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Read or Condemn Yourself to Death by Ignorance

For those courageous souls brave enough to look and see what is,

who are unwilling to blindly accept

the lies and rules of tyrannical authority.

The simple step of a courageous individual is not to take part in the lie.

One word of truth outweighs a world of lies.


Observation And Integrity

Wednesday 22th September 2021


G’day,

Hope this finds you fit and well.

Here is a sampling of what recently crossed my digital desk.

I hope you get something from it!

Perspective

Cloward Piven Strategy

Own a business and are being forced into requiring mandatory vaccination?

Dog’s Will

Blame The Success

There Are Teachers and There Are Educators

Raise A Daughter

Business As Usual

Dying Does Not Scare Me

Hiding From The Truth

Tuberculosis

Naomi Wolf with an important message

Resignation Letter from Mr Sam Crowley

Visual Evidence The Jab Causes Clotting

Petition To Stop The Toxic Alliance

Petition To Halt Enforced Psychiatry

Inspiration

Great News! Important Precedent!

Cheers!

 
 
 
 
 
 
 
 
Perspective
 
 
 
 

Child - “How old are you, Grandpa?“

Grandpa - “I’m 81, dear.“

Child - “So does that mean you were alive during the Coronavirus?“

Grandpa - “Yes, I was.“

Child - “Wow. That must have been horrible, Grandpa. We were learning about that at school this week.

They told us about how all the schools had closed. And mums and dads couldn’t go to work so didn’t have as much money to do nice things.

They said that you weren’t allowed to go and visit your friends and family and couldn’t go out anywhere.

They told us that the shops ran out of lots of things so you didn’t have much bread, and flour, and toilet rolls.

They said that Easter holidays were cancelled. And they told us about all those thousands of people that got very sick and who died.

They explained how hard all the doctors and nurses and all essential workers worked, and that lots of them died, too.

That must have been so horrible, grandpa!“

Grandpa - “Yes, that is all correct, but I was just a kid back then. But to tell you the truth I remember it differently...

I remember playing in the garden for hours with mum and dad and having picnics outside and lots of bbqs.

I remember making things with my Dad and baking with my Mum.

I remember learning how to do hand stands and back flips. I remember having quality time with my family, even when they were being my teachers.

I remember Mum’s favorite words becoming ’Hey, I’ve got an idea...’

Rather than ’Maybe later or tomorrow I’m a bit busy’.

I remember making our own bread and pastry, growing our own vegies and having fresh eggs from our new chooks. I remember having movie night three or four times a week instead of just one.

I remember we got to put our Christmas lights up in the middle of the year, just because we wanted to.

It was a horrible time for lots of people you are right.

But I remember it differently.“

Remember how our children will remember these times.

Be in control of the memories they are creating right now, so that despite all the awful headlines and emotional stories they will come to read in their future years, they can only actually remember the happy times....

Author unknown

 
 
 
 
Cloward Piven Strategy
 
Cloward Piven Strategy
 
 
 

Sort of explains what is going on in the USA right now.

 
 
 
 
Own a business and are being forced into requiring mandatory vaccination?
 
The Boss Pays Compo
 
 
 

Greatest piece of two-faced skulduggery ever to be passed!

The government exempt themselves and their mates in big pHarma and pass the buck to the private sector!

 
 
 
 
Dog’s Will
 
Dog's Will
 
 
 

 
 
 
 
Blame The Success
 
Blame The Success
 
 
 

 
 
 
 
There Are Teachers and There Are Educators
 
Witch Burning
 
 
 

Déjà vu - divide and conquer lesson!

Copied from a friends share - author unknown.

One of my friends told me about a powerful lesson in her daughter’s high school class this winter. They’re learning about the Salem Witch Trials, and their teacher told them they were going to play a game.

“I’m going to come around and whisper to each of you whether you’re a witch or a regular person. Your goal is to build the largest group possible that does NOT have a witch in it. At the end, any group found to include a witch gets a failing grade.“

The teens dove into grilling each other. One fairly large group formed, but most of the students broke into small, exclusive groups, turning away anyone they thought gave off even a hint of guilt.

“Okay,“ the teacher said. “You’ve got your groups. Time to find out which ones fail. All witches, please raise your hands.“

No one raised a hand.

