Source: http://marialeroux1.clicforum.fr/t109-PREPARER-LA-SOCIETE-DU-FUTUR-PARTIE-2-P-1.htm?start=480
Timestamp: 2017-01-24 23:23:07+00:00
Document Index: 192337525

Matched Legal Cases: ["l'article 12", "l'article 13", "l'article 9", 'art. 17', 'art. 2', "l'article 6", 'art. 18']

mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Ven 23 Oct - 03:50 (2015) Sujet du message: INTERVENTION DE S.EXC. MGR SGRECCIA, VICE PRÉSIDENT DE L'ACADÉMIE PONTIFICALE POUR LA VIE, À PROPOS DE LA RÉSOLUTION DU PARLEMENT EUROPÉEN SUR "LA SANTÉ ET LES DROITS SEXUELS ET GÉNÉSIQUES"
INTERVENTION DE S.EXC. MGR SGRECCIA, VICE PRÉSIDENT DE L'ACADÉMIE PONTIFICALE POUR LA VIE, À PROPOS DE LA RÉSOLUTION DU PARLEMENT EUROPÉEN SUR "LA SANTÉ ET LES DROITS SEXUELS ET GÉNÉSIQUES" La création du Parlement européen : "On l'appelle également couramment le traité de Rome". Donc, tout ce qui prend place vient de Rome, du Vatican, et ce même si on tente d'apaiser les esprits, mais l'important, pour eux, c'est que leur message soit compris par ceux en poste et en charge des différents paliers gouvernementaux. Un document emblématique à tendance radicale et amorale La Résolution du Parlement européen "sur la santé et les droits sexuels et génésiques", approuvée le 3 juillet 2002 avec 280 votes pour, 240 contre et 28 abstentions, a déjà suscité des réactions à chaud dans la presse à travers des commentaires différents et parfois trop hâtifs. Certains ont parlé d'"assemblée divisée en deux". En effet, si en vertu d'un écart non négligeable des voix, a prévalu l'adoption du texte parlementaire, on enregistre toutefois une expression consistante, et il semblerait même accrue, de voix contraires, qu'il faut vivement encourager en vue d'une utilisation adéquate du texte dans les politiques qui en découlent. Le texte était issu du Comité pour l'élimination de la discrimination à l'égard des femmes qui agit au sein du même Parlement. Cette provenance caractérise de façon revendicative et unilatérale le texte lui-même qui, dans le débat final, n'a reçu que peu de modifications, de surcroît peu significatives. La première remarque concerne la nature juridique du texte approuvé. Certains commentateurs de la radio et de la presse ont déjà observé qu'il ne s'agit pas d'un texte ayant un caractère obligatoire pour les Parlements nationaux et cela est désormais acquis; toutefois, nous considérons qu'une Résolution du Parlement européen n'est pas un simple message qui exprime la conviction d'un groupe, mais qu'il représente un fait culturel et politique sérieux; en effet, celui-ci provient d'un Parlement élu directement par les citoyens européens et exprime une volonté de direction, n'ayant certes pas une valeur d'obligation, ni, souhaitons-le, irréformable, mais qui a une valeur d'orientation. C'est pourquoi, un tel document, en vertu de la source dont il provient, doit susciter l'inquiétude, en particulier lorsqu'on en considère les contenus. Les contenus ne sont pas seulement à caractère technique, ni d'ordre économique et financier, ni même seulement politiques; ils sont également et je dirais même surtout, d'ordre moral car ce Document entend favoriser, et entend voir mis en oeuvre des comportements qui concernent l'éthique personnelle, la famille, la survie même et le droit à la vie des nouveau-nés. Lorsque nous parlons d'éthique, nous ne voulons pas en limiter la signification à la morale catholique et religieuse - qui a aussi le droit d'être respectée dans une véritable démocratie - mais nous parlons d'éthique naturelle, d'éthique "tout court" [ndlr: en français dans le texte]. Sous prétexte d'uniformiser les lois nationales, on risque d'imposer une éthique conforme au radicalisme politique et au nihilisme éthique soutenus par la majorité qui prévaut actuellement. Mais l'Etat éthique semblait désormais dépassé et sa réapparition devrait inquiéter les véritables démocrates de toute l'Europe. A juste titre, au sein de certains Etats qui conservent dans leurs lois une fidélité aux valeurs offensées par cette Résolution, se sont élevées des voix mettant en doute l'opportunité d'adhérer de façon définitive à une Europe qui menace d'imposer "sa" conception morale de la vie et des relations entre les hommes et les femmes. Il n'en demeure pas moins, et personne ne peut l'ignorer, que ce texte ne considère absolument pas le droit à la vie et exalte de façon unilatérale, et même exclusivement, le droit de la femme à avorter sans limites de loi. Si mes souvenirs sont bons, pas même dans les lois sur l'avortement approuvés dans les divers Etats, le caractère insignifiant des droits du nouveau-né n'avait atteint un tel nihilisme. En effet, le droit de la femme à porter à terme la grossesse, ne s'appuie que sur la volonté de la femme elle-même. Le texte de la Résolution, à l'article 12, "recommande, pour protéger la santé et les droits génésiques des femmes, que l'avortement soit légalisé, sûr et accessible à tous". Et l'article 13 ajoute: "[le parlement européen] appelle les gouvernements des Etats-membres et des pays candidats à l'adhésion à s'abstenir dans tous les cas de poursuivre en justice des femmes qui se seraient fait avorter illégalement". On demande donc la dépénalisation totale de toute illégalité en matière d'avortement: cela veut dire que l'avortement doit être légal, ou tout au moins dépénalisé, quelle que soit le moment de la grossesse auquel il est effectué et le motif eugénique ou social pour lequel il est accompli, clandestinement ou pas. Et ce en excluant totalement les droits du père. Face à ces affirmations, les invitations contenues dans les articles précédents sont vidées de tout leur contenu, même si, dans un contexte de droit à la vie du nouveau-né, elles auraient eu un certain poids, comme l'article 9, où il est recommandé de "mettre en oeuvre une politique sanitaire et sociale permettant une inflexion du recours à l'avortement", et les énoncés des articles 10 et 11 relatifs à la nécessité de l'information et d'une consultation. Toutes ces précautions atténuent à peine les affirmations draconiennes des articles 12 et 13 que nous venons de présenter. En ce qui concerne ce que l'on appelle la "santé génésique et sexuelle" et l'éducation des adolescents, nous nous trouvons également face à certaines affirmations positives sur la nécessité d'une éducation sexuelle devant être proposée de façon différenciée, selon l'âge et la sensibilité sexuelle des garçons et des filles, et sur le caractère "holistique et positif, prenant en considération les aspects psychosociaux et biomédicaux de la question et se fondant sur le respect mutuel et le sens des responsabilités" (art. 17). Toutefois, ces affirmations se placent dans le cadre d'une politique d'orientation générale selon laquelle les gouvernements doivent s'engager à favoriser "une information globale quant aux méthodes effectives et responsables de régulation des naissances, en garantissant un accès égal pour tous à toutes les formes de moyens contraceptifs de qualité et aux méthodes de connaissance de la fécondité" (art. 2). Il n'existe aucune réserve, ni médicale, ni morale, ni d'âge, sur l'accès à ces méthodes, qui sont dites "de qualité". Le jugement sur l'accès indiscriminé à ces moyens est aggravé par l'article 6, qui demande aux gouvernements de promouvoir la contraception d'urgence, en faisant en sorte que ces médicaments soient vendus sans prescription, et à des prix abordables, à titre de pratique standard dans le cadre de l'assistance sanitaire, sexuelle et génésique. On sait que, si l'on veut être objectifs et sincères, la soi-disant "contraception d'urgence" est par nature abortive, car son mécanisme d'action implique, entre autre effet, qu'en cas de fécondation de l'ovule, l'embryon qui vient d'être conçu est expulsé du fait de l'impossibilité de s'implanter dans la paroi utérine. Il est paradoxal que cette pillule soit appelée "médicale", sans doute est-ce du fait de la nécessité de la vendre en pharmacie. L'article 7 a un goût de provocation, lorsqu'il invoque l'égalité des femmes et des hommes en ce qui concerne la nécessité d'"encourager la recherche scientifique dans le domaine de la contraception destinée aux hommes", alors que la participation des hommes n'est pas prise en compte lorsqu'il s'agit de la décision d'avorter! La méthode de promotion de la contraception est également alarmante. La Directive "invite les gouvernements des Etats membres [...] à recourir à diverses méthodes pour s'adresser aux jeunes: enseignement formel et informel, campagnes de publicité, vente subventionnée de préservatifs, ligne d'assistance téléphonique confidentielle..." (art. 18). On se demande comment on peut maintenir dans ces conditions la gradualité et le respect des diverses sensibilités, le caractère holistique et positif, etc. dont il est question dans les articles 16 et 17! On comprend bien que certains articles ont été rédigés pour répondre à certaines demandes et d'autres pour éliminer toute limite et tout rappel aux valeurs. Nous nous dispenserons ici d'analyser les formules de "santé génésique" (qui comporte le droit à l'avortement) et de droit "sexuel et génésique", qui ne font aucune différence de terminologie entre la procréation humaine et la reproduction animale. Tout cela en l'absence de concepts et de termes tels que le droit à la vie du nouveau-né, la paternité et la maternité et le concept d'enfant qui est propre à l'individu humain conçu. Certes, il n'est pas toujours nécessaire de rappeler ce que dit l'Eglise dans "Humanae vitae" en ce qui concerne la contraception, qui demeure une offense à la dignité du mariage et des époux, et nous ne nous arrêterons pas pour rappeler les nombreux documents, parmi lesquels l'Encyclique "Evangelium vitae", relatifs à l'avortement, qui demeure un "délit" et ne pourra jamais s'ériger en "droit" et cela vaut non seulement pour les croyants, mais également pour toute conscience éclairée par la juste raison. Il nous semble pouvoir conclure que ce document sera cité à l'avenir comme étant emblématique d'une tendance radicale et amorale de certains secteurs d'une Europe qui vieillit dans sa composition démographique et dans ses contenus civils. S.Exc. Mgr Elio SGRECCIA Evêque titulaire de Zama mineur Vice-Président de l'Académie pontificale pour la Viehttp://www.vatican.va/roman_curia/pontifical_academies/acdlife/documents/rc… Revenir en haut
Posté le: Ven 23 Oct - 03:50 (2015) Sujet du message: Publicité
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Sam 24 Oct - 04:41 (2015) Sujet du message: NATIONWIDE EPIDEMIC' OF MUSLIM INDOCTRINATION HAPPENING IN AMERICAN SCHOOLS
NATIONWIDE EPIDEMIC' OF MUSLIM INDOCTRINATION HAPPENING IN AMERICAN SCHOOLS October 22, 2015 1:37 pm·Mr Americana, Overpasses News Desk October 22nd, 2015 Overpasses For America VIA CHRISTIAN POST The American Center for Law and Justice has claimed that Islamic indoctrination is growing into a “nationwide epidemic,” based on several cases of public school students allegedly being taught Islamic ideology.The conservative law group said that as many as 7,000 Tennessee residents have called to complain about students being require to learn the Five Pillars of Islam. “For the last several years, parents from across the country have contacted the ACLJ — from California to Maine — concerned about the teaching of Islam in their local schools. It seems that many schools may be going well beyond simply teaching about a religion. From disparate treatment of religions, to distortion of truth, the teaching of Islam seems entrenched with problems,” the ACLJ wrote in a statement shared with The Christian Post on Thursday. According to the law group, students in Tennessee and Georgia have been told to recite an Islamic conversion creed, while in one Nashville middle school students were reportedly told to write “Allah is the only God,” the Daily Caller reported in September. The ACLJ said that teachings about Christianity or Judaism were skipped entirely at such schools, making the cases “indoctrination.” “Almost 7,000 Tennessee citizens have contacted us expressing their opposition to this egregious practice. It is our goal to make sure that any unconstitutional actions by the school districts, pertaining to Islamic indoctrination, cease,” the law group added. Some pastors in Tennessee have also spoken out on the issue, and even encouraged Christian parents to tell their children to “take an F” in such classes in order to protest against “brainwashing.” “We have a number of our families at our church that are really upset and up and arms over all of this new Islamic indoctrination in our public school system,” said Pastor Greg Locke of Global Vision Bible Church in Mt. Juliet. “That is nothing more than absolute brainwashing of religion and we’re not going to stand for it.” Wilson County Schools Director Donna Wright attempted to shoot down such claims, however, and said that outside observers are misinformed as to what is taught in classrooms. “No one in any Wilson County School is teaching any indoctrination of Islam or of any world religion for that matter,” Wright stated. “To imply or state otherwise shows a lack of knowledge about the standards used in our schools.” The ACLJ insisted that such manner of teaching about Islam in public schools is unconstitutional, however, and said that it is preparing to send letters to schools about the issue. “Incredibly, as Islam continues to be taught in schools around the nation, students are being denied the right to establish Bible Clubs on campus, bring their Bibles to school, and speak about Christianity. Simply put, schools may not promote Islam while silencing Christianity,” the law group argued.http://overpassesforamerica.com/?p=18419 Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Dim 25 Oct - 04:39 (2015) Sujet du message: WHITE COUNTY CITIZENS DECRY TEXTBOOK
