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Monday, June 13, 2016
Richardson ISD School Board Testimony
by Bill Ames

Section 11.252 of the Texas Education Code is abundantly clear. “Each school district shall have a district improvement plan that is developed, evaluated, and revised annually ......... The district improvement plan must include …. measurable district performance objectives for all appropriate student achievement indicators for all student populations...... “

I was one of very few RISD residents that attended the board work session on August 17, 2015. During the discussion about the district Improvement plan, one board member referred to the Education Code requirement. She said: “I want to see goals set at the next level …. How do we know when we get there …. How do we know what's working? …. How are we assessing that? …. How do we know if we implement an activity, we are accomplishing the goal? …. “

It was disappointing how quickly district leaders shot down the Education Code requirements for the plan. One board member responded, “There is a way to accomplish this without putting in thousands of measurements”. The superintendent chimed in, “I don't want this plan to be tracking things that we do here”. A second board member commented to the superintendent and senior staff: “Don't feel obligated to come up with magic language (because of us). This is your plan.”

What are the consequences of a plan that is solely based on activities, but with few measurements or accountability for results? The ship sails without a rudder.

The reading dilemma at RISD serves as an example. From 2012 thru 2015, RISD reading scores for grades 3 through 8 have fallen from above the Texas state average to below the Texas state average. In spite of this year-by-year collapse, the 2015-2016 District Improvement Plan has only token reference to reading, addressing 3rd grade only.

Consequences multiply: The recently released 2016 reading results for 5th and 8th grades …. both grades are still not above the Texas state average. Our kids don't read well, not great publicity for an alleged destination district.

A school board that approves a plan with no measurements nor accountability is abdicating its oversight responsibility. Board members, as you prepare for the 2016-2017 DIP, I hope that you will change your approach, and adhere to the state law. Willfully ignoring the law creates a need for the legislature to intervene and enact punishment for out of compliance districts.


Thursday, December 17, 2015
A Critique of Critical Thinking
by Gail Spurlock

It hit me like a sledge hammer when my children became adolescents. Suddenly everything I said or did needed to be challenged and debunked, just because I didn’t have the necessary scientific equipment to “prove” the sky was blue or that it’s dangerous for young people to be out late at night. Thus began my quest to identify the source of this intellectual scourge that had been perpetrated on my beloved children.

After considerable research, I finally found it. It would appear that Critical Thinking, the holy grail of our education system and Critical Theory, the driving ideology of the Frankfurt school, have conjoined to perfect our children in spite of themselves and their parents.

Education has morphed from a method to transmit knowledge from one generation to the next into a process for training children “how to think rather than what to think”. But, unhappily, “critical thinking” is the only “how” they know. Traditional education never did teach children what to think. It delivered to them the skills, knowledge and information with which to think.

Our education system used to be the distillation of 10,000 years of human thought, knowledge, observation and experience designed to permit each generation to “stand on the shoulders of giants”, to enable them to lead civilization forward.

At first exposure, “critical thinking” sounded like an innocent enough generic phrase, probably meaning “essential”, “fundamental” thinking. Unfortunately, simplified for children, with just a dash of Critical Theory, it becomes little more than “fault finding”. The key criteria for acceptance of any thought or concept was that it has been scientifically proven, otherwise it was just opinion, prejudice or discrimination and therefore immoral.

From The Critical Thinking Institute: Our Concept and Definition of Critical Thinking.

The Problem

Everyone thinks. It is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced. Yet, the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.


This underlying premise is probably the most destructive aspect of the application of Critical Thinking in our school system. Children are first taught that their normal thought processes and their instincts are downright prejudiced. They are quite literally taught to distrust their own thoughts and to resist the temptation to trust anyone else either. The only unbiased opinion is no opinion.

This premise flies in the face of human nature. It fails to distinguish between actual prejudice and mere personal preference. It uses the natural condition of being more comfortable with the familiar than the unfamiliar to demonstrate to children how prejudiced they are. It does more to undermine thought than to engage and elevate it.

A key error of the Critical Thinking school is the fallacy that it is the highest order thought process. Actually, it is one of the lowest. Have you ever had a close relationship with a 5-year old child? If you have, you have been outsmarted by that child. It is the first thought process children engage in or display upon getting a fundamental grasp of language. It is the behavior which no doubt sparked the old adage “children should be seen and not heard”.