The kids were confused and told him he’d messed up the game.

“Did I? Was anyone in Salem an actual witch? Or did everyone just believe what they’d been told?“

And that is how you teach kids how easy it is to divide a community.

Keep being welcoming, beautiful people. Shunning, scapegoating and dividing destroy far more than they protect.

 
 
 
 
Raise A Daughter
 
Raise A Daughter
 
 
 

That is not the purpose of every girl but we do need plenty of them whose purpose it is to be nourished and nurtured in that direction.

 
 
 
 
Business As Usual
 
Business As Usual
 
 
 

 
 
 
 
Dying Does Not Scare Me
 
Dying Does Not Scare Me
 
 
 

Living in a world run by evil people does not even scare me. After all, we’ve been doing it all our many lives. It just inspires me to spread truth to more people so we can improve things.

 
 
 
 
Hiding From The Truth
 
Hiding From The Truth
 
 
 

 
 
 
 
Tuberculosis
 
Tuberculosis
 
 
 

 
 
 
 
Naomi Wolf with an important message
 
 
 
 

Naomi R. Wolf is an American liberal feminist author, journalist. Following her first book The Beauty Myth, she became a leading spokeswoman of what has been described as the third wave of the feminist movement.

She is speaking as a technician/CEO to explain the technology of this vaccine passport being proposed recently.

This proposed vaccine passport platform is the same platform being used to enslave over a billion people in China now.

It includes a rigorous Social Credit System.
- it will be one that rewards the discrediting of others
- with severe penalties for attempting to discredit the wrong people
- millions of 360 degree surveillance cameras outside and inside homes
- It can find any dissident in minutes
- It can collate groups of dissidents, shut and lock down anyone’s ability to buy/sell/move
- This can open or close opportunities to a person and any part of their future, in a microsecond
- to restrict development edits
- to constrain payment provisions from bank card credits and PayPal, or Apple-Pay etc.
- to keep people in “continually locked CV status” based on their own secret algorithms
- their pursuit to indulge in tyrannically imposed public, mass behavior modifications
- the restriction of any type of discussion within any place, including your own personal space like at home
- the restriction of any type of communications technology through text, or even alleged walking by one
- it is already tied to Apple pay and Google wallets
- there would be no opt-out options

She’s been deplatformed 5 times since beginning to share this information.

This is the most dangerous technology she has ever seen.

There’s no such thing as coming back from this.

If this succeeds, there would be no such thing as refusing to opt-in.

From then on, there would be:
No more Capitalism
No more Free assembly
No more Privacy
No more personal preferences nor even referencing any better choices without credit penalties
There would be no escape without substantial nuke’s-EPS, or solar CME’s wiping out everything else, too.

* It completely violates The American Disability Act
* It violently violates our 1st and 4th Amendments

And yet, She is a Democrat? This is far beyond her partisanship with them.

It is advised to listen to her recommendations for further education on this topic.

This was originally posted on her personal page.

FORBES published an article 4/6/21 saying there will not be a Federal sponsored vaccine passport. This occured carefully worded. Be aware and watching for industry and corporations’ take on implementation of any/various kinds.

 
 
 
 
Resignation Letter from Mr. Sam Crowley
 
Sam Crowley
 
 
 

Beloved Music Teacher at Draper Park Middle School for being required to teach the Social Emotional Learning program “Second Step“ (shared with permission). They didn’t even give him his last 2 weeks.

My Dear DPMS families,

This is a difficult email to write.

I have given notice to the School and District of my resignation. I will be leaving Draper Park Middle School within the next two school weeks. This has been a heart-rending decision. I love working with your children, watching them grow and develop. I will miss being with them very much.

I know that this will come as a surprise. It has come as a surprise to me and my family. I intended to be at DPMS for years to come. Unfortunately the social emotional learning (SEL) curriculum, “Second Step” was rolled out to Draper Park MS this year. Because I felt uncomfortable when our Admin announced that we would be implementing this program, I spent time reviewing the lessons, videos, teacher scripts, and student handouts from unit 1 for 7th grade curriculum, which is what I would be teaching. The more I watched and read, the more uncomfortable I became.

