Archive for the ‘Education’ Category

New Reports: There Is No Global Warming

Monday, 27 Oct 2014 09:39 PM
The liberal media machine has spent decades bulldozing anyone who tells you global warming is a sham.
They even came up with a clever little title — “deniers.”Every time a heat wave hits, every time a picture of a lone polar bear gets taken . . . the left pounds the table for environmental reform, more policy, more money to combat climate change. But how much has the world really warmed?Their message is simple: Get on the man-made global warming bandwagon . . . or you’re just ignorant.But how much has the world really warmed?It’s an important question, considering the U.S. government spends $22 billion a year to fight the global warming crisis (twice as much as it spends protecting our border).

To put that in perspective, that is $41,856 every minute going to global warming initiatives.

But that’s just the tip of a gargantuan iceberg.

According to Forbes columnist Larry Bell, the ripple effect of global warming initiatives actually costs Americans $1.75 trillion . . . every year.

That’s three times larger than the entire U.S. federal budget deficit.

So, has anyone stopped to ask . . . how much has the globe actually warmed?

Well, we asked, and what we found was striking.

According to NASA’s own data via Remote Sensing Systems(RSS), the world has warmed a mere .36 degrees Fahrenheit over the last 35 years (they started measuring the data in 1979).

Hardly anything to panic about; however, that does mean the world is warmer, right?

The problem with that argument is that we experienced the bulk of that warming between 1979 and 1998 . . . since then, we’ve actually had temperatures DROPPING!

As can be seen in this chart, we haven’t seen any global warming for 17 years.

Weakening the global warming argument is data showing that the North Polar ice cap is increasing in size. Recent satellite images from NASA actually reflect an increase of 43% to 63%.

This is quite the opposite of what the global warming faction warned us.

In 2007, while accepting his Nobel Prize for his global warming initiative, Al Gore made this striking prediction, “The North Polar ice cap is falling off a cliff. It could be completely gone in summer in as little as seven years. Seven years from now.

Al Gore could not have been more wrong.

However, despite this clear evidence that the temperatures are not increasing, the global warming hysteria only seems to be increasing.

For example: President Obama himself tweeted on May 16, 2014: “97% of scientists agree: climate change is real, man-made and dangerous.” John Kerry, Al Gore, and a host of others have championed this statistic.

Since then, it has become clear that this statistic was inaccurate.

The Wall Street Journal went as far as to say, “The assertion that 97% of scientists believe that climate change is a man-made, urgent problem is a fiction.” Forbes headlined “Global Warming Alarmists Caught Doctoring ’97% Consensus’ Claims.”

Come to find out, the study President Obama was citing was botched from the start.

A host of other problems for the global warming crowd are emerging, such as . . .

  • Leaked emails from global warming scientists state that the Earth is not warming, such as this one from Kevin Trenberth that states, “The fact is that we can’t account for the lack of warming at the moment and it is a travesty we can’t.”
  • Claude Allegre, the founding father of the man-made global warming ethos, recently renounced his position that man has caused warming.
  • Proof is emerging that Al Gore and even President Obama have financially benefited from fueling the global warming hysteria (click here for an internal report on this).

It is becoming harder and harder for the global warming community to ignore some of the scientific data that show the Earth is not getting warmer . . . instead, the world is getting cooler.

Which makes one wonder — why are we still spending $22 billion a year on global warming initiatives, and where is the money going? (Click Here to Read a Controversial Report on This Topic.)

Suggested Reading for You: A former White House adviser and NASA consultant reveals startling proof that the global warming faction is hiding the truth . . . and gets attacked. Click Here.

Read Latest Breaking News from Newsmax.com http://www.Newsmax.com/MKTNews/global-warming-hoax-facts/2014/10/17/id/601458/#ixzz3HUi4SO99
Urgent: Should Obamacare Be Repealed? Vote Here Now!


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Kansans Against Common Core sent out a e-newsletter a couple of weeks (Thanks to them for that!) ago that had a speech from a former teacher who collected old text books and that got me thinking.  She talked about how school
books have become thicker with less information and how the problems have been dumbed down.  I had to see this for myself.  Went out to e-Bay and bought an arithmetic book from 1898 named “Graded Lessons in Arithmetic”.  It is a book for the sixth grade level.  Pictures and example shown below.