They question and challenge everything with a complete lack of judgment or understanding in the absence of accumulated experience and knowledge. It can be forgiven an innocent child who is eager to acquire the experience and knowledge necessary to survive. But in an adolescent in the throes of self-definition, it is downright dangerous.

The whole principle of critical thinking, as practiced in our education system, is to indiscriminately challenge everything, which is just about as useful as indiscriminately accepting everything. Even worse, it is a formula that will suffocate other more productive thought processes such as analytical and creative thinking.

Think about it for a minute, if no thought or idea that has not already been proven is worthy of consideration, no new thought can be generated because it cannot have been proven since it is new. One is lost in the circular logic of the impossibility of everything. Bye-bye creativity and innovation.

Can you name even one brilliant innovation that was not first met with rejection and ridicule? That is not to say that inspiring ridicule should be an objective, only that it should not be allowed to be an obstacle. At one time, coming of age included the ability to hold one’s own against the onslaught of peer pressure. That milestone, that first breath of independence and individual liberty, has been successfully stripped from the growth experience of all too many of today’s youth. They are instead conditioned to rely upon consensus.

Take it one step further, if one engages exclusively in “critical thinking”, something must first be there to criticize. Even at its best, it is a completely reactive thought process not a proactive thought process. Locking young and inquisitive minds into such a cage is an unfathomable disservice to them and to the future.

The impact on judgment and morale of always focusing on the negative is even worse. It is more important to identify and fortify strengths and positives than to eliminate negatives. Why would someone put any effort into anything if it’s predisposed to be wrong? If you really want to destroy production in yourself or anyone, focus only on the flaws. Morale and production will fall out the bottom and level out at the lowest common denominator.

Interestingly, I’ve found that while deliberately seeking the positive, all of the negatives are exposed in high relief. It’s actually easier to locate the flaws while searching out strengths, because you don’t stop at the first one and chew it to death ending with dismissiveness. Even more important, those flaws are then seen in perspective and it is easy to distinguish major or fatal flaws from minor anomalies to determine how much corrective effort will be productive.

So “admiration” is the antidote to chronic critical thinking. If you think you may be engaging in too much critical thinking, try admiration for a few weeks. Discipline yourself to deliberately seek out and identify the admirable and admire it. Though nothing is perfect, every person, place, thing or thought contains elements worthy of admiration. Focus on the positive. See what you discover.


Thursday, September 17, 2015
Constitution Day
by Bill Ames

CONSTITUTION DAY – Teaching valid Constitutional principles in spite of leftist educators attempts to hijack public school curriculum.

On September 17, 1787, the delegates to the Constitutional Convention met for the last time to sign the document they had created. We encourage all Americans to observe this important day in our nation's history by attending local events in your area. Celebrate Constitution Day through activities, learning, parades and demonstrations of our Love for the United State of America and the Blessings of Freedom Our Founding Fathers secured for us.

But in Texas, assuring that Constitutional principles will be taught to our kids was not a certainty. During 2009, I was a member of a Texas state-level social studies review panel, whose mission was to create a proposal to the Texas State Board of Education (SBOE). The proposal was to define, in part, how the U. S. Constitution was to be taught in Texas' public schools.

My review panel had been stacked with liberal educators. I was the only conservative, the only non-educator on the nine member panel. I was outvoted eight to one on every issue. Regarding the Constitution, the “educators” insisted that two items be included in the social studies curriculum.

First, they insisted that the Constitution be portrayed as a “living, breathing document”, subject to the whims of Supreme Court justices as the country changed.

Second, they replaced First Amendment language with the liberals' “separation of church and state”, completely reversing the meaning of Thomas Jefferson's message to the Baptist ministers, a letter that actually gave assurance that the federal government would not encroach on religious values.

In October, 2009, the review panel's proposal was submitted to the SBOE. In my view, it was unacceptable. During November, I prepared a document of over 50 amendments to the review panel proposal. My two amendments relative to the Constitution were:

“Government. The student understands the impact of constitutional issues on American society. The student is expected to evaluate constitutional change in terms of strict construction versus judicial interpretation.”

“Examine the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare and contrast this to the phrase, "separation of church and state."

During its meetings in 2010, the SBOE adopted these amendments, along with many of my other amendments, and they were incorporated into the social studies standards. Once again, leftist educators in Texas had failed to hijack public school curriculum. As a result, Texas students are taught an accurate version of U. S. history in general, and the Constitution in particular.