WHITE COUNTY CITIZENS DECRY TEXTBOOK 21 Oct 2015 Written by Tracey Hackett Published in News A full house of concerned citizens, above, packed Sparta’s Christian Life Assembly church last night to hear a presentation featuring Usama Dakdok, an Egyptian-born Christian who offered contrasting views of Islam presented in a seventh grade textbook with verses from the Qur’an. His slide show, titled Tennessee’s Textbook Tragedy, right, drew enthusiastic applause from members of the audience. Photo submitted SPARTA — “Not in our schools.” That was the resounding message from more than 300 concerned citizens last night who attended a town hall meeting in White County in reference to a seventh grade social studies book that, they say, promotes the Islamic faith. The book in question is Pearson’s “My World History and Geography: The Middle Ages to the Exploration of the Americas,” and it is one of several seventh grade social studies textbooks that reportedly have been approved by the Tennessee Department of Education. The concerned citizens — who’ve collectively formed the Citizens Against Islamic Indoctrination group — want it out of the schools, are petitioning for the removal of the entire White County School Board who approved the curriculum and are being legally represented by the law office of James R. Omer as they attempt to file suit against the White County Board of Education. It was a packed house at the Christian Life Assembly church on North Spring Street in Sparta last night, featuring a presentation by Usama Dakdok, an Egyptian-born Christian who immigrated to the U.S. several years ago, and an introduction from Nashville media personality Steve Gill. During his introduction of Dakdok, Gill asked the audience, “Why do you think Islam is coming to the Bible belt? Because if they can win here, they know the rest of the way will be easy. But the right people doing the right thing will prevail.” Dakdok told the audience, who responded with enthusiastic applause, “This book is a work of fiction. It’s stupid and ridiculous, and the White County School Board calls it factual and non-biased? The entire book is a joke.” He offered a side-by-side comparison of statements made in the textbook with verses of the Qur’an that presented contrasting pictures of Islam, and he described the textbook presentation of the religion as “Islamic propaganda.” Dakdok points out that the textbook refers to the Islamic god Allah simply as God, leading readers to believe it is the same supreme being referred to in Judaism and Christianity. “But God is not Allah, and Allah is not God,” Dakdok said, referencing a verse of the Qur’an that refers to Allah as the “best deceiver” and one who “leads people astray.” Dakdok told the audience that those phrases do not describe God, but Satan. In a presentation that spanned more than two hours, he offered interpretation of other Qur’an verses that condoned lying, prostitution, spousal abuse and the sexual abuse of children, as well as the execution of infidels. “This is not a loving and peaceful religion, as this textbook would have us believe,” he said. One of the teachings of the textbook concerns five pilars of Islam, but Dakdok told the audience there are actually seven. “The sixth is Al Daawah, which is the sharing of Islam with others and which is exactly what this textbook is doing. And the seventh is Al Jihad, the fighting for Allah. Approximately 80 percent of Islamic immigrants to this country are young men in their 20s. How stupid are we?” Dakdok demanded incredulously. Near the end of his presentation, he provided an example of Islamic indoctrination from the textbook in the form of a question that referred to a verse of the Qur’an and describes the book as “without flaws,” a statement all of the Christian audience found exceedingly insulting and to which it responded with hisses and boos. Also represented at the meeting was Tennessee Pastors Network and its president and CEO Dale Walker. He, as well as parents and organizers of the citizens action group, said they preferred their children’s religious instruction to be presented in homes and churches, not in public schools, especially when they say the cultural influence of other world religions, including Christianity, is virtually omitted from the textbook. Attempts by the Herald-Citizen to contact White County Director of Schools Sandra Crouch were unsuccessful as of press time, and no other school board representative could be reached in reference to the issue. Representatives, however, have previously defended their decision to use the textbook, reportedly saying that teachers focus on teaching Islam only in preparation for information included on standardized tests. Although Putnam County’s school system does not use the textbook, organizers at last night’s meeting said that a similar townhall meeting is scheduled for 7 p.m. on Wednesday, Nov. 4, at Algood’s Trinity Assembly.http://herald-citizen.com/newsx/item/10816-white-county-citizens-decry-textbook Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Lun 2 Nov - 18:39 (2015) Sujet du message: CANADA : MUSLIMS WANT PERMANENT PRAYER ROOMS IN HIGH SCHOOLS
CANADA : MUSLIMS WANT PERMANENT PRAYER ROOMS IN HIGH SCHOOLSBy Michael Aubry, Ottawa Sun First posted: Saturday, September 22, 2012 03:36 PM EDT | Updated: Saturday, September 22, 2012 03:50 PM EDT Ana Paula Fernandes stands in what will soon become a Muslim prayer room at the Catholic school in London. DEREK RUTTAN/QMI Agency Related Stories Religious accommodation leads to discrimination in Ontario schoolsBroten approves of Muslim prayer rooms in Catholic high schoolMuslim prayer room opens in Catholic high school Canada's first Muslim-Catholic school? Related Videos Muslim prayer room in Catholic school given the OK Liberals okay Muslim prayer rooms in Catholic schools OTTAWA - While Ottawa high schools profess to offer prayer rooms for Muslim students, an Islamic leader says they don’t have a permanent space and are often relegated to small classrooms, if they can get space at all. Washim Ahmed is the Islamic director of Carleton University’s Muslim Students’ Association and he leads a prayer service at more than half a dozen public high schools in Ottawa on Fridays. But he said none of the schools have permanent prayer rooms, and they’re often shuffled between classrooms or the gym, depending on what’s available. Sometimes, he said there simply isn’t a room they can use. “That’s highly problematic because (students) don’t have any security knowing whether they’re getting the rooms or not,” Ahmed said. “If there’s a room available, they’ll get it, otherwise they don’t.” A school in London, Ont., opened their first permanent prayer room earlier this week. But the Ottawa-Carleton District School Board said they always offer a multi-faith prayer room when students ask for one. There’s a demand for rooms at around 60% to 70% of their schools. “They are only accessible during non-instruction time and are supervised by staff,” said Walter Piovesan, the board’s associate director of education. He added none of the schools have permanent prayer rooms. “While there may be no dedicated room, there is a duty to accommodate under the Ontario Charter of Human Rights,” he said. But Ahmed argued the system is often disorganized, and Muslim students have to make arrangements each week to reserve a room. “It’s happened in a couple of schools where I went to lead the prayer and I couldn’t find a prayer spot,” he said. “It’s not organized, it’s just random.” The Catholic board said they offer quiet prayer space for any group upon request. Muslims are obligated to say five prayers per day at very specific times, culminating in the most important prayer, the Jumu’ah, on Friday shortly after noon. Carleton student Maged Arab, 23, said without a permanent prayer room, Muslims have to either find a quiet place at school or else cram in all five of their daily prayers into their evenings. “Thankfully, if there’s no prayer room, you’re excused and you can catch up on all the prayers when you get home from school,” he said. But Abdulaziz Dahir, 27, went to Sir Robert Borden High School and was thankful to be able to take part in the Friday prayer in one of the school’s English classes. “Looking back now, we would have wanted more time to pray at school but back then we were just happy to have a room at all,” he said. He added he understands it’s tough to find space for a permanent prayer room. Ahmed wants to see more co-operation between religious groups and school boards to help fund permanent multi-faith prayer rooms in Ottawa schools. Public high schools offering Friday prayer: Hillcrest High School: 30 to 40 students Richmond Hill High School: 15 to 20 students Bell high School: 100 to 150 students John McCrae High School: 30 to 40 students Sir Robert Borden High School: N/A michael.aubry@sunmedia.ca Twitter: @ottawasunmaubryhttp://www.torontosun.com/2012/09/22/muslims-want-permanent-prayer-rooms-in-high-schools Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mer 4 Nov - 03:25 (2015) Sujet du message: FRANCE : IUT SAINT-DENIS : TAPIS DE PRIERE, MENACES EN ARABE, VENTE DE HALLAL, L'ETAT LAISSE FAIRE
FRANCE : IUT SAINT-DENIS : TAPIS DE PRIERE, MENACES EN ARABE, VENTE DE HALLAL, L'ETAT LAISSE FAIRE De Mike Borowski, Rédacteur en Chef de La Gauche M’a Tuer	. Société 22 février 2015	Mike Borowski Rédacteur en Chef de La Gauche M’a TuerJ’ai longtemps été un responsable d’association universitaire de droite, j’ai été élu plusieurs années au sein de ma faculté d’ASSAS à Paris, j’ai fait nombre d’élections universitaires sur l’ensemble de la France, puis en tant qu’attaché parlementaire au Sénat j’ai rédigé pas mal de rapports sur l’enseignement supérieur français dont celui sur le décrochage dès la première année. Celui-ci avait été rendu à Mme Pécresse et avait permis je pense de mieux caler son bureau au sein du ministère à moins qu’il est servis de décoration ou quelque chose du genre. J’introduis ainsi ce texte afin de démontrer une certaine légitimité sur mes connaissances du monde étudiant. Je connaissais donc un peu l’université Paris 13 Villetaneuse , je savais qu’elle était vérolée par les gauchistes et les sans-papiers puisqu’un tiers de ses étudiants est en situation irrégulière. Sur près de 10 000 étudiants ça fait donc environ 3000 clandestins. Mais revenons au sujet principal qui est le système instauré dans cette université française mais qui visiblement n’a plus rien de français. Nous apprenons que « C’est un rapport accablant, qui décrit un système quasi mafieux au département «techniques de commercialisation» de l’IUT de Saint-Denis. Sur fond de montée du communautarisme et de menaces de mort à l’encontre du directeur de cet institut. » « En ligne de mire, Rachid Zouhhad, directeur du département en question depuis juin 2012, dont le comportement est qualifié de «clanique». Du côté des victimes, Samuel Mayol, directeur de l’institut, victime de menaces de mort à caractère islamique, agressé physiquement en mai dernier. C’est à la suite de cet épisode que la secrétaire d’état à l’enseignement supérieur, Geneviève Fioraso, a saisi l’Inspection générale d’une enquête administrative » «Un an après la prise de fonction de M. Zouhhad (…), plus aucune femme n’exerçait de fonction de directeurs des études (…) Elles avaient toutes été remplacées par des hommes, appartenant par ailleurs à la même organisation syndicale que M. Zouhhad (Supautonome, NDLR) et dont certains travaillaient déjà avec lui depuis dix ans», constate la mission d’inspection. » « Le directeur de département n’hésite pas à établir ses propres règles et sa propre loi. Un système de «pondération des notes en fonction de l’absentéisme des étudiants» et une «commission de conciliation et de rappel au règlement» sont ainsi créés, sans en référer à le direction de l’université. » « Des malversations financières. A peine croyable… Les informations concernant la gestion du département font état du recrutement de «23 vacataires, dont certains n’avaient ni les titres, ni les compétences pour assurer des enseignements à ce niveau» et d’«enseignants permanents en sous-service», d’«heures prévues en «trop»» ou encore «non faites et non rattrapées». «Un rapide calcule montre que rapportées en euros, cette somme représente un volume de 196.000 euros», conclut le rapport «sans qu’il soit question de «détournement de fonds» au sens strict du terme». « Une trentaine de tapis de prière dans un placard de l’association étudiante «l’Ouverture». L’association étudiante «l’Ouverture», qui dispose d’élus au conseil d’administration de Paris XIII, bénéficie d’un local au sein de l’IUT et du droit de vendre des sandwichs «hallal» dans le hall. Face aux demandes d’autres associations, le directeur de l’IUT décide de partager cette salle et demande une restitution des clés. Refus de l’association qui est alors convoquée. Convocation qui n’aura pas lieu pour cause d’alerte à la bombe. A cette occasion, le service de sécurité de l’université et les forces de police découvrent «dans une placard une trentaine de tapis de prière» « Des menaces de mort contre le directeur de l’IUT. Entre janvier et mai 2014, Samuel Mayol découvre ses pneus dégonflés ou crevés et fait l’objet «menaces de mort» sous forme de lettres «à quinze reprises, dont certaines écrites en langue arabe. Il est agressé physiquement le 21 mai dans le 9e arrondissement parisien. » « Le rapport ajoute qu’à la mi-décembre, Samuel Mayol a reçu de nouvelle menaces, sous la forme de deux livres rédigés en arabe, ornés d’une tête de mort et envoyés à son adresse personnelle. » « Des étudiants laissés pour compte. Absence régulières d’enseignants, cours annulés, certaines matières fondamentales non enseignées… » Tout le monde sait que cette université n’est pas gage de réussite et qu’elle permettait surtout à des clandestins d’être en France avec un statut d’étudiant, mais nous ne savions pas qu’elle était devenue une faculté contrôlée par les islamistes que nos gouvernants sont censés combattre. Alors bien-sûr lorsque des attentats, ou profanations ont lieus sur notre terre, nous avons la nué de dirigeant politique droits comme des « i » déclamant amour et paix entre les peuples, mais le reste du temps on laisse faire. On met en avant la politique de l’autruche, on n’a rien, ni entendu. On déclare dans les débats télévisés tous les principes laïcards, ainsi on est intransigeant devant une crèche ou un tableau du Christ, mais on permet à des djihadistes de contrôler une administration publique au vu et au su de tous. Ce deux poids deux mesures démontrent la lâcheté de nos élites mondialisées. En se voilant la face elles pensent éviter des réactions de la part des salafistes de l’établissement. Elles ne sont pas tolérantes mais prouvent leurs faiblesses renforçant ainsi la mainmise des islamistes sur un établissement public. Alors bien-sûr on peut dire que c’est Saint-Denis, que de toute façon le département du 93 est habité par essentiellement des étrangers ou des français de papiers et que ça n’a pas d’importance dans le fond. Non, car c’est un pas de plus sur l’arabisation progressive de la France. Saint-Denis là où les rois de France ont été enterrés n’est plus nationale, la Seine-Saint-Denis non plus, l’Ile-de-France est dans la même situation. Et demain la Sorbonne, les facs de Montpellier, de Toulouse, de Rennes, d’Amiens, si ce n’est déjà fait peut-être, vu la chape de plomb mise sur l’Etat socialiste ce ne serait pas surprenant. Peut-être devrions-nous nous alarmer de cette dérive ? A moins que cela soit l’objectif non-avoué de nos gouvernants ? Lien : http://etudiant.lefigaro.fr/les-news/actu/detail/article/un-rapport-accabla…http://lagauchematuer.fr/2015/02/22/universite-saint-denis-tapis-de-priere-menaces-en-arabe-vente-de-hallal-letat-laisse-faire/ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Jeu 5 Nov - 05:34 (2015) Sujet du message: COLORADO : MUSLIMS AT CU-BOULDER WANT PRAYER ROOM...INSIDE ENGINEERING CENTER
