Tag Archives: turnip truck

Not-so-Funny Money

Anti Fed Ed Warriors, just a few days ago, I revealed to you how the World Bank is using Social Impact Bonds (SIBs), ‘sin’ taxes, along with other financial tools to help force America into the SDGS (Sustainable Development Goals) of the UN (United Nations).

One such financial tool is called ‘gender bonds (GBs)’. When I asked two of my fellow Anti Fed Ed Warriors who happen to be considered experts in both data mining and SIBs, neither had heard of the GBs

Knowing SIBs, BitCoin, and ‘sin’ taxes are connected to the demise in education, these GBs must be as well. So, let’s find out just what GBs will do in education. We’ll also learn if there are any NEW financial tools to be used against us.


SIBs and BitCoins:

SIBs, Social Impact Bonds, are a form of the ‘pay for success’ scheme used in business, but which as been applied to education via ESSA (Every Student Succeeds Act). How? Defined student outcomes. In other words the student HAS to be controlled and manipulated to fit a certain ‘outcome’. In ESSA’s case: ‘college and career ready’.
Warriors, did you know ‘outcome’ is a government controlled goal, NOT a personal free will choice?

As I’ve stated before, Alison McDowell’s Wrench in the Gears blog is an excellent resource to understand HOW SIBs are harming education. Alison also can explain the Bitcoin connections to education. (*Note: it has to do with the trail created by data mining (aka ‘student data rape’). 

As Alison points out, the Bitcoins and SIBs, will be used against every American. We’re seeing this type of control used in China. Knowing the UN’s SDGs are involved, we know more than education will be BitCoins and SIBs’s conduit for HOW control is set up. 

I’ve also shared before that the Missouri Education Watchdog’s blog has some excellent information on data mining. This September 2018 article explains the global lust for our student’s personal information. Since Google and global data rapers are at the helm, we know this will meet up with the World Bank and the United Nations, somehow!

(*Note: See page 40 of the World Bank’s “Moving the Needle”. You’ll also see how much American money has already been invested into SIBs.)


Paying For Our ‘Sins’?

As far as ‘sin taxes’ go, the UN’s SDGs want to see excessive use of alcohol and other substances curtailed as much as possible. (Don’t forget the WHO, World Health Organization here!)

So, the World Bank’s plan is to tax the people for using them. What’s more is the ‘sin taxes’ will help fund universal health care and mental health ‘scale-up’ programs. (‘scale up’ is fancy for expansion of government in mental health.)

Now, it is important to note that excessive use of ANY substance should be addressed, but an overall tax across the board isn’t so much about helping fight substance abuse as it is about controlling your free will. Much like the mental health grab by the UN is a back door to taking Second Amendment rights away, this type of taxation will infringe heavily on your Constitutionally and civil rights protected freedoms.
(*Note: Page 40 of the World Bank’s “Needle” shows a sin tax on beverages made with sugar (but not for high fructose corn syrup or other modified sweeteners)!

What will this type of heavy handedness do for those who are not excessive or abusive?  What happens when this type of tax is attached to sodas and juices?
Why is it ‘universal health care’? Is this a sign that America will have this socialist system?


Using Gender For Their Agenda:

Warriors, it isn’t new news that the UN’s SDGs use gender against us. In the SDG Toolkit (created in the US back in the early 2000s), you’ll find page after page of how women and the poor are targeted.

While the BS tries to make the reasons WHY these people are targeted sound noble, the real agenda is caddish. The first reason is that the more women or poor people who work, the fewer there will be to raise children. The second reason is that all citizens must work to feed the global economy.

Warriors, spot the irony? American made goods shouldn’t be based on a UN global indoctrination.

What is the main educational tool being used to target women and the poor? STEM (Science, Technology, Engineering, and, Math) and STEAM (all of STEM, plus the Arts).
(*Note: this one article will give you the SDG Tool Kit link, as well as show you the Americans pushing the global STEM moreso than most other citizens.)