Unfortunately, the Constitution is under continuing siege, as an out-of-control leftist government violates it at every turn. Nevertheless, spend a minute today, realizing how fortunate we are as Americans to have the Constitution's principles to guide us as the greatest nation in history.


Wednesday, September 2, 2015
V-J Day, a Lost Message
by Bill Ames

Seventy years ago today, on September 2, 1945, a formal surrender ceremony was performed in Tokyo Bay, aboard the battleship USS Missouri. Japan officially surrendered, and World War II ended.

Are Texas' five million-plus public school students being taught to appreciate the significance of America's victory over evil, to appreciate the sacrifices of hundreds of thousands of men who overcame Japan's war on the United States?

Hardly.

Students will not learn about the Japanese attack on Pearl Harbor, the Battle of Midway, the Bataan Death March, the progress of the military through the Pacific islands, the flag raising on Iwo Jima. Rather, U. S. history courses (the College Board's Advance Placement U. S. history, and Texas' CSCOPE follow on product used in over 800 Texas school districts) focus on the negative: topics such as Japanese internment and whether the use of the atomic bomb violated U. S. ethical principles.

The overall objective of these courses is to indoctrinate our kids, to diminish traditional values of patriotism and pride in America, and replace them with the left's contempt-for-America set of values. As we apathetically stand by and allow the public education establishment to pollute our young people's minds, we are losing the battle to develop future citizens who are proud to be Americans .

Shame.


Monday, August 3, 2015
Richardson ISD School Board Testimony
by Bill Ames

Tonight is about misplaced priorities......

The North Texas Regional Superintendents Consortium held its visioning conference on July 21st and 22nd. Conference presenters, from as far away as Canada, discussed a variety of radical ideas. A typical presentation advocated no grades, no homework, no quizzes or tests, and use of digital phones in class. Further, “Students manage themselves and all but eliminate the need for traditional classroom management”.

But in the real world of Richardson ISD, a veteran teacher has written, “The problem is our culture. I'd like to have students who are capable of retaining information other than sex, drugs, or pop culture.” In its race to implement the vision, RISD has already encountered serious failure: PBL and Engage! Learning. Engage! was finally discontinued after a flurry of complaints, but only after nearly $130,000 taxpayer dollars were wasted on the project. One parent questioned, “Can the district guarantee that our students' understanding of material isn't being sacrificed for the sake of PBL?”

And how was the conference funded? RISD sent 188 (yes, 188) employees, at a cost of nearly $10,000. This lavish expenditure sends a strong message about an underlying disregard for RISD taxpayers.

It is little wonder that consortium leaders salivate over eliminating testing. Since RISD began implementation of its “vision”, reading test scores have steadily declined. In 2015, 4 of the 6 RISD grade levels tested are reading below the Texas average. Will you address this embarrassment by doing away with the tests?

Former Department of Education Secretary Bill Bennett wrote that when Americans are asked what they want from their schools, they consistently respond: “Teach our kids how to speak, read, write, and count correctly”. Board members, you are entrusted to look out for the desires of the taxpaying citizens that Mr. Bennett wrote about.

Rather, you have been complicit to making RISD a laboratory for progressive experimentation, capitulating to the wishes of the superintendent and senior staff. We hear no pushback, none of the obvious questions. And all this while, our kids are losing the ability to read.


Thursday, August 14, 2014
Pete Sessions Town Hall
by Caron Hill

Several of us attended the Pete Sessions town hall Wednesday, August 13, at Fellowship Bible Church in Dallas. This is how it went, to the best of my recollection.

As we entered, we were given a list of all the “things” Congress and Congressman Sessions had accomplished. The meeting was held in the large auditorium of the church and was 3/4 filled with new faces. I did see several people I recognized but many I had never seen before. Twenty minutes after the meeting was supposed to start, the honor guard of Scouts brought in the flag and Congressman Sessions joined in the pledges to the U.S. and Texas flags.

After the pledges a five-minute PowerPoint presentation began that flipped through too fast to see what was in it. Congressman Sessions then read a list of things that Congress was addressing - things that he thought were of concern to everyone - Iran, taxes, immigration, etc. He then acknowledged people on the floor lined up at three microphones. The questions/requests/comments were:

  • About Obamacare, he said “he understood, because he and his staff are under Obamacare". He also said that he gets his insurance from across the state line.