As a rule, I think that most people will agree that the skills, which the Second Step curriculum is supposed to teach students, are good and helpful. But way that these skills are presented in the Second Step Curriculum is concerning enough to me that I cannot, in good conscience, present the material to my students; material which teaches students that their parents are “roadblocks” to their goals; material which contains propaganda, and encourages students to become activists, among other things. I am especially uncomfortable with the anti-family undertone I have found find in the “Second Step” curriculum (particularly regarding the relationship between the students and their parents, which the curriculum occasionally calls “other generations”.) I am very concerned that this is in our schools.

I shared a detailed list of my concerns with our school Administration, who referred the issue to School Performance at the District level. At every level of interaction with school and district administrators I was treated better than I expected to be. (Parenthetically, Dr. Watts is perhaps the finest, most evenhanded administrator that I have had the pleasure to work with. His hands are tied in this situation. But even so, he has done more than I deserve to support me as we wrestled through this issue. We are fortunate to have him at Draper Park Middle.) My concerns were listened to, and a group at the district have taken the time to look at the relevant content to understand my concerns. Unfortunately, in the end, district personnel kindly told me that that my concerns are unfounded, and that I was seeing what I was “looking for”. They further indicated that the program, as applied in other schools through the district, is working well and helping achieve what they want. I was told that, as a teacher in the district, I am required to teach the concepts from the provided “Second Step” curriculum.

As a kind of compromise, I was offered some small flexibility in the way that I teach the material to the students, as guided an assigned district personnel. But having someone else tell me what I have to teach from a curriculum, which I believe doesn’t belong in the school, is even less appealing than the alternative.

I have advocated for total transparency of the curriculum for parent review, and an opt-out option for parents who are uncomfortable with the course. Because “Second Step” is a copyrighted program requiring a purchased license to access the content, parents can only review the lessons being taught to their students by going into the district office and having district personnel show it to them. No opt-out option will be offered.

I don’t expect all of you to agree with my decision, or that, given the same material to review, you would all feel reason for concern. But I hope that you will understand why I have felt the need to resign: that I cannot teach content to your children that I believe is harmful.

I also want you to know that I have not shared, and will not share, all that I am sharing with you with my students. I do not want to influence your children’s perception of the school, the “Second Step” program, or give them preconceptions about things which might make their time at the school more difficult or stressful. I will tell them that I was asked by the district to do something that I couldn’t do with a clear conscience, but will indicate that I have written to you with more detail so that you can share as much or as little of my concerns as you feel is appropriate.

I hope that you, and your children, will think kindly of me as we part ways. I have tried all that I know to find an acceptable solution which would allow me to stay. I wish all of you, your students, the school and the choir program all the best.

Sincerely,

Sam Crowley

----

His email with specific concerns sent to his school administration and the Canyons District School Performance office with more details:

Sam Crowley

“Thank you for taking time to visit and hear some of my concerns. Pursuant to our conversation this afternoon, here is a list of my specific concerns relative to the 7th grade (returning student) Second Step course. I acknowledge that my perspective will be different from others, and that not everyone will share my concerns about the material. With the first day of school looming, I have only taken time to go through the first unit of the 7th grade course, which is what I would be teaching. I have read all of the material, teacher notes and scripts, student handouts, scope and sequence, and the lessons which are presented to the class in unit 1. Most of the concepts in the scope and sequence are good skills that I have no objection to. It is in the narrative of the videos, the examples used, and the assignments students work on that I find the material which makes me so uncomfortable.

Before getting into the details of my specific concerns, I want to express my displeasure that curriculum content was not available to teachers and administrators earlier in the year for review. I also want to advocate strongly for total transparency to parents. After reviewing the material myself, I believe it is critical for absolute transparency – that parents have total access to all of the materials used to teach the curriculum; videos, scripts, lessons, student handouts and worksheets, all of it. Parents retain the right to manage the education of their children. I feel strongly that, if Second Step is going to be a mandated curriculum at our schools, there should be an opt-out option allowing parents to remove their children from Second Step SEL courses.

UNIT 1 - General concerns about the unit:
•No discussion of what a worthy goal is.
•No discussion of what to do when a goal is not reached/achieved, even when you plan and work hard.
•Distinct anti-family undertones

Lesson 1
From the introductory video (not the “video” section of the lesson):
1-Students are taught that other generations have not had to “think about the issues” that they to face today. If we follow that thought, that leads to the conclusion that other generations are not prepared to be helpful. Other generations is just nice language for parents, guardians, grandparents, etc. Teaching students that other generations, ie. their parents, are unprepared to help them is the same as saying that their trust and confidence should be in the system, and not the family. It is anti-family.