What did I learn?  Well just from briefly looking through it I figured out it is definitely more advanced than what is being taught now in high school.  Most all of the problems are word problems relating to normal occurrences of those days and easily to say they would relate to our own lives.  I let my older daughter look through it, who is a sophomore and she replied “I don’t think I could do some of these problems.”  I have to say that I find them intimidating.  I know if I sat down and took the time to work them out I could do them but this is the math of
a sixth grader.  The other obvious difference is the thickness of the book.  You can tell just by looking a the book with the pencil on the cover.

And one of my favorite paragraphs from the “INTRODUCTION TO GRADE VI.”

“A thorough mastery of any subject comes only from repetition; hence many review exercises are given so that the pupil may be able to rely upon himself and learn to work absolutely without assistance.  Principles are taught, and not rules; and the work is made practical, so that the pupil can be prepared for the affairs of every-day life.

And since I spent some time on a farm there is one awesome barn question in the book.  Remember 6th grade students!

“A man builds a barn 80 ft. long, 45 ft wide, with 30 ft. posts.  The roof has a one-third pitch, and the rafters are 28 ft long.  Find how many feet of inch boards will be needed for sides and ends, allowing for 2 double doors 14ft. by 12 ft. and 2 single doors 9 ft. by 6ft. Find the feet of lumber needed for floor, covered with 2-inch planks.  Find the feet of
roof-boards needed. Find the feet of lumber needed for doors, if 1 1/2 in. boards are used.  Find the cost of lumber at $16 per M.”

My question is “Where did we get lost?”  I remember times in class when the teacher mentioned the phrase “word problems” you could hear the groan from the class.  I bet back then when the teacher said “no word problems” the class groaned.  From here on out when ever I hear an individual employed in the education field tell me how well our children are achieving or how great the education is I will call (pardon my language) BS!

I would encourage everyone to go out and purchase a text-book from 1899 or later (I don’t think the progressives had
their hand in education quite yet).  It will give you a completely different perspective and get ready to be pissed off.  But the way I picked this book up for about $12.00 with shipping.  They are fairly reasonable and should be purchased and protected.

Thanks for listening to the rant,

Shawn Dietrich





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Entire United Nations Agenda 21 may be viewed here:  Agenda21

Agenda 21 – Chapter 25


25.1. Youth comprise nearly 30 per cent of the world’s population. The involvement of today’s youth in environment and development decision-making and in the implementation of programmes is critical to the long-term success of Agenda 21.


A. Advancing the role of youth and actively involving them in the protection of the environment and the promotion of economic and social development Basis for action

25.2. It is imperative that youth from all parts of the world participate actively in all relevant levels of decision-making processes because it affects their lives today and has implications for their futures. In addition to their intellectual contribution and their ability to mobilize support, they bring unique perspectives that need to be taken into account.

25.3. Numerous actions and recommendations within the international community have been proposed to ensure that youth are provided a secure and healthy future, including an environment of quality, improved standards of living and access to education and employment. These issues need to be addressed in development planning.


25.4. Each country should, in consultation with its youth communities, establish a process to promote dialogue between the youth community and Government at all levels and to establish mechanisms that permit youth access to information and provide them with the opportunity to present their perspectives on government decisions, including the implementation of Agenda 21.

25.5. Each country, by the year 2000, should ensure that more than 50 per cent of its youth, gender balanced, are enrolled in or have access to appropriate secondary education or equivalent educational or vocational training programmes by increasing participation and access rates on an annual basis.

25.6. Each country should undertake initiatives aimed at reducing current levels of youth unemployment, particularly where they are disproportionately high in comparison to the overall unemployment rate.

25.7. Each country and the United Nations should support the promotion and creation of mechanisms to involve youth representation in all United Nations processes in order to influence those processes.

25.8. Each country should combat human rights abuses against young people, particularly young women and girls, and should consider providing all youth with legal protection, skills, opportunities and the support necessary for them to fulfil their personal, economic and social aspirations and potentials.


25.9. Governments, according to their strategies, should take measures to:

a. Establish procedures allowing for consultation and possible participation of youth of both genders, by 1993, in decision-making processes with regard to the environment, involving youth at the local, national and regional levels;

b. Promote dialogue with youth organizations regarding the drafting and evaluation of environment plans and programmes or questions on development;

c. Consider for incorporation into relevant policies the recommendations of international, regional and local youth conferences and other forums that offer youth perspectives on social and economic development and resource management;

d. Ensure access for all youth to all types of education, wherever appropriate, providing alternative learning structures, ensure that education reflects the economic and social needs of youth and incorporates the concepts of environmental awareness and sustainable development throughout the curricula; and expand vocational training, implementing innovative methods aimed at increasing practical skills, such as environmental scouting;