COLORADO : MUSLIMS AT CU-BOULDER WANT PRAYER ROOM...INSIDE ENGINEERING CENTER Posted on November 4, 2015 by creeping	It’s a silent invasion. It creeps. And keeps on creeping. It chokes the life out of all things non-Muslim. Less than 2% of the population are asking for a mini-mosque on campus. But, terrorism pays so be sure they’ll get it. via: Muslim students ask CU-Boulder for prayer room inside Engineering Center – Longmont Times-Call. Muslim students at the University of Colorao are calling on school leaders to create a room inside the Engineering Center that they can use for their obligatory, five-times daily prayers while they’re on campus. Currently, Muslim students say they pray under a set of stairs that lead up to the engineering school’s administrative offices and main lobby. But, they argue, praying in that very public — and often loud — space is not ideal for connecting with God. “It is a little bit uncomfortable,” said Nur Umar, a sophomore from Malaysia studying electrical engineering. “A lot of students are using those stairs to go up and down, so there are people walking by all the time. I’m getting used to noises when I pray, but I feel kind of uncomfortable with people seeing me pray.” Umar said she worries about making other students uncomfortable, too. Though it’s hard to say exactly how many Muslim students are enrolled in the College of Engineering and Applied Science, some 400 students signed a petition seeking a prayer room that they recently delivered to campus leaders. According to the results of a 2014 climate survey conducted at the request of the CU Board of Regents, roughly 1.7 percent of students and 0.6 percent of faculty surveyed on the Boulder campus identified as Muslim. Across the CU system, 2.1 percent of students and 0.5 percent of faculty surveyed identified as Muslim, with the highest number of Muslim students, 4.4 percent, attending CU Denver and the highest number of Muslim faculty members, 1.4 percent, working on the Colorado Springs campus. The creation of a prayer room could help attract and keep religious students on campus by making them feel more comfortable and welcome, said Binet Alagic, a fourth-year mechanical engineering student. “There is a lot of diversity on campus, but if they wish to keep it like that, then it’s necessary to respect and fulfill the needs of the students,” Alagic said. Prayer is one of the core tenets of Islam, which requires most adult Muslims to pray five times a day: before sunrise, midday, before sunset, after sunset and at night. Many engineering students spend the majority of their day at the Engineering Center, the hulking gray maze of classrooms, study spaces and offices near the corner of Colorado Avenue and Regent Drive. But for Muslim students, balancing schoolwork with the obligations of their faith can prove challenging. Depending on their courseload and other commitments, students can end up praying two to four times a day in the Engineering Center stairwell. Though some students pray at the Islamic Center of Boulder at 5495 Baseline Road, without a car, it’s a 20- to 30-minute bus ride each way, said Usama Anwar, who’s working toward a doctorate in electrical engineering. “It’s not feasible, if you’re taking classes, to go over there three times a day,” said Anwar, who came to CU from Pakistan. “I maybe get over there once a week.” Other students pray in the Muslim Student Association office inside the University Memorial Center, but if students are rushing between classes or work, that’s not ideal, either. Anwar pointed out that during the winter months, the area under the stairs in the Engineering Center gets a cold rush of air each time students or faculty members open the double doors leading into the building. He said he wants the prayer room to be open to everyone. “We’re open to having a prayer room for Christians, Jews, anyone who wants to pray,” Anwar said. Campus officials say that if a room is eventually designated in the Engineering Center, it couldn’t be a “prayer room,” per se, but rather, a room for quiet activities and reflection. “What’s being looked at now is what can we do that’s within the law,” said Bronson Hilliard, a campus spokesman. “What we have to balance is the legal requirement of religious accommodation with the establishment clause of the First Amendment. All universities are in the same place, basically, that you can’t restrict people’s practice of their religion. But you also can’t go too far in using public facilities to accommodate it.” Hilliard said officials in the engineering college and the student affairs division are looking for a room that could be suitable for “any kind of quiet, reflective activity,” including prayer. He said the room can’t be labeled a prayer room or have any permanent faith symbol affixed to it. Hilliard said he didn’t know whether there were other, similar rooms in existence elsewhere on campus already. Though planners had designed a meditation room for the Center for Community, it never actually was used that way once crews completed work on the building, Hilliard said. https://creepingsharia.wordpress.com/2015/11/04/colorado-muslims-at-cu-boulder-want-prayer-room-inside-engineering-center/ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Ven 6 Nov - 06:15 (2015) Sujet du message: FEDS WANT YOUR DAUGHTERS TO SHOWER WITH NAKED BOYS
FEDS WANT YOUR DAUGHTERS TO SHOWER WITH NAKED BOYS VIDEO : https://www.youtube.com/watch?v=_2AsofEqN20On Monday, the federal government declared itself fit for the madhouse by mandating that a Chicago high school allow a full biological male into the girls’ locker room for all purposes, including nudity. This biological male, the feds determined, was different because he thinks he is a female.http://www.breitbart.com/big-government/http://www2.ed.gov/about/offices/list...
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Lun 9 Nov - 04:59 (2015) Sujet du message: CALIFORNIA SCHOOL DISTRICT ENFORCES SHARIA, BANS DRAWINGS OF MUHAMMAD, KEEPS ISLAMIC INDOCTRINATION
CALIFORNIA SCHOOL DISTRICT ENFORCES SHARIA, BANS DRAWINGS OF MUHAMMAD, KEEPS ISLAMIC INDOCTRINATION Posted on November 8, 2015 by creeping To not offend Muslims, students are forbidden from drawing figures that represent their own religions. Yet, they are still forced to endure Islamic indoctrination. This is the epitome of dhimmitude, intolerance and Islamophobia. Students and parents are witnessing the rise of Islam and the demise of Western civilization in real-time. via School district bans drawings of religious leaders after Acton students draw Muhammad An Acton school district superintendent said Wednesday he has banned depicting religious leaders after middle school students drew images on a history worksheet of Muhammad, which is forbidden in Islam. Following a parent’s complaint and media inquiries, Acton-Agua Dulce Unified School District Superintendent Brent Woodard told a reporter Tuesday he would consult with an expert on Islam to determine whether a vocabulary handout given to a 7th-grade history class at High Desert School in Acton was offensive. The worksheet, Vocabulary Pictures: The Rise of Islam, listed words such as Quran, Mecca, Bedouins and Muhammad with spaces for students to draw pictures or images related to those words. “I have directed all staff to permanently suspend the practice of drawing or depiction of any religious leader,” Woodard said Wednesday afternoon in a text message. “I am certain this teacher did not intend to offend anyone and in fact was simply teaching respect and tolerance for all cultures.” Palmdale resident Melinda Van Stone said she was “very upset” when her 12-year-old son brought home the assignment about two weeks ago. “It’s not appropriate to have our children go to school and learn how to insult a religious group,” said Van Stone, a chiropractor who declined to state her or her son’s religion. Van Stone said the principal and district officials told her that the worksheet came from state-approved curriculum. But on Tuesday, High Desert School Principal Lynn David said the vocabulary worksheet is not a part of a textbook or other state-approved curriculum but is supplemental material. The principal, who joined the school in July, said she did not know if the teacher had created the worksheet himself or from where he had it gotten it. The boy has been sent to the office and is given an alternative assignment during class discussions on Islam, which Van Stone agreed to but now feels is unnecessary. Van Stone said David told her that she needs to write down which state standards she objects to before the boy can be back in class full time. The mother, who said her son has been sent to the office about six times, said she feels like he is being punished for her complaints.In Islam, images of prophets, whether of Muhammad, Jesus or Moses, are not allowed since people may worship these images, which is forbidden, said Muzammil Siddiqi, an Islamic scholar and chairman of the Islamic Shura Council of Southern California. [[u]A sharia court essentially][/u] “Muslims do not draw the image of the Prophet Muhammad out of respect for him,” he said. Educators “should be sensitive to this Muslim position that young Muslim students would be reluctant to do it. … If the teacher doesn’t ask anyone to do that, it would be better.” [[u]Intolerance and submission to sharia[/u]] According to Islamic tradition, Muhammad forbade the creation of the image of any human being in an effort to discourage idolatry, said Berj Boyajian, professor of Comparative Islamic Law at USC. However, in today’s practice, the sensitivity is concentrated on Muhammad, he said. [[u]Sensitivity? Muslims kill those who offend their faux sensibitilities, yet the behead others just as Muhammad did at Allah’s command[/u].] David could not say how long the worksheet had been in use or how many Muslims, if any, were in the history class of about 33 students. Only Van Stone complained about the assignment, she said. Woodard said it’s common practice for teachers to bring in creative ideas and instructional strategies that support state-approved content but are not board approved. David, he said, is in charge of all material used in the classroom to ensure it aligns with requirements. School District President Ed Porter said Tuesday there should be more sensitivity. “I think it’s something that should be caught in advance,” he said, noting the teacher of the class is “very tolerant” and inclusive. [[u]Has Porter ever heard of the First Amendment? Tolerating the intolerant is suicide. He should be fired.[/u]] A message left for the teacher at the school was not returned. It would be better for the district to stick to material that is formally approved by the state or district, Fatima Dadabhoy, a senior civil rights attorney with the Council on American-Islamic Relations-Los Angeles, said Tuesday. [CAIR has been many leaders convicted of terror crimes and deported from the U.S. The U.S. government has said CAIR is HAMAS. The FBI is banned from working with CAIR. Need we say more."> They should “use that material rather than running the risk of using inaccurate or offensive material,” she said. [[u]The should keep Islamic indoctrination out of public schools, period.[/u]] Citizens need to take a stand. We don’t live in a Muslim country. We aren’t governed by sharia. And we certainly should not be allowing terrorist organizations like CAIR to dictate what our kids can and can’t do – including drawing pictures of one of the most notorious warlords in history. Here is the man submitting your children to sharia, and others who are punishing the boy whose mother complained: Superintendent Dr. Brent Woodard bwoodard@aadusd.k12.ca.us Ext. 102 His colleagues: Citation:	The Board of Trustees represents the people of the Acton-Agua Dulce Unified School District as the elected body created to determine, establish, and uphold the educational policies of the District. In this capacity, the Board functions under the laws of the State of California but is free to plan for an educational program tailored to both the needs of the communities served. The following information is provided to assist the communities in understanding the proceedings and to participate in those proceedings.	Mark Distaso Vice President 661-269-9437 m.distaso@worldnet.att.netEd Porter President 661-992-3692 PorterEdward@msn.com Michael Fox ClerkLarry H. Layton Member laytonlaw@qnet.comMatt Ridenour Member matt@thepeoplefund.net District Staff Chief Financial Officer Dr. Steve Budhraja sbudhraja@aadusd.k12.ca.us Ext. 104 Assistant Superintendent of Charter/Director of Education/Student Services Kim Lytle mailto:klytle@aadusd.k12.ca.usklytle@aadusd.k12.ca.us Ext. 106 Please Share & Help Wake America Uphttps://creepingsharia.wordpress.com/2015/11/08/california-school-district-enforces-sharia-bans-drawings-of-muhammad-keeps-islamic-indoctrination/ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mar 10 Nov - 01:00 (2015) Sujet du message: GORDON BROWN, UN SPECIAL ENVOY FOR GLOBAL EDUCATION, ON SYRIAN REFUGEE CHILDREN
GORDON BROWN, UN SPECIAL ENVOY FOR GLOBAL EDUCATION, ON SYRIAN REFUGEE CHILDREN 10 Sep 2015 - Mr. Gordon Brown, UN Special Envoy for Global Education on ways to help Syrian refugee childrenVIDEOS : http://webtv.un.org/watch/gordon-brown-un-special-envoy-for-global-educatio…http://webtv.un.org/watch/gordon-brown-un-special-envoy-for-global-educatio… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mar 10 Nov - 02:30 (2015) Sujet du message: TEXAS COURT TO DECIDE IF GOV'T CAN REGULATE HOMESCHOOL CURRICULUM