2-BLM propaganda is included in the video. I am happy to discuss being just and helping to end suffering. But when the only visual cue given to for the students to consider as the narrator speaks about the hardship of dealing with the “injustice and suffering” in the world is video footage of a Black Lives Matter protest, it is biased; it is propaganda. Propaganda has no place in our schools.

Lesson 2
From the video in the “video” section of the lesson. 1-Video example promotes students becoming activists and starting campaigns around the school. Activism is loud, pushy, and almost always places people into a closed-mindset. This is counterproductive.

Lesson 3
Concerns across the lesson, video, script, and student handout. 1-This lesson is poorly designed and left me with incorrect conclusions about the nature of mistakes and their relationship to progress or success. The lesson video tells the students that if the bridge hadn’t collapsed, the research that led to better, safer bridges wouldn’t have happened. Thus the lesson being taught is that ’mistakes are necessary’. Or stated another way, we make mistakes to learn. This is wrong. We learn from our mistakes; but we don’t make mistakes to learn. The lesson promotes the idea that the building of the first bridge was not only justified because of what followed after the disaster, but that it was a good thing because progress was made. Not so. A good thing would have been to heed the warnings of engineers who were opposed to the cheaper project, conduct more research, and construct the bridge the right way the first time.

Lesson 4
Concerns across the lesson, video, script, and student handout. 1-A discussion about reaching our goals and identifying and planning for “roadblocks” that might keep them from reaching a goal. The lesson gives the following scenario: student has a goal. The student’s parents say that the goal is not an appropriate goal for the student. The lesson asks the students to decide if the parents are an “internal roadblock” or an “external roadblock”. Teaching students that their parents are “roadblocks” is not acceptable. This is anti-family.

Lesson 5
Concerns from the lesson video in the “video” section and with the lesson conclusions:

1-Game of Thrones reference in the video. Cartoon student has a book on the desk called “Game of Dragons”. Game of thrones is reprehensible media containing pornography, overt and explicit violence, and all manner of debauchery. The prequel series to game of thrones is ’House of Dragons’. I discovered this when I googled ’game of dragons’ to see what came up. There is no place for this in the schools.

2-The lesson promotes the incorrect idea that hard work, bravery, and careful planning will result in success. This is a fallacy. Sometimes, whatever you do, you lose, you don’t make it, you fail. No acknowledgement of this possibility, or the important skill of dealing with this kind of disappointment.

Lesson 7:
Concerns from the video, which is a repeat of the video shown in lesson 2, with the same I am very umfortable that I am being required to teach this content to my students. I hope that I have expressed my thoughts and concerns clearly. I haven’t been able to review the entire course, but it seems reasonable to me to believe that there is sufficient evidence to pause and reconsider what we are teaching.

“Music expresses feeling and thought, without language; it was below and before speech, and it is above and beyond all words.“ Robert G. Ingersoll

 
 
 
 
Visual Evidence The Jab Causes Clotting
 
Visual Evidence The Jab Causes Clotting
 
 
 

It took a bit of confronting for me but watch to the end. Amazing!

From listening to different researchers and doctors over the last 12 months clotting is just ONE of the 20 ways it can harm human systems.

So I am taking the “blood letting” as verification rather than treatment.

 
Button
 
 
 
Petition To Stop The Toxic Alliance
 
Stop The Toxic Alliance
 
 
 

Bayer, Cargill, and Syngenta are about to get unprecedented power to shape United Nations policies on food production.

Will you join the global movement to stop the UN from partnering with the world’s most dangerous pesticide corporations?

 
Button
 
 
 
Petition To Halt Enforced Psychiatry
 
Mother Consoling Child
 
 
 

38,000 little children were handcuffed and dragged into psychiatric facilities in Florida, without families' consent

 
Button
 
 
 
Inspiration
 
Ginger Mick and Lennie Gwyther
 
 
 

How times have changed!! I love this story - a celebration of the human spirit ...

It’s 1932 and Australia is in the grip of the Great Depression.