So, knowing all this, let’s find out what a GB (Gender Bond) is and how it will impact education.

Warriors, according to the World Bank’s Needle document, Gender Bonds are a type of private sector finance tool, like the SIBs and others above. These type of tools, as we are seeing are being used to drive (or force) social change. Look below:

(You can find the Gender Bond definition and related investment information on Page 35 of the World Bank’s Needle document.) What follows is a timeline of GBs:

NAB, National Australian Bank; March 2017, becomes the first to issue gender bonds. The reason? Workforce equality. NAB also has a “Male Champion of Change” program. According to NAB’s 2017 “Towards 2020” document, education and P3s (public private partnerships) will help genders get ahead. NAB is also a UN Global Compact member, since 2010.

Asian Development Bank (ADB), in November 2017(to support their 1990s Policy on Gender), invested mega bucks into gender bonds for Asian and Pacific countries. ADB is tied to UNESCO. Women’s and girls education is mentioned 43 times in the ADB’s 2013 Gender Policy document.

December 2017, the Wall Street Journal wrote about the Gender Bonds as a way to be ‘socially responsible’ (as well as a way to help end sexual harassment). Back in 2014, the Journal partnered with MSN (Microsoft) News to poll America on Common Core. (*Note: as we know, Microsoft is a huge UN member/supporter. What you may not know is that the Wall Street Journal is owned by the Dow Jones and Company. Dow Jones is a partner of the World Bank. Especially in the SDGs.)

June 2018, Turkey’s Gender Bonds with the help of Goldman Sachs 10K Women program. (The education tie comes through global business courses at partnering institutions.) Warriors, I have at least 4 articles on how Goldman Sachs is part of the CCSS Machine (Common Core State Standards Machine).

Doing The DIB:

DIBs (Development Impact Bonds) are a new type of World Bank financial tool. These bonds will be much like the SIBs, but will mature between 3-10 years. DIBs also center around ‘result driven approaches’ when it comes to social issues. In educratic speak it’s known as ‘best evidenced practice’; aka: subjective research and methods). You’ll find almost no information on DIBs in the World Bank’s document because these bonds are still undergoing changes before being unleashed. Do watch for these, though. Education will certainly be in the mix.

The UN’s Women’s Movement:

First, off, before we get to WHAT the UN’s got in mind, I’m sure you’ve had a burning question or two about gender bonds.

As of this article, the only real focus by the UN has been for women and/or the poor. How ‘poor’ is a gender, I do not know.

However, you’ve seen and read the evidence.

Are there any gender bonds for men? What about those who aren’t sure of their gender or have decided to NOT have a gender? Where will these people be placed by the UN?
No matter if you agree with the ‘gender bending’ going on or not, people are people and we all need protecting from the UN’s control freakish system. The UN screams ‘tolerance’ but is breeding massive amounts of discrimination!

Warriors, SDG #5 is Gender Equality. It’s where the GBs fit in. If you’ve not seen the SDG #5 targets, read here.

If you missed the new 2018 Gender Guidelines, you’ll ‘love’ learning about them. The Guidelines will use gender to tie to climate change. The World Bank’s “Needle” document will feature a little on Green Bonds. Near Page 40. Green bonds are geared for sustainable ‘green’ energy and climates.)

If you missed the 2015 World Economic Forum piece on why gender is so vital to the SDGs, read it.

Lastly, from 2002, the World Bank tackled the question about gender and the SDGs (although back then the SDGs had another name).

To cut through the global doublespeak, the reason why gender is so key to the success of the SDGs is IF we can stop the unfairness between men and women, we’ll treat our environment better. IF we treat the environment better, we’re well on our way to a peaceful world.

It’s as if the UN is telling us, if you and your spouse can stop fighting, then your grass will grow better. If the grass is greener, then your peace will be at hand. Yeah, right..Sounds like the UN believes everyone just fell off the turnip truck. (That’s Southern for not very smart.)