  • Requests for him to sign a petition to support Christianity in the Middle East.

  • Requests for him to support dropping the drug war - he said he has never done drugs and is totally against the legalization of drugs.

  • Two groups of children requested that he do something to make their parents legal - he said that the country is ruled by law and they need to follow the law. He stressed that we are a lawful country.

  • A request from Charles Lingerfelt to support the Kurdish people.

  • A question about what he would do about expanding taxes - he went into a long discussion of the flat tax and said he would support a flat tax.

  • A question about why Congress continued to fund Obama’s agenda - he argued that their hands are tied and there is nothing they can do. He offered to give the man who asked the question a Constitution, and the man replied that he has one and suggested Congressman Sessions read it. The Congressman then said that Senator Reed has over 300 bills on his desk and the House can do nothing to make him bring them to the floor since they have no control over what the Senate does. Gaining control of the Senate would provide more options.

  • When asked about school taxes he said he thought the money ought to follow the child as he had to pay twice for one of his children.

  • Asked if he was doing anything to help release Sgt. Tahmooressi, he danced around the question and never really answered it.

  • Asked if he would let the Export-Import Bank expire or follow Jeb Henserling’s proposal, he said only if “changes” were made but wouldn't specify what changes he would support.

  • Made some statements about what he would do with health care, but said his hands are tied by Harry Reid, and it is the voters' fault.

  • He talked about Iraq and said we should bomb ISIS and destroy them with our air power only, no boots on the ground.

  • He said the border needs to be closed and mentioned California being bankrupt.

  • He discussed the possible impeachment of the President and described the difference between the high crimes of Clinton and what Obama has done. He said that he does not support or agree with anything Obama has done.

  • Several topics were not covered while we were there, including:

  • The IRS

  • Ukraine/Russia

  • The current situation in the Middle East

  • Federalism

  • Seizure of lands by the Federal government

  • We left at 9:10 with people still in line.


    Updated Tuesday, August 5, 2014
    Richardson ISD School Board Testimonies
    by Bill Ames

    August 4, 2014

    There is growing national concern about the implementation of the College Board’s Advanced Placement U. S. history curriculum framework. It is my understanding that this framework is being implemented in RISD for the 2014-2015 school year. AP teachers are attending seminars to prepare them to teach the course. However, there are serious issues with the course:

  • It promotes a relentlessly negative view of American history, which emphasizes every problem and failing of our ancestors while ignoring or minimizing their achievements.

  • It is almost totally silent about the Founding Fathers, including no mention of Jefferson, Franklin, Madison, and Adams, and almost none of the Declaration of Independence.

  • It omits military history, battles, commanders, and heroes.

  • It presents a biased and inaccurate view of many important facets of American history, including the motivations and actions of the early settlers, American involvement in World War II, and the conduct of and victory in the Cold War.

  • And unlike the rich content of the TEKS, there are no specific historical events required to be covered in AP history lesson plans. Rather, (and this is perhaps the most important point of my testimony) the AP framework gives “illustrative examples” of what material a teacher might use. Unfortunately, these examples are focused almost exclusively on victimization, oppression, social justice, race, gender, and class issues.

  • During my experience working with U. S. history curriculum in Texas, I have repeatedly encountered progressive educators’ strategies to rewrite U. S. history: Textbook authors in 2002, rogue history review panel members in 2009, and now the College Board.

    It is time to stop hiding the deception from mainstream Texans. Board members, you are accountable to the community, not to education establishment progressives. I sincerely doubt that your constituents will react kindly to your approval of a curriculum whose objective is to convince our kids that America is a bad place.

    I recommend that the Board postpone the implementation of this course until the curriculum development staff can certify that the lessons taught in this course will be compliant with the SBOE adopted Texas social studies TEKS. Thank you for listening.

    June 3, 2013

    On January 13, 2010, governor Rick Perry wrote to the U. S. Department of Education, rejecting common core curriculum in Texas. In spite of that rejection, the principles of common core are being implemented in the Richardson ISD, via the adoption of TASA and local “visioning” initiatives.

    On April 22, I attended an event for senior citizens who live in RISD. One stop was a visit to the 4th grade class at the Brentfield elementary school. The students were busy with their IPODS. I sat down with a little guy who was studying energy policy and the environment.