One in three workers are unemployed.

Decrepit shanty towns hug the outskirts of the big cities.

A scrawny rabbit caught in a trap will feed a family for a week.

Country roads are filled with broken men walking from one farmhouse to another seeking menial jobs and food.

On the outskirts of the South Gippsland town of Leongatha, an injured farmer lies in bed unable to walk – or work.

World War I hero Captain Leo Tennyson Gwyther is in hospital with a broken leg and the family farm is in danger of falling into ruins.

Up steps his son, nine-year-old Lennie.

With the help of his pony Ginger Mick, Lennie ploughs the farm’s 24 paddocks and keeps the place running until his father can get back on his feet.

How to reward him?

Lennie has been obsessively following one of the biggest engineering feats of the era – the construction of the Sydney Harbour Bridge.

He wants to attend its opening.

With great reluctance, his parents agree he can go.

So Lennie saddles up Ginger Mick, packs a toothbrush, pyjamas, spare clothes and a water bottle into a sack, and begins the 1000+ kilometre trek to Sydney.

Alone.

That’s right.

A nine-year-old boy riding a pony from the deep south of Victoria to the biggest and roughest city in the nation.

Told you it was a different era.

No social media.

No mobile phones.

But even then it doesn’t take long before word begins to spread about a boy, his horse and their epic trek.

The entire population of small country towns gather on their outskirts to welcome his arrival.

He survives bushfires, is attacked by a “vagabond” and endures rain and cold, biting winds.

When he reaches Canberra he is welcomed by Prime Minister Joseph Lyons, who invites him into Parliament House for tea.

When he finally arrives in Sydney, more than 10,000 people line the streets to greet him.

He is besieged by autograph hunters.

He becomes a key part of the official parade at the bridge’s opening.

He and Ginger Mick are invited to make a starring appearance at the Royal Show.

Even Donald Bradman, the biggest celebrity of the Depression era, requests a meeting and gives him a signed cricket bat.

A letter writer to The Sydney Morning Herald at the time gushes that “just such an example as provided by a child of nine summers, Lennie Gwyther was, and is, needed to raise the spirit of our people and to fire our youth and others to do things – not to talk only.

“The sturdy pioneer spirit is not dead … let it be remembered that this little lad, when his father was in hospital, cultivated the farm – a mere child.”

When Lennie leaves Sydney for home a month later, he has become one of the most famous figures in a country craving uplifting news.

Large crowds wave handkerchiefs.

Women weep and shout “goodbye”.

According to The Sun newspaper, “Lennie, being a casual Australian, swung into the saddle and called ’Toodleloo!’”.

He finally arrives home to a tumultuous reaction in Leongatha.

He returns to school and soon life for Lennie – and the country – returns to normal.

These days you can find a bronze statue in Leongatha commemorating Lennie and Ginger Mick.

But Australia has largely forgotten his remarkable feat – and how he inspired a struggling nation.

Never taught about him in school?

Never heard of him before?

Spread the word.

We need to remember – and celebrate – Lennie Gwyther and his courageous journey.

It’s a great story.

from Garry Linnell’s article in The New Daily

 
 
 
 
Great News! Important Precedent!
 
Great News! Important Precedent!
 
 
 

 
 
 
 
 
 
 
 

Until next time,
dream big dreams,
plan out how to achieve them,
be continually executing your plans,
enlist people to your causes,
travel and/or read widely, preferably both,
all the while observing what you observe
rather than thinking what you are told to think,
think well of your fellow man,
take time to help your fellow man,
he sorely needs it and it will help you too,
eat food that is good for your body,
exercise your body,
take time to destress,
and do the important things
that make a difference -
they are rarely the urgent ones!

Tom

 
 

Most of the content herein has been copied from someone else. Especially the images. My goodness some people are talented at creating aesthetics! The small bits that are of my creation are Copyright 2014-2021 © by Tom Grimshaw - ALL RIGHTS RESERVED.

Copyright Disclaimer Under Section 107 of the Copyright Act 1976, allowance is made for “fair use” for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favor of fair use. Also for entertainment and educational purposes. All rights to the original works go to those that hold them, no copyright infringement intended. All material used falls under fair use of the Digital Millennium Copyright Act (1998). (for commentary, criticism, education and satire)

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