Warriors, as I shared with you in the “Wicked Web”, the very leaders who have pledged to END America’s union with the UN are NOT living up to that pledge. In fact, the Administration has strengthened the UN/US union.

We MUST, I repeat, MUST enforce the free will of the people. That will? To remain Americans, to rid education of government, and to STOP seeing mountains made out of molehills as the UN has done to us for years.



Sic’ Em Saturday: No, the turnip truck is NOT right outside!

The phrase, ‘The turnip truck is not parked right outside!’ or it’s close ‘relative’, ‘No, I did not just fall off the turnip truck!’ are classics here in the South. We typically use them when it comes to someone who’s less that intelligent. Seems like many of the Common Core Standards folks have that opinion of, we, the people.

When it comes to the  Common Core machine, I didn't just fall off the turnip truck!
When it comes to the Common Core machine, I didn’t just fall off the turnip truck!

Why is it important we are considered not so ‘with it’? In a word, ‘control’.

Think about it, how many times, have we, the opposed to the Common Core ‘machine’, been talked down to, been marginalized for speaking up? Being treated as if we don’t know our way out of a paper bag (ie: needing the Pro CC’s ‘myth vs. facts’ to try to counter ours, etc.) This leads me to think of many of the white papers, videos, and other materials produced to ‘set the record straight’, so that we can become even smarter on the CCSS and what it really can do, what it really is. Take the case of Jason Zimba,  he’s a doctor, so he has to be intelligent. He, along with some other ‘well meaning folks’ put together a video I posted below you have to see to believe. I’ve included some of the most ‘turnip truck’ worthy questions (there are others almost as worthy, so check them out.) How did I come to this conclusion? I listened, read, and researched this ‘new to me’ resource I learned about. It was released via Twitter, just a couple of days ago. (recorded in Sept. 2014) It’s a ‘Q & A session’ with him on ‘tips for implementing the new CCSS Math standards’!!

"As admitted by one of the creators of Common Core, Dr. Jason Zimba, at a meeting of the Massachusetts Board of Elementary and Secondary Education in March of 2010, Common Core defines 'college--readiness' as ready for a nonselective community college, not a four--year university." Dr. Stotsky
“As admitted by one of the creators of Common Core, Dr. Jason Zimba, at a meeting of the Massachusetts Board of Elementary and Secondary Education in March of 2010, Common Core defines ‘college–readiness’ as ready for a nonselective community college, not a four–year university.” Dr. Stotsky

To access this Q & A, you’ll need to go to: https://blog.learnzillion.com/2014/09/18/tips-from-jason-zimba/

Just a few of the questions asked by the audience that he addresses  are as follows:
1. “How do you select the most important ideas or concepts to emphasize in classroom instruction?” (start time — 06:12)

His answer? Well, first, it was research and development, then he’ll show you how the countries (only the top performing ones) were compared to the USA, then he gives you the ‘mile wide, inch deep’ buzz phrase. He said it was important to steer away from this.

7. “What advice can you give when teachers who revert back to answer-getting techniques when students are struggling with a new concept?” (start time — 32:25)

Before Dr. Zimba answered this question, the host was speaking to teachers and the skills gap. You may find what he had to say worth listening to. Zimba’s answer to the above question, again in multiple parts, was along the lines of there’s nothing wrong with getting the answer. What teachers should avoid are tricks that only work with certain types of problems (example was kids using skip counting instead of multiplying and dividing). He went on to say that in high school kids are learning fuzzy routines with math problems that don’t generalize things. What will help them is a ‘good diet of problems’. This will end ‘false learning’.