TEXAS COURT TO DECIDE IF GOV'T CAN REGULATE HOMESCHOOL CURRICULUM By Michael Gryboski , Christian Post ReporterNovember 5, 2015|5:37 pm (Photo: Reuters/Rick Wilking)First grader Adam Kotzian (C) does a spelling drill with classmates in his classroom at Eagleview Elementary school in Thornton, Colorado, March 31, 2010.Texas' highest court will decide whether or not a devout Christian couple can homeschool their children without proving to officials that they are teaching education basics.The McIntyre family sought injunctive relief from the state supreme court over the El Paso Independent School District's demands that they release their homeschooling curriculum.Charles Baruch, attorney for the petitioners, argued Monday before the court that the McIntyres were not obligated to detail their curriculum as the Texas Education Agency had already loosened such regulations over private and home schools."Around 20 years ago [TEA] announced they were done. They no longer would evaluate or accredit private [schools] and in response to that our legislature did exactly nothing," said Baruch."Very few years later TEA publicly announced it would not evaluate or review or have anything to do with home schools and in response to that our legislature did exactly nothing. There is a pretty clear legislative intent to steer clear of these types of schools."(Photo: Texas Education Agency)The William B. Travis State Office Building, which serves as the headquarters of the Texas Education Agency.Baruch clarified that they were not opposed to some government regulation of the McIntyres' curriculum, but expressed concern at how much oversight the school district wanted."A school district never should start with the most intrusive thing," continued Baruch, saying the approach taken with the McIntyre family was "the most intrusive thing."Some have speculated that the decision from the state supreme court on this matter could have grander implications, with one interested party observing the case being the Massachusetts-based Coalition for Responsible Home Education.The CRHE directed The Christian Post to a statement made Tuesday by the organization, in which Executive Director Rachel Coleman argued that "Texas' homeschool law offers some of the fewest protections for homeschooled children in the country.""School districts aren't given a lot of clarity or direction when it comes to safeguarding homeschooled children's right to an education," stated Coleman."Parents have many options for how to educate their children, but they don't get to choose whether to educate their children."For several years, Laura McIntyre homeschooled her nine children at a business owned by her husband, Michael, and other family members in El Paso.Legal issues emerged when Michael McIntyre's twin brother, Tracy, complained that the children were not being taught education basics and when one of their children ran away in order to attend school, according to Will Weissert of The Associated Press."The El Paso School District eventually asked the McIntyres to provide proof that their children were being properly educated and even filed truancy charges that were later dropped," reported Weissert."In court filings, the McIntyres say the district is biased against Christians and accuse its officials of mounting a 'startling assertion of sweeping governmental power.' Most of her children are now grown, but Laura McIntyre is still home-schooling her youngest."The case first went to a trial court, which ruled against the school district over jurisdictional matters.However, an appeals court reversed this lower court decision.CP reached out to the El Paso Independent School District, but a spokesperson said they could not comment on pending litigation.http://www.christianpost.com/news/homeschool-texas-supreme-court-students-curriculum-education-149274/ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Jeu 12 Nov - 04:50 (2015) Sujet du message: COLLEGE CAMPUSES BECOMING ‘CONTROLLED SPEECH ZONES’ AS LEFT-WING ACADEMICS PUSH INDOCTRINATION OVER FREE-THINKING INDIVIDUALISM
COLLEGE CAMPUSES BECOMING ‘CONTROLLED SPEECH ZONES’ AS LEFT-WING ACADEMICS PUSH INDOCTRINATION OVER FREE-THINKING INDIVIDUALISM October 30th, 2015, by Jon E. Dougherty(Freedom.news) It used to be that a university campus in America was one place where freedom of speech and expression really blossomed. Sadly, in 2015, college campuses have largely been transformed into zones of intolerance, where speech and expression is tightly regulated by Left-wing academics who push propaganda and progressive indoctrination upon impressionable young minds. A recent survey demonstrates how successful they have been. As noted in the November issue of New Criterion and featured in The Wall Street Journal, more than half of students – 51 percent – favor some kind of speech code on campus, compared to just 36 percent who said there should be no limits on speech. The New Criterion laid bare the issue – and the institutional bias against conservative ideals: Williams College (Tuition and fees: $63,290) has undertaken an “Uncomfortable Learning” Speaker Series in order to provide intellectual diversity on a campus where (like most campuses) left-leaning sentiment prevails. What a good idea! How is it working out? The conservative writer Suzanne Venker was invited to speak in this series. But when word got out that an alternative point of view might be coming to Williams, angry students demanded her invitation be rescinded. It was. Explaining their decision, her hosts noted that the prospect of her visit was “stirring a lot of angry reactions among students on campus.” So Suzanne Venker joins a long and distinguished list of people—including Ayaan Hirsi Ali, George Will, and Charles Murray—first invited then disinvited to speak on campus. It’s been clear for some time that such interdictions are not bizarre exceptions. On the contrary, they are perfect reflections of an ingrained hostility to free speech—and, beyond that, to free thought—in academia. The survey results come from a poll commissioned by the William F. Buckley Jr. Program at Yale. The firm, McLaughlin & Associates, was tasked with surveying attitudes about free speech on campus. About 800 students from around the nation were questioned. And while the results are not surprising to many who have watched this trend evolve, they are nevertheless alarming – or should be – to anyone of any political persuasion who loves liberty, constitutionalism and freedom. Some other findings from the survey: — 63 percent favor requiring professors to employ “trigger warnings” that alert students to any material that might challenge their worldview; — One-third could not identify the First Amendment as the part of the Constitution that dealt with free speech/expression/religious freedom (which is, of course, a major failing of primary education in America); — 35 percent said they don’t believe the First Amendment protects what the government (or a college) might consider or define as “hate speech” (though the founders included speech protections specifically for speech that was unpopular/uncommon/outside the norm); — 30 percent of self-identified liberal students believe the First Amendment is outdated (though there is no indication of what they feel it should be replaced with). “With the assault on free speech and the First Amendment proceeding apace in institutions once dedicated to robust intellectual debate, it is no wonder that there are more and more calls to criminalize speech that dissents from the party line on any number of issues, from climate change to race relations, to feminism and sex,” New Criterion noted. Now maybe the liberals at The Huffington Post and President Obama know what top GOP presidential contender Ben Carson meant when he said recently he would require the federal Department of Education to police speech on campus, in order to ensure that everyone is protected, regardless of their views. Only a Left-wing academic steeped in Marxism would hate that idea, which certainly explains Obama’s aversion to it. See also: WSJ.com HuffingtonPost.comhttp://freedom.news/2015-10-30-college-campuses-becoming-controlled-speech-zones-as-left-wing-academics-push-indoctrination-over-free-thinking-individualism.html Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Sam 14 Nov - 23:17 (2015) Sujet du message: VATICAN ESTABLISHING A WORKING GROUP TO STUDY LEGAL CHALLENGES TO CATHOLIC SCHOOLS' SURVIVAL
VATICAN ESTABLISHING A WORKING GROUP TO STUDY LEGAL CHALLENGES TO CATHOLIC SCHOOLS' SURVIVAL Upcoming conference on 'Educating Today and Tomorrow' presented in the Vatican Rome, November 13, 2015 (ZENIT.org) Staff Reporter The Church is ever aware of the "extreme importance" of education, and an upcoming conference marking the 25th and 50th anniversaries of two key Church documents on education will consider the challenges to Catholic education today and looking toward the future. “Educating today and tomorrow: a renewing passion” is the title of the World Congress organized by the Congregation for Catholic Education to commemorate the 50th anniversary of “Gravissimum educationis”, the Vatican II Declaration on Christian education, and the 25th anniversary of “Ex corde Ecclesiae" (John Paul II's Apostolic Constitution on Catholic Universities). The event will take place in Rome from 18 to 21 November. The Congress was presented this morning in the Holy See Press Office by Cardinal Giuseppe Versaldi, prefect of the Congregation for Education, Bishop Angelo Vincenzo Zani, secretary of the same congregation, and Professor Italo Fiorin, director of the “Educating in encounter and solidarity” School of Higher Education at the Libera Università Maria Ss. Assunta (LUMSA), Rome. Cardinal Versaldi commented that these commemorative events highlight the participation of the Congregation for Catholic Education in the educational passion of the Church, which “is still aware today – as is stated in the incipit of the conciliar document whose fiftieth year we are celebrating – 'how extremely important education is in the life of man and how its influence ever grows in the social progress of this age'. Aware of this, the most recent consequence is the World Congress”. Bishop Zani went on to explain that the idea of the Congress emerged during the plenary session of the cardinals and bishops of the Congregation for Catholic Education in 2011, in in which they discussed the Department's future lines of action and Pope Benedict XVI, in his discourse, referred to the two anniversaries in 2015. This led to the choice of the date for the Congress. In 2012, around fifty experts from around the globe met in Rome to identify pending problems regarding education promoted by the Church all over the world, and to make some first suggestions to relaunch important educational activities carried out by many Catholic institutions. The results of the seminar were gathered into a document bearing the same title as the Congress, and were sent to interested parties along with a questionnaire to be returned to the dicastery. “The reaction was surprising”, said Bishop Zani, “We received thousands of answers to the online questionnaire and hundreds of postal responses”. The November Congress was preceded in June by a UNESCO international forum on education, attended by Cardinal Secretary of State Pietro Parolin. “Educating today and tomorrow: a renewing passion” will open on 18 November in the Paul VI Hall with a session describing new scenarios in education and the aims of the meeting, and will continue on 19 and 20 November in other places, considering four themes: the identity and mission of Catholic schools and universities, the subjects of education and their various responsibilities (bishops, parents, directors, teachers and students), the formation of formators and the challenges of today and tomorrow. On 21 November the participants, more than 2,200 in number, will be received in audience by the Holy Father. The prelate emphasised, however, that the Congress will not be an end in itself, but may instead represent a new beginning in collaboration with the Congregation for Catholic Education and various other institutions. For example, there have been some requests for a General Directory of Catholic education, summarising the essential principles and norms issued in documents from the Council to today, relating to Catholic educational institutions, and the constitution of a working group for this purpose. Another aspect that emerged from the answers to the questionnaire is the need for a permanent centre of Christian inspiration to study pedagogical problems. This proposal has been accepted by LUMSA and a few months ago the “Educating in encounter and solidarity” School of Higher Education was established. On 28 October this year Pope Francis constituted by chirograph the new Foundation “Gravissimum Educationis”, to study particular situations and to implement original and innovatory solutions, especially in the most difficult situations. Finally, a small working group will be formed to study the legal problems that inevitably emerge in various parts of the world, especially following changes to constitutions or laws that may endanger the survival of Catholic schools and universities. (November 13, 2015) © Innovative Media Inc.http://www.zenit.org/en/articles/vatican-establishing-a-working-group-to-st…[ZE151113]%20The%20world%20seen%20from%20Rome&utm_medium=email&utm_source=dispatch&utm_term=Image Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Sam 21 Nov - 05:19 (2015) Sujet du message: CANADA - QUEBEC : LA SCOLARISATION DES ENFANTS REFUGIES SYRIENS : LA REALITE SUR LE TERRAIN
CANADA - QUEBEC : LA SCOLARISATION DES ENFANTS REFUGIES SYRIENS : LA REALITE SUR LE TERRAIN jeudi 19 novembre 2015 L'école arménienne Alex Manougian à Saint-Laurent offre un programme d’accueil et de francisation à des immigrants et des réfugiés. Son directeur Sébastien Stasse s'est exprimé sur les nombreux défis qui attendent les écoles québécoises avec l'arrivée de plusieurs milliers de réfugiés syriens. Il est très inquiet... Son école accueille des réfugiés syriens et irakiens. Il tient à rappeler que la francisation est un défi de taille et il qu'il n'y a pas assez de ressources actuellement, surtout des ressources dans leur langue. Spectacle lors du 45e anniversaire de l'école arménienne de Saint-Laurent Depuis de nombreuses années, l'école assume elle-même les coûts de formation des enfants qui arrivent après le 30 septembre puisque le Monopole de l'Éducation n'a rien prévu dans les règles budgétaires pour ce genre de situations. Pour M. Stasse, Citation:	sans classes de francisation, les chances sont grandes que plusieurs des élèves qui seront intégrés directement en classe régulière avec des mesures ponctuelles de francisation se retrouvent en adaptation scolaire alors qu’ils n’ont aucun problème d’apprentissage. Le milieu scolaire n’est actuellement pas prêt à franciser un nombre aussi important d’élèves avec des besoins aussi particuliers. Il est très facile d’accueillir des réfugiés, ça en est une autre d’assurer leur intégration, leur scolarisation, mais surtout la réussite des enfants à l’école. Nous savons très bien de quoi nous parlons et notre communauté est inquiète.	Écoutez Sébastien Stasse au micro de Paul Arcandhttp://www.pouruneécolelibre.com/2015/11/la-scolarisation-des-enfants-refug… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Sam 21 Nov - 05:28 (2015) Sujet du message: POPE'S ADDRESS TO JESUIT REFUGEE SERVICE