    I noticed that his source for the lesson was a liberal-biased publication, Time magazine for Kids. So I asked the child, “What do you think of oil companies?” His knee-jerk response was, “Oil companies are bad. They extract oil from the Earth”. Further, he volunteered , “All fuel in our gas tanks should be 100% ethanol.

    The TASA visioning document tells us, “Students are not just consumers of knowledge, they are creators of knowledge as well.” And from RISD’s visioning, “Students are given choices regarding what they learn”. So this 9 year old little guy, who is being exposed to biased, unvetted information, is allowed to believe the information that is being fed to him.

    In the common core, visioning environment, teachers are simply facilitators, rather than the classroom authority and presentor of facts. So no one will tell this child the facts: Energy costs to produce a gallon of ethanol exceed the energy available from that gallon.No one will tell this child that due to rapidly improving technologies of locating and extracting oil and gas, the U. S. is poised to not only surpass middle east production, but to create domestic reserves for the next 100 years. In short, this child is being indoctrinated with biased information, that is unvetted and unreviewed.

    What is the potential damage to this nine year old child? Let’s fast forward this little guy’s life by about 11 years. On May 28, I attended Congressman Pete Sessions town hall meeting in Richardson. Outside the Eiseman Center, I was approached by a group of disheveled young people, one of whom was young lady in her early twenties. The girl’s distinguishing characteristic was a prominent nose ring. The young lady, carrying a “Stop Fracking” sign, was adamant that fossil fuel exploration is destroying the Earth’s biodiversity. The tragedy is that this young woman, due to her brainwashed, dogmatic behavior, is virtually unemployable as a professional in mainstream America.

    Board members, you must insist that RISD students are exposed to balanced curriculum, and encouraged to think critically, rather than becoming indoctrinated, useful idiots in support of the leftist agenda.

    April 1, 2013

    The scandal regarding anti-American, anti-Christian curriculum in Texas’ public schools is escalating. On January 31, the Texas Senate Education Committee publicly chastised executives from the Regional Service Centers. Both Texas Education Commissioner Michael Williams and Attorney General Greg Abbott have called for an investigation of offending curriculum materials, Abbott stating, “We are deeply disturbed by the curriculum content."

    Concerned parents and citizens have been active at the local level as well. A couple of example:

    At the Lumberton ISD, students were being taught that the 911 terrorists were “freedom fighters”, and the Boston Tea Party patriots were “terrorists”. The previously unaware school board has formed a committee to examine how the offending curriculum can be replaced.

    A similar situation occurred at the Flour Bluff ISD in south Texas. A parent found a 5th grade lesson that implied the United States deserved terrorist retaliation. Board members are reviewing the situation.

    Now I know that Richardson ISD does not use CSCOPE, but the U. S. history curriculum I reviewed during 2012 was as far out of compliance with SBOE standards as is the CSCOPE curriculum. A couple of examples:

    American Exceptionalism relates that America was founded as the only nation in the history of the world in which personal liberty and freedom trumps government. The RISD curriculum ignored this concept. Rather, your teachers’ guide called for class discussion of .. quote .. “the corruptive qualities of the democratic system.”

    And we have previously discussed how Richardson ISD doggedly hung on to the history revisionists’ “America as imperialist” label, ignoring the standard that was adopted way back in 1998.

    Richardson board members, we are here tonight to ask that you, like Lumberton and Flour Bluff, initiate a review of your curriculum development process.

    Three questions require answers:

    First, why was your history curriculum so far out of compliance, long after SBOE standards were adopted?

    Second, what is the level of compliance today?

    And finally, what internal curriculum review oversight process must be implemented to ensure that this does not happen again?

    As elected officials, you are responsible to oversee district operations. When students leave Richardson ISD, we want them to graduate as proud Americans.


    Sunday, July 13, 2014
    Crisis on the Border
    by Mark Montgomery

    I am sick and tired of hearing all of those elected officials going on television and telling us that the immigration laws need to be changed, the border needs to be secured, the Obama administration is not securing the border, and so on and so on. Our elected officials are full of hot air and nothing is being done and we all know that nothing is really going to change in the near future. Our state elected officials from Rick Perry on down, all inclusive, are letting Texans down.

