a-temp-agency/article/2532778

70% of Americans believe we are still in the middle of the economic crisis, or that the worst is yet to come. And, they are correct.

http://www.zerohedge.com/news/2014-06-04/7-10-americans-believe-crisis-not-over-or-worst-yet-come-52-cant-afford-their-homes

There is no doubt the great American middle class is being murdered. I’ve spent the last year writing the “Murder of the Middle Class” to give all Americans the information, tools and courage to save the middle class and the American Dream. This fight is just getting started. Get informed and join the battle. God Bless America.

Staff at Muslim primary school ‘caught on camera describing how clapping hands is Satanic and that gay people should be stoned to death’

school

Daily Mail: Teachers at a Muslim faith primary have allegedly referred to clapping hand as “Satanic” – and had discussions about whether music in school might be un-Islamic.

Footage was obtained for a Channel 4 documentary at The Olive School – a Muslim faith primary for 600 pupils in Blackburn, run by the Tauheedul Islam Faith, Education and Community Trust.

It is also claimed that the footage shows staff talking about how ties could be turned into snakes and that gay people should be stoned to death. The Trust has labeled the discussions as “staff room gossip”.

Channel 4 did not say what footage from the school would be aired. Officials at the Trust contacted the Department of Education after learning of the allegations, reported the Blackburn Citizen.

The Trust invited inspectors to visit the school, and the DfE ordered an emergency “no notice” Ofsted inspection last week. The Trust later insisted that this inspection went “very well”.

The Trust also confirmed that Dispatches had filmed undercover at the school and promised to act if anything on the film “is shown to undermine our progressive vision, ethos and approach”.

A Tauheedul governor said: “The Trust’s schools provide a first class education for young people in modern-day Britain. We need to look at what these schools have achieved for their pupils.”

Blackburn MP Jack Straw said: “I reserve final judgment until I see the programme. From what I know the allegations are groundless.”

He told the Blackburn Citizen: “I am sure Channel Four has recordings of what has been said. This appears to be what individuals have expressed in the course of conversations in the staffroom.”

Meanwhile, a Muslim father has revealed he warned the Prime Minister’s office of worrying Islamist practices at one of the scandal-hit “Trojan Horse” schools – but got no reply.

The Mail on Sunday has learned that David Cameron’s office received an email in February from Mohammed Zabar, whose ten-year-old daughter attends Oldknow Academy.

Oldknow is one of the schools investigated in connection with an alleged fundamentalist plot to take over Birmingham Schools. Mr. Zabar warned the government that he believed the school over-emphasised Islamic teaching at the expense of other faiths. He said the school closed for a Muslim festival but had no Christmas celebrations.

Downing Street did not respond to Mr. Zabar’s email. Instead he was advised by the Education Funding Agency to “contact Oldknow Academy directly and make a complaint”. Mr. Zabar had already met the school principal, whom he says did not deal with his concerns.

News of the Trojan Horse plot broke in March and Mr. Cameron spoke about it for the first time in April after claims that non-Muslim members of staff were being isolated, male and female pupils were segregated and assemblies were used to promote the teachings of Al Qaeda.

The Prime Minister promised to take “swift action” to ensure schools could not be used to spread the ideology of terrorists, and an investigation into schools in Birmingham started.

One report later uncovered allegations that pupils as young as six at Oldknow were taught to treat Western women as “white prostitutes”.  And there were claims that extremists pushed out the head teacher because she opposed the “Islamisation” of the school. Mr. Zabar believes the government should have acted on his guidance much earlier.

He said: “I was angry and frustrated that my concerns had been so easily dismissed. When the Trojan Horse scandal broke I wrote to them again saying perhaps they might want to reassess my information in light of recent evidence. I never had a reply to that one. It was distressing and disappointing to have my concerns ignored.”

Peter Clarke, former national head of counter-terrorism at the Metropolitan Police, was appointed in April to investigate the Trojan Horse plot to hijack the schools by Islamic extremists.

His report is due to be handed in to the government imminently. Last night shadow education secretary Tristram Hunt accused Mr. Cameron of “shocking complacency”. He said: “The government was warned about the problems in Birmingham’s schools as long ago as 2010. Now it is revealed that warnings by parents were being fobbed off by No 10.”

A DfE spokesman said: “We were already investigating Oldknow by the time this letter (Mr. Zabar’s) was sent.

DCG

Student: I was expelled from Oklahoma school for marrying another woman

Christian Minard (r) married Kadyn Parks on March 17, 2014.

Christian Minard (r) married Kadyn Parks on March 17, 2014.

CNN: First there was friendship. Then there was romance. After that there was marriage.

And now, at what would have been a few weeks from her senior year in college, Christian Minard finds herself expelled from school — because the person she married is another woman.

In a letter from earlier this month that Minard shared with CNN, an administrator at Southwestern Christian University noted that he’d been told of Minard’s same-sex homosexual marriage and saw pictures of it posted to Facebook.

Such a union is in apparent conflict with the “lifestyle covenant” of the university “that all students must agree and sign,” he added.