"And hath gone and served other gods, and worshipped them, either the sun, or moon, or any of the host of heaven, which I have not commanded;"Deuteronomy 17:3 IMMIGRATION AND INQUISITION POPE'S ADDRESS TO JESUIT REFUGEE SERVICEDon't believe the Jesuit and the Pope will be there to protect the christian faith of your children. Their goals is to destroy christianity by all means. The Extreme Oath of the Jesuits "I, ..........., now, in the presence of Almighty God, the Blessed Virgin Mary, the blessed Michael the Archangel, the blessed St. John the Baptist, the holy Apostles St. Peter and St. Paul and all the saints and sacred hosts of heaven, and to you, my ghostly father, the Superior General of the Society of Jesus, founded by St. Ignatius Loyola in the Pontificate of Paul the Third, and continued to the present, do by the womb of the virgin, the matrix of God, and the rod of Jesus Christ, declare and swear, that his holiness the Pope is Christ's Vice-regent and is the true and only head of the Catholic or Universal Church throughout the earth; and that by virtue of the keys of binding and loosing, given to his Holiness by my Savior, Jesus Christ, he hath power to depose heretical kings, princes, states, commonwealths and governments, all being illegal without his sacred confirmation and that they may safely be destroyed." ......"I furthermore promise and declare that I will, when opportunity presents, make and wage relentless war, secretly or openly, against all heretics, Protestants and Liberals, as I am directed to do, to extirpate and exterminate them from the face of the whole earth; and that I will spare neither age, sex or condition; and that I will hang, waste, boil, flay, strangle and bury alive these infamous heretics, rip up the stomachs and wombs of their women and crush their infants' heads against the walls, in order to annihilate forever their execrable race. That when the same cannot be done openly, I will secretly use the poisoned cup, the strangulating cord, the steel of the poniard or the leaden bullet, regardless of the honor, rank, dignity, or authority of the person or persons, whatever may be their condition in life, either public or private, as I at any time may be directed so to do by any agent of the Pope or Superior of the Brotherhood of the Holy Faith, of the Society of Jesus."...Read more : http://www.biblebelievers.org.au/jesuits.htm-----ource: PHOTO.VA, OSSERVATORE ROMANO "Father Arrupe, who had lived through the atomic bomb explosion at Hiroshima, realized the scope of that tragic exodus of refugees. He saw it as a challenge which the Jesuits could not ignore if they were to remain faithful to their vocation" Staff Reporter | Nov 16 | ZENIT.org | Francis | RomeOn Saturday, Pope Francis addressed the Jesuit Refugee Service. Here is a Vatican translation of the text. * * * Dear Brothers and Sisters, I am happy to receive you on this, the thirty-fifth anniversary of the establishment of the Jesuit Refugee Service envisaged by Father Pedro Arrupe, then the Superior General of the Society of Jesus. The profound impact made on him by the plight of the South-Vietnamese boat people, exposed to pirate attacks and storms in the South China Sea, was what led him to undertake this initiative. Father Arrupe, who had lived through the atomic bomb explosion at Hiroshima, realized the scope of that tragic exodus of refugees. He saw it as a challenge which the Jesuits could not ignore if they were to remain faithful to their vocation. He wanted the Jesuit Refugee Service to meet both the human and the spiritual needs of refugees, not only their immediate need of food and shelter, but also their need to see their human dignity respected, to be listened to and comforted. The phenomenon of forced migration has dramatically increased in the meantime. Crowds of refugees are leaving different countries of the Middle East, Africa and Asia, to seek refuge in Europe. The United Nations High Commissioner for Refugees has estimated that there are, worldwide, almost sixty million refugees, the highest number since the Second World War. Behind these statistics are people, each of them with a name, a face, a story, an inalienable dignity which is theirs as a child of God. At present, you are active in ten different regions, with projects in forty-five countries, through which you provide services to refugees and peoples in internal migrations. A group of Jesuits and women religious work alongside many lay associates and a great number of refugees. In all this time, you have remained faithful to the ideal of Father Arrupe and to the three basic goals of your mission: to accompany, to serve and to defend the rights of refugees. The decision to be present in areas of greatest need, in conflict and post-conflict zones, has brought you international recognition for your closeness to people and your ability to learn from this how better to serve. I think especially of your groups in Syria, Afghanistan, the Central African Republic and the eastern part of the Democratic Republic of Congo, where you accept men and women of different religious beliefs who share your mission. The Jesuit Refugee Service works to offer hope and prospects to refugees, mainly through the educational services you provide, which reach large numbers of people and is of particular importance. Offering an education is about much more than dispensing concepts. It is something which provides refugees with the wherewithal to progress beyond survival, to keep alive the flame of hope, to believe in the future and to make plans. To give a child a seat at school is the finest gift you can give. All your projects have this ultimate aim: to help refugees to grow in self-confidence, to realize their highest inherent potential and to be able to defend their rights as individuals and communities. For children forced to emigrate, schools are places of freedom. In the classroom, they are cared for and protected by their teachers. Sadly, we know that even schools are not spared from attacks instigated by those who sow violence. Yet they are places of sharing, together with children of other cultural, ethnic and religious backgrounds; places which follow a set pace and a reassuring discipline, places in which children can once more feel “normal” and where parents can be happy to send them. Education affords young refugees a way to discover their true calling and to develop their potential. Yet all too many refugee children and young people do not receive a quality education. Access to education is limited, especially for girls and in the case of secondary schools. For this reason, during the approaching Jubilee Year of Mercy, you have set the goal of helping another hundred thousand young refugees to receive schooling. Your initiative of “Global Education”, with its motto “Mercy in Motion”, will help you reach many other students who urgently need an education which can help keep them safe. I am grateful to the group of supporters and benefactors and the international development group of the Jesuit Refugee Service who are with us today. Thanks to their energy and support, the Lord’s mercy will reach any number of children and their families in the future. As you persevere in this work of providing education for refugees, think of the Holy Family, Our Lady, Saint Joseph, and the Child Jesus, who fled to Egypt to escape violence and to find refuge among strangers. Remember too the words of Jesus: “Blessed are the merciful, for they shall obtain mercy” (Mt 5:7). Take these words with you always, so that they can bring you encouragement and consolation. As for me, I assure you of my prayers. I ask you also, please, do not forget to pray for me. [And I cannot end this meeting, these words, without presenting an icon to you: the “swan song” of Father Arrupe, in fact in a center for refugees. He asked for prayer, not to leave off prayer. And precisely with this request and with his presence there, in that center for refugees in Asia, he did not realize that in that moment he was taking his leave: they were his last words, his last gesture. It was in fact the last legacy he left the Society. Arriving in Rome, he was crippled by a stroke, which made him suffer for so many years. May this icon accompany you: the icon of a good man, who not only created this service, but one to whom the Lord gave the joy of taking his leave when speaking in a center for refugees. May the Lord bless you.] [Translation of bracketed text by ZENIT] http://www.zenit.org/en/articles/pope-s-address-to-jesuit-refugee-service Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Dim 22 Nov - 04:09 (2015) Sujet du message: OBAMA YOUTH ARMY_ DEPLOYED - STUDENTS AND TEACHERS TAPPED TO SEEK EXTREMISTS
OBAMA YOUTH ARMY_ DEPLOYED - STUDENTS AND TEACHERS TAPPED TO SEEK EXTREMISTSDon't call the school, be on your guard. Use strategy, we are at war.VIDEO : https://www.youtube.com/watch?v=XGJGU1Ay0zoDernière édition par maria le Lun 28 Déc - 10:39 (2015); édité 1 fois
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mer 25 Nov - 04:11 (2015) Sujet du message: BOY SCOUTS NEW THOUGHTS
BOY SCOUTS NEW THOUGHTS VIDEO : https://www.youtube.com/watch?v=YNBozJmqBVoLGBT MADNESS: GIRL GUIDES CANADA ADOPT TRANSGENDER POLICY VIDEO : https://www.youtube.com/watch?v=OJTzu1ZaOK8BOY SCOUTS : BAN ON GAY SCOUT LEADERS UNSUSTAINABLE http://en.wikipedia.org/wiki/Robert_Gates http://www.gopusa.com/news/2015/05/22/boy-scouts-ban-on-gay-scout-leaders-unsustainable/?subscriber=1﻿ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Dim 29 Nov - 03:33 (2015) Sujet du message: LES COLLEGIENS POLONAIS APPRENNENT LA PHYSIQUE EN COULANT DES REFUGIES SYRIENS
LES COLLEGIENS POLONAIS APPRENNENT LA PHYSIQUE EN COULANT DES REFUGIES SYRIENS © AFP 2015. Aris MessinisInternational11:41 12.11.2015(mis à jour 19:27 12.11.2015)En Pologne, un professeur de physique a donné à ses élèves un problème dans lequel il leur demandait de compter le nombre de réfugiés syriens à faire tomber dans l'eau à partir d'un radeau.Le problème proposé aux adolescents de 14 ans d'un collège de Białystok, ville la plus peuplée du nord-est de la Pologne, a provoqué un véritable scandale dans le contexte de la crise migratoire. Quatre réfugiés syriens tentent gagner la Grèce sur un radeau de un mètre par 2 mètres, haut de 20 centimètres, et 800kg/m2. Calculez le nombre de réfugiés que vous devrez faire tomber du radeau afin que celui-ci puisse se maintenir à la surface et atteindre sa destination, sachant que chaque migrant pèse en moyenne 60 kg. Telles étaient les conditions du problème proposé aux écoliers polonais dans le cadre de leur cours de physique. La mère d'une des élèves n'a pas pu retenir son indignation et a immédiatement publié sur Twitter la photographie du cahier de physique de sa fille. "Je pensais que l'école était un endroit où on apprenait la tolérance et la compréhension mutuelle. Je ne crois pas que je me trompe. Je propose de changer les conditions de ce problème: "Comment doit-on sanctionner un professeur de physique acerbe tout en préservant la réputation des autres enseignants?", a-t-elle commenté. Il convient de noter que, jusqu'à ce que ce scandale éclate, le professeur en question en était à sa troisième année d'enseignement et qu'étant donnée la créativité de sa pédagogie, sa candidature avait même été proposée pour le concours du meilleur enseignant de l'année. Pour le moment, on ignore si l'individu ingénieux sera ou non sanctionné. Cependant, les parents ont déjà réclamé qu'il soit tenu à distance de leurs enfants.http://fr.sputniknews.com/international/20151112/1019456651/refugies-pologn… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mer 2 Déc - 05:23 (2015) Sujet du message: IOWA : MUSLIM BROTHERHOOD STUDENT GROUP WANTS PERMANENT MINI-MOSQUES ON ALL CAMPUSES
IOWA : MUSLIM BROTHERHOOD STUDENT GROUP WANTS PERMANENT MINI-MOSQUES ON ALL CAMPUSES Posted on December 1, 2015 by creeping	via Muslim college students seek permanent prayer space As the call to prayers began in Arabic on a recent Friday, a handful of people already had gathered in a room at the Iowa Memorial Union. Huh? Call to prayers on the University of Iowa campus? The room was emptied of tables and chairs. Rugs and blankets had been brought for the Muslim students to kneel on. People trickled in over the next half-hour, most with backpacks in tow, some wearing sweatpants and out of breath. Shoes and other belongings were propped against the rear wall. By the time the sermon began, about three-dozen men and one woman were in place to hear Mohammed Ismail’s counsel on how to focus their minds during the Salah. “It’s hard for us to give our full devotion to (Allah) during the Salah,” said Ismail, a University of Iowa biochemistry major and event coordinator for the UI Muslim Student Association. Muslims at all three regents universities are working to find a permanent place to perform their daily and weekly religious obligations. Having an assigned space on campus, they say, also would give non-Muslims a place to learn about a religion they may know only through news coverage of international terrorist attacks. What they really want is to perform dawah or spreading Islam (until there is only Islam). That’s what the MSA was created to do. See link below. “If someone wants to know something about Islam, especially with all the controversy going around the world right now, it would be nice to have an address (on campus) where people could come to ask, ‘What do you guys think about this? What do you guys think about that?’ ” said Mohamed Othman, a UI sophomore. Motier Haskins, faculty adviser to the student group, said he has a meeting scheduled this week with Tom Rocklin, UI’s vice president for student life, to bring up the topic once again. Although discussions with administrators about a dedicated space in the past have ended without sufficient action, Haskins said he remains “always optimistic.”Mohammed Ismail leads a prayer service with the University of Iowa Muslim Student Association in the Lucas Dodge Room at Iowa Memorial Union Friday, Nov. 20, 2015. (Photo: David Scrivner / Iowa City Press-Citizen) “Upon registration and approval, we have an obligation to assist every organization to carry out their mission, and those missions differ from group to group,” said Bill Nelson, UI’s director of the Iowa Memorial Union and Center for Student Involvement and Leadership. In addition to the Muslim Student Association’s standing reservations for Friday afternoon, the union regularly provides space for other spiritual and faith-based student organizations. Danforth Chapel also is available to reserve and is left open for quiet reflection during most of the day. “Groups that are not comfortable with the cross and the linens (in the chapel) can move that aside,” Nelson said. “That is common practice for that space.” But after a handful of gatherings, it became obvious the chapel, with benches, an altar and a cross, was anything but a “neutral” religious space. It simply wasn’t going to work for a group whose members spread out rugs and blankets to sit, kneel and stand on during prayers. Clearly it’s not about prayer. It’s about territory. With less than a percent of the student population, they already have the Islamic call to prayer playing on campus and the right to remove symbols of other religions. Will the same hold true when Muslims have their mini-mosque? Will others be allowed to use the room and remove Islamic symbols that they aren’t comfortable with? This is Muslim Brotherhood 101. The MSA was founded by the Muslim Brotherhood. Citation:	The Muslim Students Association of the United States and Canada, or MSA (also known as MSA National), was established mainly by members of the Muslim Brotherhood (MB) in January 1963 at the University of Illinois, Urbana-Champaign. Nyack College theologian Larry A. Poston writes that “many of the founding members of this agency [MSA] were members of, or had connections to,” the Muslim Brotherhood or Jamaat-i-Islami. The three most significant founders of MSA were Hisham al Talib, Jamal Barzinji, and Ahmed Totanji, and all of whom were MB leaders of Iraqi descent. Other noteworthy individuals who served as early co-founders of MSA were Mahboob Khan and Malika Khan. The creation of MSA resulted from Saudi-backed efforts to establish Islamic organizations internationally in the 1960s, for the purpose of spreading its Wahhabist ideology across the globe.	The MSA is a breeding ground for Islamic terrorists (and legal jihadists): The growing list of Muslim Student Association (MSA) terrorists. See sharia creeping in your area, say something by dropping us a note!https://creepingsharia.wordpress.com/2015/12/01/iowa-muslim-brotherhood-student-group-wants-permanent-mini-mosques-on-all-campuses/ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mer 9 Déc - 04:09 (2015) Sujet du message: THE DECEMBER DILEMMA