    The border problem is very simple. It is wide open. Crossing the Rio Grande River is no different than crossing the Red River. The Texas border with Mexico spans 1,200 miles. Rick Perry has sent extra DPS officers to the border to help out with things, which is a good thing. But, it is a physical impossibility to cover the entire length of the border with just a handful of people.

    I think that it is time for Texans to step up and show the rest of the nation how it should be done. Let’s join together and seal the border and once and for all put a sudden stop to the influx of people coming into our state. If we do this right, make a huge impact and get results in our effort, other border states will be encouraged to follow in our footsteps. This is what I propose:

    Find volunteers willing to spend some time at the border - the population of Texas is 26,000,000. Of that number there are thousands of men and women who are retired and physically and financially able and willing to step up and serve at the border. With enough people stepping up, rotations can be set up to make sure that all portions of the border are covered at all times.

    Organization - this cannot be an out of control vigilante mob. There are two organizations already set up to perform this task, and they could use a lot more volunteers. These are Texas Border Volunteers and Texas Minutemen. If you're able to help, please consider joining one or both of these organizations. Both groups have volunteer registration forms on their web sites. Also, you can check Dennis Michael Lynch's site, DML Daily, for status updates on the border crisis.

    Never give up - this will not be a month or two effort. To keep the border secure we will have to totally man the border as long as necessary. We will have to keep up the effort until we get leaders in Washington who will take possession of the border and defend the nation from invaders.

    Get the word out - people like you will have to get the word out and hopefully generate enough interest to get the ball rolling.


    Tuesday, December 18, 2012
    The Progressive Assault on American Liberty - 2nd Amendment Style
    by Wade Miller

    With due respect to those grieving, given context by my insistence that I would much rather not have to handle this topic right now, and given the knowledge that the progressive wing of the DNC, led by Sen. Feinstein, has flat out stated that gun control legislation will be introduced on day one of the new Congress, I submit the following out of absolute necessity.

    Here are two arguments I keep seeing from our liberal friends, that need to be stamped out….

    1. The gun control legislation won’t affect hunting rifles or shotguns.

    While hunting rifles and shotguns are protected by the 2nd amendment, the point of the 2nd amendment is not merely to protect hunting rights, it is to act as a check on government seeking too much power and becoming tyrannical. (Federalist 46, and a laundry list of other founder era documents). When all is said and done, whether I can still hunt or not is an irrelevant point.

    2. With the power of the U.S. military it is no longer reasonable to expect parity in weapons systems as some suggest under the 2nd amendment, and additionally the U.S. military is too powerful to defeat with just rifles.

    While it is true that we can not expect the 2nd amendment to afford parity in terms of nuclear bombs, etc., the amendment was clearly written in the context of parity in the arms carried by the armies. A semi-automatic rifle approaches this parity in a reasonable manner. Additionally, IF tyranny were to present itself and the people revolted, the bulk of our military and its leadership would likely assist, not hinder the efforts of the people. But for those who might disagree with this and think that the military would stand up against a revolting people and who also think it is impossible to fight back against such a modern military that utilizes aircraft and other modern weaponry…. let me remind you that men with donkeys, mules, and rifles have been standing up against us for over a decade now. In Federalist #46 the founders revealed an understanding that there would be the likelihood of a better armed military. Because of this they wanted civilians to be armed so as to always have an armed civilian to professional soldier ratio of 100/1. This was not an exact formula as the point was rhetorical, but with these types of odds it was presumed that the militia, formed by a coalescing of armed civilians, could overcome disadvantage and preserve liberty.

    A semi-automatic rifle is a right protected under the 2nd amendment. Without access to a semi-automatic rifle, it cannot be reasonably assumed that we can act as a proper deterrence to big government tyranny. Complex infantry tactics that go beyond attrition tactics, require fire and movement. This simple tactic can not be effectively exercised against a modern opponent without the ability to have a high volume of fire, which non-semi-automatic weapons do not provide. As a former infantry Marine, infantry squad leader, and urban warfare instructor, if I have access to brave men and women, in sufficient numbers, with very basic semi-automatic rifles, there is not a military in the world that could not be effectively resisted. If these weapons are banned, the ENTIRE purpose of the 2nd amendment will have been betrayed. This is the most basic standard that must be met to ensure this nations safety from foreign and domestic enemies.