e. In cooperation with relevant ministries and organizations, including representatives of youth, develop and implement strategies for creating alternative employment opportunities and provide required training to young men and women;

f. Establish task forces that include youth and youth non-governmental organizations to develop educational and awareness programmes specifically targeted to the youth population on critical issues pertaining to youth. These task forces should use formal and non-formal educational methods to reach a maximum audience. National and local media, non-governmental organizations, businesses and other organizations should assist in these task forces;

g. Give support to programmes, projects, networks, national organizations and youth nongovernmental organizations to examine the integration of programmes in relation to their project requirements, encouraging the involvement of youth in project identification, design, implementation and follow-up;

h. Include youth representatives in their delegations to international meetings, in accordance with the relevant General Assembly resolutions adopted in 1968, 1977, 1985 and 1989.

25.10. The United Nations and international organizations with youth programmes should take measures to:

a. Review their youth programmes and consider how coordination between them can be enhanced;

b. Improve the dissemination of relevant information to governments, youth organizations and other non-governmental organizations on current youth positions and activities, and monitor and evaluate the application of Agenda 21;

c. Promote the United Nations Trust Fund for the International Youth Year and collaborate with youth representatives in the administration of it, focusing particularly on the needs of youth from developing countries.

Means of implementation

Financing and cost evaluation

25.11. The Conference secretariat has estimated the average total annual cost (1993-2000) of implementing the activities of this programme to be about $1.5 million on grant or concessional terms. These are indicative and order-of-magnitude estimates only and have not been reviewed by Governments. Actual costs and financial terms, including any that are non-concessional, will depend upon, inter alia, the specific strategies and programmes Governments decide upon for implementation.

B. Children in sustainable development Basis for action

25.12. Children not only will inherit the responsibility of looking after the Earth, but in many developing countries they comprise nearly half the population. Furthermore, children in both developing and industrialized countries are highly vulnerable to the effects of environmental degradation. They are also highly aware supporters of environmental thinking. The specific interests of children need to be taken fully into account in the participatory process on environment and development in order to safeguard the future sustainability of any actions taken to improve the environment.


25.13. National governments, according to their policies, should take measures to:

a. Ensure the survival, protection and development of children, in accordance with the goals endorsed by the 1990 World Summit for Children (A/45/625, annex);

b. Ensure that the interests of children are taken fully into account in the participatory process for sustainable development and environmental improvement.


25.14. Governments should take active steps to:

a. Implement programmes for children designed to reach the child-related goals of the 1990s in the areas of environment and development, especially health, nutrition, education, literacy and poverty alleviation;

b. Ratify the Convention on the Rights of the Child (General Assembly resolution 44/25 of 20 November 1989, annex), at the earliest moment and implement it by addressing the basic needs of youth and children;

c. Promote primary environmental care activities that address the basic needs of communities, improve the environment for children at the household and community level and encourage the participation and empowerment of local populations, including women, youth, children and indigenous people, towards the objective of integrated community management of resources, especially in developing countries;

d. Expand educational opportunities for children and youth, including education for environmental and developmental responsibility, with overriding attention to the education of the girl child;

e. Mobilize communities through schools and local health centres so that children and their parents become effective focal points for sensitization of communities to environmental issues;

f. Establish procedures to incorporate children’s concerns into all relevant policies and strategies for environment and development at the local, regional and national levels, including those concerning allocation of and entitlement to natural resources, housing and recreation needs, and control of pollution and toxicity in both rural and urban areas.

25-15. International and regional organizations should cooperate and coordinate in the proposed areas. UNICEF should maintain cooperation and collaboration with other organizations of the United Nations, Governments and non-governmental organizations to develop programmes for children and programmes to mobilize children in the activities outlined above.

Means of implementation

(a) Financing and cost evaluation

25.16. Financing requirements for most of the activities are included in estimates for other programmes.

(b) Human resource development and capacity-building

25.17. The activities should facilitate capacity-building and training activities already contained in other chapters of Agenda 21.

Entire United Nations Agenda 21 may be viewed here:  Agenda21

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Project Overview

For the first time in history more than half the world’s population is living in towns and cities. We passed this milestone in 2008 and by 2040 two in three people are expected to live in urban environments.  (NOlathe note: Does this explain all the 2040 Vision Planning Documents funded by ICLEI participants?)

Urbanisation presents us with a wealth of new opportunities and huge challenges. It has the potential to further economic development and innovation, but also threatens to exacerbate key global problems, including resource depletion, climate change, and inequality.