THE DECEMBER DILEMMA This webinar recording will help you create deeper understandings of religious and secular holidays, facilitate classroom discussions surrounding inclusion and respect for religious and non-religious differences, and evaluate existing classroom resources and strategies for equity and inclusivity. The activities and lessons included in the December Dilemma Student Unit Packet can be used following the Addressing the December Dilemma in Schools webinar or as a stand-alone series of units. They address many of the key skills listed in the Common Core State Standards for English Language Arts. These activities ask students to interpret and analyze new information, to conduct research and present their findings, to be conscientious speakers and attentive listeners and to think critically about the world around them. This pack also includes several resources for educators, including assessments related to holiday inclusion and incorporation of religious diversity in curricula. Additional articles, lesson plans and guides from Teaching Tolerance and the First Amendment Center are included. http://www.tolerance.org/december-dilemma Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Sam 19 Déc - 17:51 (2015) Sujet du message: MINNESOTA PUBLIC SCHOOL IS SINGING “ALLAHU AKBAR” AT THEIR ANNUAL CHRISMAS HOLIDAY CONCERT
MINNESOTA PUBLIC SCHOOL IS SINGING “ALLAHU AKBAR” AT THEIR ANNUAL CHRISMAS HOLIDAY CONCERT By AmyElizabeth - Dec 18, 2015 Gateway Pundit A school in Minnesota is at the center of controversy right now because the holiday concert included a song in Arabic which contained the phrase “Allahu Akbar.”Because Christmas is all about Mohammad. CBS News reported: Citation:	Parents Question Choice To Sing ‘Allahu Akbar’ At Holiday Concert Some parents in the Anoka-Hennepin School District are questioning a choir teacher’s decision to use a song about Ramadan performed in Arabic at a holiday concert. At Thursday night’s concert at Blaine High School, one of the songs students will be singing includes Arabic words, including the phrase “Allahu Akbar,” which means “God is great.” Christian and Jewish songs will be performed as well, but the Ramadan song is getting all the attention. It started with a post on Facebook. A parent of a ninth-grade Blaine choir student posted the lyrics to the song the choir has been practicing. When others learned students would be singing the song on Thursday, the comments took a turn. One person posted, “No child should be forced to sing a song about the Muslims and the religion of hatred.” Another parent, who didn’t want to be identified, told WCCO phone that considering the recent events in Paris and San Bernardino, singing a song about Allah would be “insensitive.” The Anoka- Hennepin School District said they have received about a dozen complaints about the song. Some are from parents, some are from people not even affiliated with the school.	In light of recent events. this was a pretty dumb move on the school’s part.http://gopthedailydose.com/2015/12/18/minnesota-public-school-singing-allahu-akbar-annual-christmas-holiday-concert/ Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Lun 21 Déc - 04:38 (2015) Sujet du message: VIRGINIA SCHOOLS CLOSED AFTER PARENTAL OUTRAGE OVER AN ISLAMIC DECLARATION OF FAITH HOMEWORK ASSIGNMENT
VIRGINIA SCHOOLS CLOSED AFTER PARENTAL OUTRAGE OVER AN ISLAMIC DECLARATION OF FAITH HOMEWORK ASSIGNMENT After a teacher at a Virginia high school handed out a bizarre ‘geography’ homework assignment that asked students to practice calligraphy using an Islamic religious creed (Shahada), such an angry backlash flooded in that it prompted officials to close every single school in the county as a safety precaution. CNN “While there has been no specific threat of harm to students, schools and school offices will be closed Friday, December 18, 2015,” Augusta County Schools said. Extracurricular activities were shut down Thursday afternoon. When the world geography class at Riverheads High School in Staunton rolled around to the subject of major world religions, homework on Islam asked students to copy religious calligraphy. It read: Citation:	“Here is the shahada, the Islamic statement of faith and devotion to Islam, written in Arabic. In the space below, try copying it by hand. This should give you an idea of the artistic complexity of calligraphy.” The illustrative classical Arabic phrase was the basic statement in Islam. It translated to: “There is no god but Allah, and Mohammed is the messenger of Allah.” Virginia schoolchildren were assigned to reproduce the Islamic creed found on the black flag of Islam used by Osama bin-Laden and al-QaedaWhen students took it home, it was like a spark hitting a powder keg. Some of their parents saw the homework as an attempt to convert their children to Islam. Calls and emails flooded the school. Some of them demanded the teacher be fired for assigning it.VIRGINIA SCHOOLS SHUT OVER ISLAM HOMEWORK VIDEO : https://www.youtube.com/watch?v=Ljgho1mYPZE https://www.youtube.com/watch?v=ydqQ_G1WOx0 The county school system reacted. It removed the shahada from world religion instruction. “A different, non-religious sample of Arabic calligraphy will be used in the future,” it said. And it issued a statement saying no one was trying to convert anyone to any religion. “Neither of these lessons, nor any other lessons in the world geography course, are an attempt at indoctrination to Islam or any other religion or a request for students to renounce their own faith or profess any belief,” Augusta County Schools official Eric Bond said in a statement to CNN affiliate WHSV. But that hasn’t been enough for Kimberly Herndon, who kept her ninth-grade son home from school. “There was no trying about it. The sheet she gave out was pure doctrine in its origin,” she told WHSV. “I will not have my children sit under a woman who indoctrinates them with the Islam religion when I am a Christian,” she said. By Tuesday, like-minded parents and residents of the town of nearly 24,000 gathered in the sanctuary of Good Will Ministries to voice their grievances, including against the teacher. Designated Terrorist Group CAIR is outraged over the closure and the reason why. RELATED STORY: wp-embedded-content a écrit:	VIRGINIA school forces students to practice calligraphy by writing an Arabic statement of faith that is used to convert people to Islamhttp://www.barenakedislam.com/2015/12/18/virginia-schools-closed-after-parental-outrage-over-an-islamic-declaration-of-faith-homework-assignment/ Dernière édition par maria le Jeu 4 Fév - 05:25 (2016); édité 1 fois
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Ven 25 Déc - 06:06 (2015) Sujet du message: BRAINWASHING OF THE AMERICAN YOUTH & THE PUBLIC - UNAMERICAN ACTIVITIES
BRAINWASHING OF THE AMERICAN YOUTH & THE PUBLIC - UNAMERICAN ACTIVITIES VIDEO : https://www.youtube.com/watch?v=IF3xGrXdgfQEric Holder at his absolute most degenerate MARXIST nature discusses the need of pushing a Goebells style mis-dis-information campaign designed to radically brainwash the American public beginning with school children who are young, impressionable, and apt to be swayed by agendas that sit in opposition to their parents. At that age and impressionability it is NOT the place of any government entity to brainwash the public. Only in a Totalitarian/Authoritarian regime would anyone so absolutely blatantly promote UN-American tactics. This is not only disgusting to see, but the fact that NOTHING was done about it, and that there were absolutely ZERO consequences for a remark so incredibly counter to everything we as Americans stand for. It is truly a very sad time in this Union of Nation States that they have already been able to turn so many people into Socialists and most don't even realize that right before their eyes we are moving toward total Totalitarianism. A domestic army is being assembled right in front of everyone's face, yet only a small few in any official capacity are saying or doing anything about it. We have learned that Senators have been threatened with the implementation of Martial Law if they resisted the Globalist Banksters and CFR orders. Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Ven 25 Déc - 06:09 (2015) Sujet du message: HOMESCHOOLERS TARGETED AS HIVES OF DOMESTIC RADICALIZATION
HOMESCHOOLERS TARGETED AS HIVES OF DOMESTIC RADICALIZATION VIDEO : https://www.youtube.com/watch?v=bp0v0qJiTgA
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Ven 25 Déc - 07:05 (2015) Sujet du message: HILLARY SAYS SHE WOULD CLOSE HALF OF AMERICA'S SCHOOLS BECAUSE THEY'RE NOT 'BETTER THAN AVERAGE'
HILLARY SAYS SHE WOULD CLOSE HALF OF AMERICA'S SCHOOLS BECAUSE THEY'RE NOT 'BETTER THAN AVERAGE' At a campaign stop in Iowa yesterday, Clinton said she'd close the doors of school that weren't doing a 'better than average job' She spoke broadly about the plan and her campaign has yet to release any additional details So far this cycle, Clinton has also become critical of charter schools, which she's supported for decades For more of the latest on Hillary Clinton visit www.dailymail.co.uk/hillaryBy Nikki Schwab, U.s. Political Reporter For Dailymail.com Published: 17:10 GMT, 23 December 2015 | Updated: 19:32 GMT, 23 December 2015 Hillary Clinton suggested she's open to closing the doors of a lot of public schools. At a campaign rally yesterday in Keota, Iowa, she complimented the local school district – 'this school district, and these schools throughout Iowa, are doing a better than average job,' she said. Before noting the fate of schools on the naughty list. 'Now, I wouldn't keep any school open that wasn't doing a better than average job,' the Democratic frontrunner said. Clinton, who's supported by public teachers unions, didn't say what metric she would use to determine 'average' and what would happen to the teachers and students of those schools, instead speaking to the Iowa crowd in broad terms. Hillary Clinton said in Iowa this week that she wouldn't keep any school open that wasn't doing 'better than average' Hillary Clinton's education policy has been all over the place this cycle. She's called for closing public schools, knocked charter schools, while being endorsed by teachers unions and taking donations from pro-charter school supporters 'If a school's not doing a good job, then you know that may not be good for the kids,' Clinton continued.'But when you have a district that's doing a good job it seems kind of counterproductive to impose financial burdens on it,' she added. So far, this campaign cycle, Clinton's education policy discussions have been all over the place. On Clinton's website, there's no mention of closing schools, but it does tout her record of working to reduce class size – which the opposite would happen if she hypothetically closed half the country's schools. After supporting charter schools for decades, she seemed to be walking away from that position in November suggesting they 'don't take the hardest-to-teach kids, or, if they do, they don't keep them.' The move, Politico suggested, was meant to shore up votes among liberal Democrats, who may have been drifting over to support Clinton's rival, Sen. Bernie Sanders.Clinton might also have come down harder on charters because she had the support of the American Federation of Teachers, a group that hasn't always been the most charter-friendly, with the teachers union president, Randi Weingarten, acting as an informal adviser to her campaign. Hillary Clinton squeezes a fifth-grader at a campaign event in Keola, Iowa, where she suggested closing half of America's schools http://www.dailymail.co.uk/news/article-3372232/Hillary-says-close-HALF-America-s-schools-not-better-average.html?ito=social-twitter_dailymailus Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Dim 27 Déc - 05:59 (2015) Sujet du message: INCROYABLE - LES PROGRAMMES SCOLAIRES D'INTOLERANCE EN ARABIE SAOUDITE / SAUDIS ARABIAS'S CURRICULUM OF INTOLERANCE
INCROYABLE - LES PROGRAMMES SCOLAIRES D'INTOLERANCE EN ARABIE SAOUDITEENGLISH : SAUDIS ARABIAS'S CURRICULUM OF INTOLERANCEhttps://freedomhouse.org/sites/default/files/CurriculumOfIntolerance.pdf Voyez la coalition internationale qui vient d'être créé sous une alliance militaire, initiative conduite par l'Arabie Saoudite et l'OCI. A regarder de plus près le curriculum scolaire enseigné en Arabie Saoudite, la définition du "terrorisme" devient très clair. Ce curriculum est de plus en plus enseigné dans les institutions scolaires dans différents pays. 23 déc 2015-----KHEMAIES JHINAOUI : LA TUNISIE A RALLIE LA COALITION ISLAMIQUE MILITAIRE ANTITERRORISTE ...Cette alliance militaire est une initiative conduite par l’Arabie Saoudite dans le cadre de l’Organisation de la coopération islamique (OCI)......Outre la Tunisie et l’Arabie Saoudite, figurent dans cette coalition, la Jordanie, les Emirats Arabes Unies, le Pakistan, Bahreïn, le Bengladesh, le Bénin, la Turquie, le Tchad, le Togo, Djibouti, le Sénégal, le Soudan, la Sierra Leone, la Somalie, le Gabon, la Guinée, la Palestine, la République fédérale des Comores, le Qatar, la Côte d’Ivoire, le Koweït, le Liban, la Libye, les Maldives, le Mali, la Malaisie, l’Egypte, le Maroc, la Mauritanie, le Niger, le Nigeria et le Yémen...L'Article : http://directinfo.webmanagercenter.com/2015/12/15/khemaies-jhinaoui-la-tuni…----- Citation:	AVERTISSEMENT : ceci est la traduction du rapport de l’ONG Freedom House à propos de programmes scolaires en Arabie Saoudite. Tout comme cette ONG, le site les-crises.fr condamne ces propos sans la moindre réserve. Leur diffusion vise simplement à alerter sur un comportement inacceptable d’un pays “allié”.	