    I am really not worried about President Obama becoming a dictator, he will be out of office in 4 years, but I have no idea what radical, under unknowable circumstances, distant years from now will be seeking power, nor do I know the guise under which he/she will try to convince the American people, whether though force, or through propaganda, to submit to their power. Will this happen in my lifetime, or 200 years from now? There is no telling, but what history shows us in every instance, is that it is coming, it will arrive. That the American people will eventually face tyranny is a statistical certainty.

    Hippies did not win the revolutionary war, an armed citizenry, with comparable infantry weaponry did. Aside from the fact that gun regulation and gun bans in the United States have had measurably negative effects on crime rates, which is something others will cover ad naseum, at least I hope, the most fundamental check on government can not be preserved with mere paper regulations and good intentions. I fully support serious discussion on how to better protect our schools, but ineffectual gun bans, that will provide no significant actual protections to students, at the expense of one of the most fundamental structural safety guards of our Constitutional Republic, is to merely add insult to injury by doubling down on failure.


    Saturday, December 1, 2012
    International Revolution to Create a Global Tax Scheme
    by Cathie Adams

    Cathie Adams is President of Texas Eagle Forum and International Issues Chairman for Eagle Forum.

    Science does not motivate the 195 parties of the United Nations Framework Convention on Climate Change; instead, it is the Green Climate Fund’s (GCF) potential jackpot of trillions of dollars.

    The UNFCCC Executive Secretary Christiana Figueres says a “revolution, the largest, most deeply rooted revolution mankind has ever seen, a deep transformation,” will be required to create sustainable development, adding, “Not one aspect of human life would not be touched by this international action.”

    It is noteworthy that Ms. Figueres’ brother, a former president of Costa Rica, is heavily involved in funding schemes for sustainable development, the reason the GCF was created in 2009.

    If former President Ronald Reagan was right that, “Socialism only works in two places: Heaven where they don’t need it and hell where they already have it,” then the UN is trying to create hell on earth called sustainable development, funded by the GCF.

    Sustainable development was described by 12-year-old Severn Cullis-Suzuki at the 1992 UN Earth Summit in Rio de Janeiro, “We buy and throw away…yet northern countries will not share with the needy…. Why are we who have everything still so greedy?… If all the money spent on war was spent on finding environmental answers, ending poverty and finding treaties, what a wonderful place this would be.” This is more than the rambling of a 12-year-old, it is the UN impetus to globally redistribute wealth.

    During the first week of the 2012 UNFCCC meeting in Doha, Qatar, the University of California’s John Foran harkened back to Ms. Suzuki’s rant adding a demand for a new treaty to produce “climate justice” by lowering greenhouse gas emissions by 70% below 1990 levels by 2015. Why should he care that sustainable development — social, economic and environmental justice — would destroy the global economy? His salary is guaranteed by taxpayers!

    The GCF will transfer wealth from rich to poor nations to ostensibly green Third World economies. Initially, it is to raise $100 billion annually, but that would escalate to as much as $1.2 to $1.6 trillion from American taxpayers alone, depending on the source of funding chosen by the UNFCCC.

    Former VP Al Gore has a funding idea for the GCF: “The most direct policy solution to the climate crisis is a carbon tax, offset by reductions in taxes on wages.” He added, “By including the carbon tax in the solution to the fiscal cliff, we can [get] away from the climate cliff.”

    Gore’s math is like fiddling while the U.S. economy burns, yet his investments in smart meters, carbon trading markets, solar power, bio fuels, electric vehicles, sustainable fish farming and waterless lavatories have profited at taxpayer expense. When challenged by Congress, he arrogantly stated, “I am proud to put my money where my mouth is for the past 30 years.”

    In the 2009 stimulus, the government’s investment of $80 billion taxpayer dollars in energy projects led to 1,900 investigations, rendering 600 convictions. One such enterprise, the Chicago Climate Exchange (CCX), was the brainchild of Richard Sandor, an economist and professor at Chicago’s Northwestern University. Sandor and Gore both profited when the CCX was sold to commodity traders. Sandor cashed in $90 million for his 16% stake in the exchange.

    This comparatively small example should end all notions for a GCF to pay for an elusive green economy. Unfathomable corruption would surround the trillions of dollars the GCF would amass with Gore’s carbon tax or by diverting subsidies from oil and gas or from international development bank loans or from the Tobin Tax, a tax on international monetary transactions.