“As an American and a Christian, I do respect your choice,” the administrator wrote. “(But) I have to uphold the Lifestyle Covenant at SCU and confront you with our position. “Due to this recent event, you will not be able to attend SCU in the future.”

When asked to confirm that the school — which describes itself as part of the “International Pentecostal Holiness” denomination — sent the letter and to elaborate on the decision, the school’s provost, Connie Sjoberg, said only that federal law “prohibits us from confirming if an individual is or has been a student at our institution.”

Sjoberg added, “We therefore cannot comment on your specific request.”

Did Minard sign the school’s morality covenant? Yes, she concedes. But she still thinks her expulsion is unfair. Plenty of other students violate the contract in one way or another without being expelled, she says. Minard thinks she is singled out because she’s a lesbian.

In addition to the emotional sting, the 22-year-old says she is now stuck personally — not knowing what to do, or where to go next.

“I’m trying to figure out how and where I can graduate,” she told CNN, noting that she’ll have to start paying off her loans at the end of next year unless things change. “… It’s going to be hard to get into classes that may be full, because they gave me very little notice before the fall semester starts.”

Located in the metropolitan Oklahoma City community of Bethany, Southwestern Christian University’s website states the school’s three core values are scholarship, service and spirit. The latter value includes “building a Christ-centered community,” “honoring our Pentecostal Holiness heritage” and “respecting diversity and various Christian backgrounds.”

Minard came to the school on scholarship for basketball, though her playing career was cut short after doctors told her — after she’d suffered multiple concussions — that she should avoid sports with physical contact.

“I stayed on without a scholarship,” Minard said, “because I was so invested in the university and knew that some credits wouldn’t transfer to other schools.”

Meanwhile, her life was changing in other ways as well. About 3½ years ago, she met her future spouse, Kadyn Park. They started out as friends, and romance blossomed over time. “We eventually fell in love and decided to get married,” Minard said.

The couple wed March 17 in Albuquerque, New Mexico — a state where same-sex homosexual marriage is legal.

She had planned to become a strength and conditioning coach. “Once I graduated,” Minard said, “I was willing to go wherever life took me.” Her educational and professional path, though, is now far from clear.

Yet Minard feels that she’s in the right place in her own spiritual journey. Having grown up in the Lutheran Church, Minard notes that she “at first … struggled” with the idea that her faith was at odds with her sexuality.

“I had questions, but I worked through those questions,” she said. “And now I have a strong faith in God. And I believe you can still have faith in God and live a gay lifestyle.”

DCG

University editorial board: students ‘don’t need’ to study America’s founding documents

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Campus Reform: The student editorial board of University of South Carolina’s (USC) Daily Gamecock argued this week that “[w]hile knowledge of our country’s founding documents is undoubtedly a good thing to have [. . .] most students don’t need it.”

The South Carolina legislature recently began pressuring USC over an old law that requires universities to teach the provisions and principles of the Constitution, Declaration of Independence, and Federalist Papers, as well as “the study of and devotion to American institutions and ideals.”

The editorial board argues that “[s]tudents who are pursuing a field outside political science or journalism won’t necessarily need to know about these documents to the extent that the class would be aiming to teach them” and that the class “could hurt a studen’ts GPA when it isn’t even that central to their degree.”

Authors of the editorial, published in The Daily Gamecock seem most concerned about financial consequences amid rising tuition. “If the state is going to require that something be done, it’s only fair that they give us the funding for it,” the editorial says.

“Telling USC that we have to add on another class, with all the including expenses, without giving us any money to do so is like telling someone who never learned how to swim that they have to cross Lake Murray or face retribution,” the editorial board wrote. “It’s borderline ridiculous to make something required by law and not provide the funds to do so, thereby forcing us to drain our own resources.”

A pair of South Carolina schools already have such provisions. Legislators cut funds from the College of Charleston and University of South Carolina-Upstate after they became aware of mandatory pro-LGBT readings. That funding was later reallocated to fulfill the law regarding the teaching of the Constitution.

According to the editorial, USC President Harris Pastides recently came under fire for calling the law “archaic,” and Vice Provost Helen Doerpinghaus said that USC follows the spirit of the law by handing out pocket constitutions on Constitution Day.

The editorial board says that students have been learning about the Constitution “since we were in the first grade,” and argue that the class should be an elective “so that people who don’t need it or have already taken a similar class don’t need to be saddled with it.”

“The truth is, if a Schoolhouse Rock song can cover a subject, it isn’t necessary in a college curriculum,” the board wrote.

TV already taught you everything you need to know about history, apparently...

TV already taught you everything you need to know about history, apparently…

funny9We have youth of today who post pictures of #clouds and #smoke when in fact it was the aftermath of the Space Shuttle Challenger disaster. Considering the company blamed the mistake on the fact that “the worker was unaware of the tragedy” and was “born after the tragedy”, I don’t have much faith that many youth of today will retain a lot of knowledge about our founding documents (if they even learn about all of them, comprehensively), because you know, like #ithappenedbeforeiwasborn and #whatever. They have more important things to do, like you know, take a #selfie everytime they see their reflection in a mirror. You know…#me!

DCG