Source : Freedom House, 2006 Le “Center for Religious Freedom” (Centre pour la Liberté Religieuse), section de Freedom House (Maison pour la Liberté), a publié un rapport analysant un ensemble de manuels du ministère de l’éducation saoudien utilisé par les élèves des niveaux primaires et secondaires. Les manuels font la promotion de la haine à l’encontre de ceux (y compris musulmans) qui n’adhèrent pas à la secte wahhabite. Le “Center for Religious Freedom” (Centre pour la Liberté Religieuse), section de Freedom House (Maison pour la Liberté), a publié un rapport analysant un ensemble de manuels du ministère de l’éducation saoudien utilisé par les élèves des niveaux primaires et secondaires. Les manuels font la promotion de la haine à l’encontre de ceux (y compris musulmans) qui n’adhèrent pas à la secte wahhabite. Le rapport, intitulé “Programme de l’intolérance en Arabie saoudite”, a été rédigé par le Centre pour la Liberté Religieuse en coopération avec l’Institut des Affaires du Golfe. Le Centre a analysé une douzaine de manuels du ministère saoudien d’éducation religieuse, utilisés au cours de cette année scolaire en Arabie saoudite (et dans les écoles saoudiennes à l’étranger). Ces textes ont été rassemblés par l’Institut des Affaires du Golfe, basé à Washington, avec l’aide de professeurs, administrateurs et familles ayant des enfants dans ces écoles. Ces textes ont été ensuite traduits par deux arabophones indépendants. “Ce qu’enseignent les manuels scolaires saoudiens aujourd’hui sur la façon dont les musulmans doivent aborder les autres religions va empoisonner l’esprit de la nouvelle génération,” déclare Nina Shea, directrice du Centre pour la Liberté Religieuse et principal auteure du rapport. “Quels qu’aient pu être les modifications faites au système saoudien d’éducation, il faut aller beaucoup plus loin.” Les conclusions de ce rapport contredisent les déclarations faites continuellement par les porte-parole du gouvernement saoudien qui ont révisé minutieusement leurs matériels éducatifs. Il y a plus d’un an, le porte-parole de l’ambassade saoudienne Adel al-Jubeir a déclaré : “Nous avons revu nos programmes d’éducation. Nous avons retiré le matériel provoquant ou intolérant envers les personnes d’autres religions.” Le nouvel ambassadeur saoudien aux États-Unis, le prince Turki al-Faisal, durant une tournée à l’échelle nationale un peu plus tôt cette année, a affirmé : “Nous avons éliminé ce qui pouvait être perçu comme de l’intolérance de nos anciens manuels qui étaient dans notre système.” La semaine dernière, le 18 mai, le ministre des affaires étrangères saoudien, le prince Saud Al-Faisal, a déclaré : “… le système éducatif entier est en train d’être revu de fond en comble. Les manuels ne sont qu’une petite partie de ce qui a été entrepris par l’Arabie saoudite.” Cependant, le rapport démontre que ces textes : Condamnent et dénigrent la majorité des musulmans sunnites qui ne suivent pas l’idéologie wahhabite de l’Islam, et les qualifient de déviants et de descendants de polythéistes.Condamnent et dénigrent les croyances et pratiques des musulmans chiites et soufistes considérées comme hérétiques et les qualifient de polythéistes ;Ordonnent aux musulmans de haïr les chrétiens, les juifs, les “polythéistes” et autres “mécréants”, incluant les musulmans non-wahhabites, bien qu’il ne faille pas les traiter “injustement” ;Enseignent les infâmes contrefaçons des Protocoles des Sages de Sion, comme s’il s’agissait d’un fait historique ;Enseignent les autres théories du complot, accusant les franc-maçon, les Lions Clubs et le Rotary International de comploter pour affaiblir les musulmans ;Enseignent que “les juifs et les chrétiens sont les ennemis des croyants [musulmans]” et que l’affrontement entre ces deux royaumes est perpétuel ;Enseignent aux étudiants à ne pas “saluer”, “prendre pour ami”, “imiter”, “montrer de la loyauté”, “traiter courtoisement”, ou “respecter” les mécréants ;Affirment que la propagation de l’Islam par le djihad est une “obligation religieuse” ;Enseignent que “le combat entre musulmans et juifs” continuera jusqu’au jour du jugement, et que les musulmans sont promis à la victoire sur les juifs à la fin ;Incluent une carte du Moyen-Orient qui montre Israël dans ses frontières d’avant 1967 comme une “Palestine occupée en 1948.” La doctrine wahhabite de l’Islam est la base de l’idéologie politique de l’État saoudien, et au cœur de son programme d’éducation. D’après l’ambassade saoudienne de Washington, le système éducatif saoudien comporte 25 000 écoles, formant quelque 5 millions d’étudiants. L’Arabie saoudite fait également fonctionner des universités dans 19 capitales, incluant celle à l’extérieur de Washington à Alexandria, Virginie, qui utilise certains des mêmes textes religieux. De plus, l’Arabie saoudite distribue également ses textes religieux à travers le monde à des écoles islamiques et des madrasas qu’il ne gère pas directement. Étant donné la nature fermée de la société saoudienne, le Centre n’a pas entrepris un examen complet de l’effort de réforme totale du système éducatif saoudien. Le rapport a été entrepris en réponse aux préoccupations concernant le retrait supposé des passages intolérants de ses manuels scolaires par le gouvernement saoudien, et il presse le gouvernement américain de remonter au plus haut niveau l’effort continu d’enseignement de la haine et de l’intolérance en Arabie saoudite. Voir le rapport complet Voir les extraits des manuels du ministère de l’éducation saoudien pour les études islamiques : arabe avec traduction anglaiseLa suite : https://www.les-crises.fr/programmes-scolaires-d-intolerance-en-arabie-saou… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Lun 28 Déc - 04:26 (2015) Sujet du message: PROJETS STRATEGIQUES
PROJETS STRATEGIQUES ENGLISH : Core Projectshttp://unac.org/unac-projects/archived-projects/Préparez la société du futur. Programme Common Core. Pour voir ce qui se met en place dans votre pays, faites cette recherche sur Google en incluant ces mots mais en remplaçant le nom du pays "LOCAL ACTION. GLOBAL IMPACT CANADA UNITED NATIONS". Ce programme devrait être universel.Les projets et les programmes suivants ont pris fin, mais les nombreuses ressources documentaires, produites dans le cadre de ceux-ci et disponibles sur les pages web correspondantes, sont toujours pertinentes. Simulation de la CMI (Model IJC) Il y a 100 ans, le Canada et les États-Unis ont signé le Traité des eaux limitrophes, créant ainsi la Commission mixte internationale et modifiant la façon dont ces deux pays entendaient régler les différends le long des voies maritimes. Pour souligner le 100e anniversaire du Traité, l’Association canadienne pour les Nations Unies vous invite à vous joindre aux étudiants canadiens et américains de niveau universitaire afin de vivre une simulation et réagir aux défis auxquels fait face l’un des plus prestigieux organismes directeurs multilatéraux, la Commission mixte internationale (CMI). (2009) Des enfants sains dans des communautés saines Le développement sain des enfants canadiens ayant 9 à 12 ans est le centre d’intérêt de notre projet Des enfants sains dans des communautés saines. Des enfants et des experts de la santé de l’enfant échangent des connaissances autour des facteurs sociaux ayant un effet positif ou négatif sur la santé – par exemple : la pauvreté, l’éducation, le logement, la violence, l’environnement, ou la racisme. Dans leurs communautés, les participants créeront des plans d’action afin assurer que leurs priorités sont inclues dans les initiatives de la santé à leurs écoles, dans leurs communautés, et aux niveaux nationaux et internationaux. (2006-2009) Un sentiment d’appartenance L’initiative Un sentiment d’appartenance vise à promouvoir la diversité culturelle et à combattre le racisme et la discrimination dans différentes communautés locales à travers le Canada. Au moyen d’actions d’engagement communautaire et d’éducation publique, l’objectif de l’ACNU est d’encourager l’implication et la création d’opportunités pour les groupes minoritaires et de promouvoir leur pleine participation dans la société canadienne. (2006 – 2008) Jeunes d’aujourd’hui, Ville de demain Jeunes d’aujourd’hui, Ville de demain s’articulera autour des thèmes de la troisième session du Colloque mondial des villes qui se tiendra à Vancouver en juin prochain. Ce projet, destiné aux jeunes de la 4e à la 6e années et de la 9e à la 12e années, présentera non seulement les thèmes mis en valeur dans les différents documents de travail soutenus par Diversification de l’économie de l’Ouest au sujet des questions relatives à l’établissement humain, mais comprendra aussi un volet » Ce que vous pouvez faire » comme activités découlant de l’apprentissage en classe. (2006-2008) Maintien de la paix: 1946-2006 L’année 2006 souligne le 50e anniversaire de la crise de Suez et la toute première mission de maintien de la paix de l’ONU. Nous profitons de cette année non seulement pour célébrer et estimer davantage la contribution du Canada à un monde plus pacifique, mais aussi pour encourager les Canadiens et Canadiennes à continuer de soutenir la paix, le développement, la diplomatie et la citoyenneté mondiale. (2006-2008) VIH/SIDA: Il est Temps d’Agir – Mobiliser les jeunes Canadiens et Canadiennes Un projet un modèle intra et international/provincial de participation et de coopération qui adresse le VIH/SIDA en même temps que les déterminants sociaux de la santé, afin développer la capacité de combattre le VIH/SIDA par des stratégies durables de prévention, éducation et gestion. Le projet utilise des forums régionaux de la jeunesse (2005-06); ‘jumeler’ partenariats avec des jeunes des pays ou le VIH est endémique; un sondage national pour les jeunes; et participation XVIème Conférence Internationale sur le SIDA à Toronto à aout 2006. (2005-2007) Programmes de stages Le Programme de Jeunes Professionnels à l’International (JPI) et le Programme de Stages Internationaux pour les Jeunes (SPIJ) sont des programmes d’embauche intégré à la Stratégie emploi jeunesse du gouvernement fédéral. Ces programmes, développé et coordonné par l’ACNU, offre aux jeunes diplômés(ées) des universités une expérience enrichissante à l’étranger au sein de programmes ou d’agences des Nations Unies, ou encore à l’intérieur d’une organisation connexe. (1997 – 2007) Prix Nobel de la paix de Pearson, 50e anniversaire : 1957-2007 Il y a exactement 50 ans, en 1957, un très grand Canadien, Lester Bowles Pearson, a reçu le Prix Nobel de la paix pour sa vision, sa sagesse, sa persévérance et son succès dans la mise sur pied d’un corps policier international visant à résoudre la crise de Suez. (2007) Un monde sans armes Un monde sans armes: programme pédagogique sur le désarmement consiste en deux ressources, un Guide de l’enseignant et un Manuel étudiant en direct, pour objectif d’accroître le niveau de connaissance et d’engagement relatifs aux problèmes de désarmement et de non-prolifération parmi les élèves d’écoles secondaires à travers le Canada. Un monde à façonner Pour les jeunes: Ce programme donne aux jeunes des outils qui leurs permettent de faire des liens entre leur réalité locale et les enjeux mondiaux afin de leur permettre de mettre en oeuvre des changements globaux positifs Pour les éducateurs: La trousse propose aux éducateurs et éducatrices les ressources nécessaires pour enseigner aux jeunes l’ABC des Nations Unies et des enjeux planétaires dans une perspective canadienne. (2001-2005) L’ONU à 60 ans: 1945-2005 L’ACNU organise une série d’activités et d’évènements pour célébrer cette date anniversaire et impliquer ses partenaires, ainsi que les citoyens des différentes régions du Canada, dans la commémoration de cet important évènement. (2005) Intégration et Appartenance Intégration et Appartenance est une initiative axée sur les jeunes et sur les futurs dirigeants communautaires qui sera menée dans cinq villes canadiennes – Calgary, Saskatoon, Kingston, Montréal, St. John’s. Cette initiative cherche à identifier et à construire le capital social de la société canadienne afin d’encourager la cohésion et de renforcer notre sentiment d’appartenance. Rapport – Un Canada pour tous : Plan d’action canadien contre le racisme. (2004-2005) Jeunesse pour la diversitéLe projet a pour but de faire participer les jeunes de l’ensemble du pays à la formation à la diversité et au leadership, au renforcement des capacités de leur réseau et de les inciter à poser des gestes concrets. Il y aura cinq forums régionaux auxquels les jeunes pourront assister. Kamloops, Sackville, Yellowknife, Winnipeg et Montréal (aôut 2003 – janvier 2004) Tous droits « Tous droits » a pour but de former des groupes de jeunes Canadiens provenant de divers milieux et cultures, afin qu’ils acquièrent une compréhension approfondie de leurs droits et libertés, tel qu’il est stipulé dans la Charte canadienne des droits et libertés, et qu’ils soient en mesure d’organiser des ateliers dans leur propre école et leur propre collectivité, pour traiter de ces questions. Il y aura cinq forums régionaux auxquels les jeunes pourront assister. Moncton, Yellowknife, Winnipeg, Kamloops et Rimouski (aôut 2003 – janvier 2004) Les Réfugiés: une perspective canadienne Une trousse pédagogique conçue pour sensibiliser les dans les écoles du Canada au problème des réfugiés pour les informer des actions menées par l’ONU dans ce domaine et de la contribution du Canada à la protection et à l’aide aux réfugiés dans le monde. (2004) Mosaic Le répertoire canadien des réussites jeunesse en développement durable. (2002-2003) Les jeunes et la crise mondiale du VIH/sida Dans leur Déclaration d’engagement sur le VIH/sida (juillet 2001), les États membres des Nations Unies ont déclaré que » la mise au point de mesures efficaces pour lutter contre le VIH/sida sous tous ses aspects exige la pleine participation des jeunes à l’élaboration, à la planification, à la mise en œuvre et à l’évaluation de programmes pertinents « . Des outils pour passer à l’action. (2002) Les jeunes et les réunions internationales: Un guide de poche sur la participation efficace Un guide de poche qui présente de l’information sommaire sur la structure et les procédures des réunions organisées par les Nations Unies, examine différentes avenues de participation qui sont offertes aux jeunes et fournit des renseignements pratiques pour » survivre » à une réunion internationale. En anglais, français et espanol. Programme jeunesse 2002 Le Programme jeunesse 2002 a offert à des jeunes et à des organisations jeunesse l’occasion de jouer un rôle actif dans les préparatifs du Canada au Sommet mondial sur le développement durable (SMDD – 2002). (2001-2002) Forums jeunesse contre le racisme (FJCR) FJCR furent instaurés par l’ACNU pour souligner l’Année internationale de la mobilisation contre le racisme de l’ONUience (2001). Le but ultime de ce projet consistait en la production d’un modèle éducatif novateur de lutte contre le racisme à long terme POUR les jeunes PAR les jeunes. La TROUSSE, format PDF. (2000-2001) Association des anciens et anciennes Ce site est spécialement conçu pour les stagiaires ayant participé à un programme financé par le ministère des Affaires étrangères et du Commerce international (MAECI). L’idée a été proposée par les stagiaires eux-mêmes, qui voulaient assurer un suivi à leur expérience. (2002-2003) Youth Action Course (Disponible en anglais seulement) UNA-Canada hosting three day courses for high school students on key human rights issues (2000-2001) Année internationale des personnes âgées En 1992, l’Assemblée générale de l’ONU, «eu égard à la maturité démographique de l’humanité et à ce qu’on peut en attendre en matière d’attitudes et d’aptitudes plus responsables dans le domaine social, économique, culturel et spirituel, en particulier pour la paix mondiale et le développement au XXIesiècle» (résolution 47/5), a décrété que 1999 serait l’Année internationale des personnes âgées (AIPA), avec pour thème une société pour tous les âges. Avec une trousse pédagogique (1998-1999) L’année 1998 marque le 50e anniversaire de l’adoption de la Déclaration universelle des droits de l’homme par l’Assemblée générale de l’ONU. Pour souligner cet événement historique, l’Association canadienne pour les Nations Unies, en collaboration avec le ministère du Patrimoine canadien, jour un rôle de point d’ancrage pour favoriser la tenue d’activités commémoratives d’un bout à l’autre du pays. Un guide d’action: Ressources pédagogiques sur les droits de la personne pour les écoles secondaires. (1997-1999) Le rôle de Lester B. Pearson dans la création de l’Organisation pour l’alimentation et l’agriculture (FAO) et dans d’autres activités des Nations Unies L’année 1997 marque le 100e anniversaire de naissance d’un Canadien hors du commun, le très honorable Lester Pearson, dont la carrière remarquable déborde le cadre de la politique canadienne; en effet, cet homme a pris part à l’établissement du nouvel ordre mondial issu des dernières années de la Deuxième Guerre mondiale, ainsi qu’à la création de l’Organisation des Nations Unies et de ses nombreux organismes. Dans les pages qui suivent, nous verrons l’imposant rôle diplomatique joué par Lester Pearson aux Nations Unies en nous arrêtant plus particulièrement à sa participation dans la naissance de la FAO. (1997)http://unac.org/notre-travail/archived-projects/?lang=fr