    The GCF is set to have its own Secretariat in Songdo, Incheon, South Korea. The city boasts that the epic fund will bring economic benefits, influence and status far beyond those from other international organizations located in Korea.

    If the UNFCCC approves a global tax scheme to fill the GCF, then the U.S. Congress must eliminate all funding to the UN.


    Also see this report from Cathie Adams: Doha, Qatar: Perfect Laboratory to Study Climate Change.


    Tuesday, September 18, 2012
    Dead People Do Vote
    by Donna Starnes

    Donna Starnes attended the Friday, September 14 hearing at which Mary Bosworth submitted the names of dead voters who are still listed on the Dallas voter rolls. She submitted this report on election integrity activities in Dallas County:

    As we walked out of the elevator a little after 8 am, we saw a lone woman in the hall. She called out a name one time, two, then three times, looking surprised to see us. As we approached the hearing room, the woman turned around, raised her voice slightly, and stated, “No response.” As we entered the mostly empty hearing room, we discovered that the woman, apparently a county clerk, was speaking to Toni Pippins-Poole. Ms. Pippins-Poole, a plump, pleasant-looking woman, is the current Dallas County Elections Administrator. The clerk dutifully called out another name three times. “No response,” the clerk called out drily. This scene repeated again and again. Then a woman in a magenta shift and heels marched into the room, pulling a luggage carrier piled with boxes of computer printouts. She carefully picked the papers out of the cart and placed them on a table facing Ms. Pippins-Poole.

    By this time the first series of names had been called and Ms. Pippins-Poole reluctantly acknowledged the woman before her. “Ms. Bosworth, do you have any evidence to present for the voter whose name the clerk just called?” Mary Bosworth, founder of Red, White and True Texans in Dallas County replied, “Yes, I do. By my sworn oath, this citizen died on [this date] in 1994 per public record.” “He is the deadest of the dead,” she added with a wry smile. Ms. Pippins-Poole mechanically noted the information in a file and commented that her office would investigate and get back to Ms. Bosworth as to the results.

    This is a small part of the bizarre scene that Dallas County elections repeated all morning and into the afternoon. Hundreds of voters, long dead per public records, had been summoned to defend their right to vote. If Dallas County’s investigation as to these “underground citizens” does prove that they are “not”, then their names will be removed from the rolls. However sadly, what seems to be a routine task will most probably not get resolved until after the November election.

    You may wonder how this interesting spectacle developed. It’s a long story, but here it is: In the last session of the Texas legislature, Representative Jim Jackson authored a bill which required that voter rolls be matched with social security data in order to purge deceased voters before the November election. Accordingly, the Texas Secretary of State sent a list of deceased Texas voters (about 9,000 in Dallas County) to election administrators in August. However, at least two counties, Houston and Dallas, refused to purge the deceased voters prior to the election, mainly because of a Federal law that states that voters cannot be removed from the rolls within 60 days prior to the election.

    Then the real fun started. Last Tuesday, after the refusal to purge the rolls, the Houston Chronicle reported that the Texas state election director closed off funding for county voter registration activities. The director suggested in a letter to the county administrators that they were probably in violation of state and Federal election laws and also were violating the integrity of the upcoming election. As reported by NBCDFW.com, Dallas County Republican Party Chairman Wade Emmert responded, “These voter registration cards are tickets to vote.” He added, “Without voter ID, if you have one of these cards, they [election workers] can’t confirm you are who you claim to be.” Countering Chairman Emmert’s comment, Dallas County Democrat Party Chairman Darlene Ewing stated, “It’s just a total red herring to justify their [political opponents’] oppressive voter suppression laws; that’s all it is. They have yet to document there’s a problem with people impersonating dead people.”

    Mary Bosworth and her Red, White and True Texans deserve much credit for months of tirelessly reviewing the rolls and checking public records for deceased voters. The battle doesn’t stop here. Ms. Bosworth’s team has also uncovered instances of “citizens” who voted multiple times from vacant lots and from addresses that do not exist. The legal process for cleaning up the lists is too long to detail here. Suffice it to say, the fight to clean up the rolls will probably extend well beyond the November election. For the time being, Ms. Bosworth expects to hear from Ms. Pippins-Poole in a week on those dead citizens.

    Go to True the Vote to learn how to be a poll watcher and indicate that you are a Tea Party member. Email Donna at djstarnes@tx.rr.com if you would like to poll watch in Dallas County.