Megacities on the move sets out to find solutions to one of the biggest challenges – how billions of city-dwellers can access what they need without putting intolerable strains on the planet. It focuses on how to achieve sustainable urban mobility, looking at all the ways in which people will access goods, services and information and make contact with each other. It goes beyond transport to consider ICT solutions, innovative urban design and much more.

Forum for the Future, working in partnership with Vodafone and the FIA Foundation, who funded the project, and with EMBARQ, has produced a practical toolkit to help public bodies, companies and civil society organisations understand and plan for the mobility challenges of the future. It is designed to encourage action now and stimulate innovative products and services.

We have created four scenarios exploring urban mobility in the year 2040, taking into account resource shortages, climate change, demographic trends and other major factors which will shape our future, and drawing on interviews with more than 40 experts from around the world.

We chose this year because urban infrastructure is generally planned, built and used over decades. Looking at the challenges we may face in 30 years provides enough time to plan for and deliver a whole new generation of more sustainable solutions.

You can download the toolkit as one document or in its separate sections by going to the How to Use the Toolkit menu to the left.

Watch the Megacities on the Move Webinar by Ivana Gazibara on the left hand side or watch our audio slideshow on mobility solutions of the future.

Forum for the Future’s scenarios are not predictions or depictions of desirable futures which we wish to promote, and they do not represent our vision of a sustainable future. They are pictures of different possible futures, designed to help people understand the major trends that are shaping our world. They aim to challenge, inspire and excite, so that people feel motivated to plan for a better, more sustainable future.


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A Smartphone App Provides New Way to Access Soil Survey Information

Posted by David Sanden, NRCS California, on February 3, 2012 at 10:48 AM
NRCS Soil Scientist Dr. Dylan Beaudette developed the SoilWeb application for mobile devices while he was a graduate student at UC Davis. The app provides soil survey information in a mobile form and is particularly useful for those working in the field.NRCS Soil Scientist Dr. Dylan Beaudette developed the SoilWeb application for mobile devices while he was a graduate student at UC Davis. The app provides soil survey information in a mobile form and is particularly useful for those working in the field.

A new smartphone application, or “app,” is available as a free download for both iPhone and Android users to access soil survey information. The app, SoilWeb, combines online soil survey information with the GPS capabilities of smartphones.

The SoilWeb app is a portable version of the UC Davis California Soil Resource Lab’s Web-based interface to digital soil survey data from USDA’s Natural Resources Conservation Service (NRCS). Because the app provides soil survey information in a mobile form, it is particularly useful for those working in the field.

NRCS introduced the Web Soil Survey (WSS), an online tool for accessing soils information, a few years ago. This was a wonderful development for users of soils information—engineers, developers, farmers and many others—because WSS provides quick access to the most current data produced by the National Cooperative Soil Survey.

Until recently, a disadvantage of Web-based soil survey formats was that user access was limited to desktop computers with an internet connection. That’s one reason that NRCS soil scientist Dr. Dylan Beaudette, while still a graduate student at UC Davis, developed the SoilWeb app in collaboration with NRCS and the UC Davis California Soil Resource Lab.

iPhone screen shots.iPhone screen shots.

SoilWeb can retrieve a graphic summary of soil types in response to a user inquiry in the form of soil profile sketches. Each profile sketch shows soil horizons, often compared to a vertical ice cream sandwich made up of layers of soil. Soil names, locations and taxonomic categories are also shown.

Clicking on soil sketches sends the user to the corresponding Official Series Description, a user-friendly narrative of commonly used soil properties such as horizon depths, colors, texture and rock fragment content. Clicking on a soil name (listed above each sketch) provides the user with a more detailed description, including: physical and chemical properties, definitions and links to a variety of environmental databases.

This means that a farmer, rancher or even a backyard gardener could use a smartphone to gain an understanding of the soil type in the surrounding landscape. Soil health is a key factor in the success of plants—the type of soil determines what nutrients are needed, as well as how much water should be applied.

SoilWeb is useful even for users already familiar with NRCS’s Web Soil Survey, as it is much faster than pulling up soil survey information on a desktop or laptop computer.

Check out more conservation stories on the USDA blog.

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Tom DeWeese is one of the nation’s leading advocates of individual liberty, free enterprise, private property rights, personal privacy, back-to-basics education and American sovereignty and independence.

Thursday, March 29, 2012

7:30 – 9:30 PM

K.U. Edwards Campus, Regnier Theater

12600 Quivira

Overland Park, KS 66213


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