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mer 30 Déc - 07:14 (2015) Sujet du message: APRES « YOUPI, MA RELIGION ! », « MA RELIGION DE RÊVE »
APRES « YOUPI, MA RELIGION ! », « MA RELIGION DE RÊVE » Les enfants sont amenés à se créer un dieu à leur image et par le fait même sont initiés à la religion gnostique et panthéisme des temps de la fin. Anti-biblique. On a détruit Dieu dans les écoles, maintenant on reconditionne les enfants vers un autre évangile, celui du moi divinisé. mardi 14 juillet 2009 Après l'activité « Youpi, ma religion ! » des éditions LIDEC, voici « Ma religion de rêve » d'une source indépendante (la Commission scolaire des chênes). Situation d'apprentissage et d'évaluation « Ma religion de rêve » utilisée en secondaires I et II dans la Commission scolaires des Chênes Cette SAÉ (situation d'apprentissage et d'évaluation) est utilisée en secondaires I et II dans la Commission scolaires des Chênes (région de Drummondville).Nous reproduisons ci-dessous, pour mémoire, la SAÉ « Youpi, ma religion à moi ! » proposée en 1re année du secondaire par les cahiers d'activités LIDEC Partons à l'aventure. Plus de détails sur cette activité ici et là.Page 89 du cahier d'activités Partons à l'aventure pour la 1re année du 1er cycle du secondaire des éditions LIDEC Glânée sur Youtube, cette vidéo d'un projet ECR d'élèves du Collège Sainte-Anne (celui-ci utilise bien les manuels LIDEC en ECR) qui traite de la religion monothéiste des « judoïtes » dont le dieu serait l'acteur de films d'action Chuck Norris :...http://www.pouruneécolelibre.com/2009/07/apres-ma-religion-religion-de-reve… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Mer 30 Déc - 07:25 (2015) Sujet du message: LAÏCITE A GEOMETRIE VARIABLE — ÉCOLIERS ONTARIENS CHANTENT UN CHANT MUSULMAN FONDATEUR
LAÏCITE A GEOMETRIE VARIABLE — ÉCOLIERS ONTARIENS CHANTENT UN CHANT MUSULMAN FONDATEUR Vous remarquerez que les enfants portent tous un chandail avec un serpent sur le devant. Le serpent est une représentation de Satan.dimanche 13 décembre 2015 Une vidéo montrant des écoliers ontariens qui interprètent un chant traditionnel musulman suscite de nombreux commentaires. Elle a été interprétée à l’École secondaire publique De La Salle à Ottawa le 3 décembre, enregistrée par un parent et mise en ligne sur YouTube le 11 décembre avec le titre « Bienvenue au Canada aux réfugiés syriens ». Ce chant, vieux de plusieurs siècles, serait celui qu’entendit Mahomet « lorsqu’il trouva refuge à Médine ». VIDEO : https://www.youtube.com/watch?v=wd1IU_6rXNk Rappelons que la Syrie est un État multiconfessionnel en partie chrétien et druze. Comment devrait se sentir un réfugié chrétien syrien accueilli par un chant musulman ? Voici la traduction du premier couplet du chant (nachîd) : tr_bq a écrit:	La pleine lune s’est levée, de la colline des adieux. La gratitude s’impose à nous, Aussi longtemps qu’un prédicateur appellera à Dieu. Ô toi qui a été envoyé parmi nous ! Tu es venu avec un commandement auquel nous obéirons. Tu es venu et tu as fait honneur à notre cité. Sois le bienvenu ! Ô toi le meilleur des prédicateurs ! Selon Souhail Ftouh, avocat au barreau de Tunis, et délégué de l’organisation « Avocats Sans Frontières » pour la Tunisie, le contexte de ce chant est très particulier : tr_bq a écrit:	Le choix de ce chant islamique n’est pas innocent. [...] Le fait que « Tala `el-badrou`alaynâa » (la pleine lune s’est levée) a été chanté en arabe par des enfants canadiens autochtones démontre que cette initiative a été minutieusement préparée en profitant de l’ignorance des organisateurs occidentaux de la symbolique de ce chant, qui s’inscrit dans le contexte spécifique des débuts de l’Islam. Dans le texte qui accompagne la vidéo sur YouTube, il est prétendu que ce chant avait accueilli Mahomet comme réfugié à Yathrib (future Médine). Le 23 juin 622, à Aqaba, sur les bords de la mer Rouge, les représentants de Yathrib (une ville préislamique à 400 kilomètres au nord de La Mecque) signent avec Mahomet un pacte officiel de soumission et acceptent d’accueillir les disciples mecquois, au total 70 personnes. Peu après, le prophète s’installe à Médine en compagnie de son compagnon de guerre Abou Bakr, pour fonder les bases du premier État islamique de l’histoire. À la suite de l’installation du prophète, Yathrib prend le nom de Medinat an-Nabi (« la ville du Prophète ») — Médine en français. Mahomet aménage, sans attendre, un lieu de prière ou mosquée (en arabe masjid) en son centre. Depuis une décision du premier calife, Omar, l’année de l’Hégire marque le début officiel de l’islam, la nouvelle religion dont Mahomet a jeté les bases. Le nom de cette religion et celui de ses fidèles viennent d’une expression arabe qui signifie : « soumission à Dieu ». [...] Il n’y a donc, en principe, aucune similitude entre l’arrivée des réfugiés syriens au Canada et l’arrivée d’un conquérant pour établir un Califat et une nouvelle religion à Médine. Le choix de ce chant historique n’a aucune raison d’être dans le contexte canadien. Mais pour les auditeurs musulmans, en tout cas, ce chant évoque indiscutablement la soumission de celui qui accueille.	On apprend par ailleurs qu’il s’agit d’une adaptation de la chanson traditionnelle et que la nachîd a été arrangée par la compositrice canadienne Laura Hawley. « La chanson a été rebaptisée Alhamdoulillah » (Dieu merci en arabe), a déclaré le directeur de la chorale Robert Filion. La chorale l’a interprétée lors d’un festival appelé « Les Choralies à De La Salle ». Filion a déclaré que la chanson était sa tentative de valoriser la diversité culturelle et l’inclusion et qu’elle n’avait pas été prévue à l’origine pour les réfugiés syriens. En quoi un chant musulman est-il « inclusif » pour les Syriens chrétiens ? Comment expliquer un chant religieux musulman à l'école quand on bannit la dimension religieuse de Noël parce que cela ne serait pas assez inclusif ? (Voir aussi l'abandon de la crèche sous le sapin à l'Hôpital d'Ottawa suite à des plaintes de « membres de communautés culturelles » non précisées).http://www.pouruneécolelibre.com/2015/12/laicite-ecoliers-ontariens-chanten… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Jeu 31 Déc - 04:55 (2015) Sujet du message: TRANSGENDER FAD RAPIDLY SPREDING IN PRIMARY SCHOOLS, 'CLUSTERS' EMERGING AS CHILDREN COPY FRIENDS
TRANSGENDER FAD RAPIDLY SPREDING IN PRIMARY SCHOOLS, 'CLUSTERS' EMERGING AS CHILDREN COPY FRIENDS SAJJAD HUSSAIN/AFP/Getty by Liam Deacon28 Dec 2015http://www.breitbart.com/london/2015/12/28/transgender-fad-rapidly-spreadin…	The number of primary school-aged children, some as young as four, beginning to “transition” their gender is rising rapidly in the UK. The popularity of the fad appears to be clustered, with children copying others in the same schools. Up to 80 primary school-aged children a year are now seeking help towards potentially changing their gender, the chair of Mermaids, a charity which lobbies for families who believe their children and teenagers are transgendered, has revealed. Speaking to the Telegraph, Susie Green said that, in some cases, British children as young as four are already in the process of “transitioning” to another sex. She also described how her organisation has observed a cluster effect across the country, with children following one and another in the same school; a school where there might be a teacher who promotes transgender ideology. Her anecdotal evidence correlates with the results of a study by Mark Zucker at the Centre for Addiction and Mental Health in Toronto, Canada, which found that transgenderism was more prominent and persistent among children when promoted by adults. Researchers observed that children who saw therapists and others in authority who assume that they belong to the opposite sex can actually become more distressed, exacerbating their “gender dysphoric identity.” Another recent study found that 70 to 80 per cent of children who report transgender feelings spontaneously lose them as they grow up. Mrs. Green’s comments come as a primary school in the North West of England is feeling the heat over their decision to refuse to accept a request from an eight-year-old born as a girl to be treated as a boy. “We are working with them, we are trying to resolve that but [the school] are very reluctant,” said the campaigner, who is pushing for the parents’ request to be recognised. She said such stand-offs are now “very common” and added that a legal challenge over the issue could not be ruled out in the near future. Despite evidence suggesting the exercise of caution might be wise, Mrs. Green is unlikely to change her stance on the matter as her own daughter has undergone a sex change, first being identified as transgendered as a four-year-old. She argued that eight should no longer be considered a young age to begin the process of “transitioning”. “We have got four-year-olds, five-year-olds, six-year-olds who are transitioning as parents know more about it and are more aware if they have a child who is struggling and suffering,” she said. “You wouldn’t necessarily do anything unless it is causing distress [but] these kids are so much happier now they have been supported to live in the gender they identify with, it is a no-brainer. “We have parents reporting back saying ‘my kid is so much happier now, they are attending school now, they are making friends now’. “We have got families of five-year-olds, six-year-olds, seven-year-olds – eight isn’t particularly early.” Mrs. Green suggested that the charity is now dealing with around 80 cases involving primary school-aged children per year, and was clear that she had seen evidence that children asking to live in another gender are themselves encouraging others to do so. “In terms of families joining our parents’ group, this year alone we’ve had over 200 families,” she said. “The majority of those – about 60 per cent – are teens but the rest are families of young children. It is a lot more than people realise. “But one thing is that there is more information getting out there now and we are finding now about half the schools we are dealing with are actually accommodating and want to learn because there is more in the media and more out there.” In August, Breitbart London revealed that police and local government in Cornwall, England are distributing a “Schools Transgender Guidance” document aimed at “empowering teachers to encourage and support” transgenderism in schools at the “earliest stages” after a four-year-old child identified as transgendered in the area. http://www.breitbart.com/london/2015/12/28/transgender-fad-rapidly-spreadin… Revenir en haut
mariaAdministrateurHors ligneInscrit le: 18 Juin 2011Messages: 25 274 Posté le: Jeu 31 Déc - 06:22 (2015) Sujet du message: TEACHING TOLERANCE - NEW WEBINARS FROM TEACHING TOLERANCE 2016
TEACHING TOLERANCE - NEW WEBINARS FROM TEACHING TOLERANCE 2016Dear Colleague,We’re excited to kick off 2016 with three NEW webinars from Teaching Tolerance. Here’s the lineup. Wednesday, January 6, 4:30 pm CSTThe 45 Days of Black HistoryThe observance of Dr. Martin Luther King Jr.’s birthday is often seen as the kick-off for Black History Month. This webinar will prepare educators to use the approximately 45 days between the King holiday and the end of February to engage all students in recognizing and understanding how black Americans have moved United States and world history forward.Join Teaching Tolerance as we share practices and strategies for celebrating the contributions of African Americans—whether household names or unsung heroes. Reverend Frederick D. Reese, famed educator and civil rights activist, will join us to share first-hand experiences from the front lines of the civil rights movement.Tuesday, January 12, 4:30 pm CSTPrejudice Reduction and Collective Action: Integrating the Anti-bias Framework Into All DisciplinesThe Teaching Tolerance Anti-bias Framework is a key element of Perspectives for a Diverse America, our anti-bias, literacy-based curriculum. Educators nationwide are integrating the framework into their instruction—across subject areas and grade levels—and using the standards to frame conversations about discipline and behavior. Join us to learn how the anti-bias standards can dovetail with your curriculum and subject-specific standards to help students develop anti-bias attitudes and social emotional skills.Wednesday, January 20, 4:30 pm CSTGender Savvy: Creating an Inclusive School Climate“One of my favorite students came out.” “One of my second-graders has changed his name and his pronouns.” “My colleague is a lesbian. How can I support her?” “How can I make the school environment inclusive for the entire community?” Join Teaching Tolerance as we address these concerns with the support of Johanna Eager, director of Welcoming Schools. During this informative, interactive and insightful conversation, she’ll share her expertise in bias-based bullying in schools, with emphasis on intersectionality, gender and LGBT-inclusivity. Sign up today! Registration and accompanying resources are free. Join us live, or watch and listen when your schedule allows. And don’t forget to check out the webinar page on tolerance.org for all our great on-demand offerings!Thank you for all you do for students,Thank you for all you do for students, Maureen CostelloDirector, Teaching ToleranceP.S. Be on the lookout for February’s live events, which include Using Perspectives to Teach the Civil Rights Movement and 20 Classroom Activities to Develop Identity, Diversity, Justice and Action. Teaching Tolerance 400 Washington Ave., Montgomery, AL 36104 334-956-8200e-mail Revenir en haut
Posté le: Aujourd’hui à 01:23 (2017) Sujet du message: PRÉPARER LA SOCIÉTÉ DU FUTUR (PARTIE 2) - P.1