10. “What are the top three things parents can do to support their children at home with Common Core math?” (start time — 40:30)

Answer included: Showing up at the parent teacher conferences. If you follow Dr. Zimba’s lead, you’ll even take your copy of the CCSS as he does. Zimba stated he believes it’s the parents role to help their kids with homework. In class, the rich content of CCSS is to be coupled with the ‘old school’ workbooks. Because ‘the old ways are still required in the CCSS’. (be sure you listen to his comment about parents emulating teachers) His last suggestion was for us parents to become more involved in the selection of the textbooks because it would ‘help illustrate the difference between standards and curriculum’.

12. “Is there a timeline for Version 2.0 of the Common Core Standards?” (start time — 44:41)

The answer? Dr. Zimba cited that he knew FL and IN had updated their Standards, as he knows eventually every state will. It’s a ‘trend’ that helps illustrate the state’s authority over their own schools. They need to keep the key shifts not because the shifts in math are important due to CCSS, but because they are so important to success, CCSS wrote the shifts into the standards. States shouldn’t move too far from the CCSS blueprint, if they do, they’ll ‘loose the commonality’.

Other turnip truck material:

If you scroll down past the video clip, you’ll see some resources, be sure to look at the National PTA’s success guide for parents:

(http://www.pta.org/parents/content.cfm?ItemNumber=2583) IF you weren’t aware the Nat’l PTA ‘sold out’ a while ago (2010).

(http://www.gatesfoundation.org/Media-Center/Press-Releases/2009/12/National-PTA-to-Mobilize-Parents-for-Common-Core-Standards) If you try to access the full press release mentioned on the GF website, it has been removed.

If you want to learn how to select a textbook the CCSS way: (http://achievethecore.org/page/783/instructional-materials-evaluation-tool-imet-list-pg) The Chief Council of State School Officers helped create the guide on selecting textbooks.

If you’d like to see the ‘research’ CCSS used: (http://achievethecore.org/dashboard/408/search/3/1/0/1/2/3/4/5/6/7/8/9/10/11/12)

Clarification is needed:

I am in no way, trying to be offensive about the intelligence of anyone in this post. It is not my place to be qualified to measure (seriously) when someone is or isn’t gifted in the ‘thinking department’. However intelligent (or not) those connected to CCSS are/aren’t,  I cannot support anyone’s, including Dr. Zimba’s,  ‘turnip truck departure’ from education onto the Common Core road. Especially when they are trying SO hard to convince me they are right and I’m not.

What a true turnip looks like, road placement, optional
What a true turnip looks like, road placement, optional

 Sic’ ‘Em moves:
No Saturday post from me would be complete without some action steps to take. So, here goes:
1) If you’ve not read the CCSS, do so! I would suggest a team effort. Gather your favorite anti CC friends, and divvy that ‘bad boy’ up..it’s a doozie! (means that there’s a tremendous amount to read through.) Don’t know where to find the Standards? (http://www.corestandards.org/read-the-standards/) Do not trust the ‘myth vs. fact’ section. Go to your state’s “Stop Common Core” website, Facebook, Twitter for that. Also, Pioneer Institute, Freedom Works, Truth in American Education, etc. have much more reliable facts.

2) If you’ve not attended a parent/teacher meeting, a curriculum night, etc. Do so! While I have no idea how much public input your state or local school district allows in regards to the textbook choice. Find out. Point out to those in charge the publishers who’ve aligned to the Core. Not every textbook is by Pearson Publishing nor is CC aligned on each edition. How do you find the publishers who’ve aligned to Common Core? The one source I recommend the most is geared for home educators. In all my research, it’s the only database I know I can trust. It’s the only database that has painstakingly listed (as the information has become available) each publishers stance/alliance/alignment to Common Core. Make note, many private schools, homeschools, parochial schools use the same curriculum. Some charter schools also use the some of the same curricula. My point is, this one resource has, in one place, listed information you can use. Known as the “Common Core Project”, it’s part of the Home School Roadmap‘s website: http://www.hsroadmap.org/common-core-project/

Another link for all the entities Pearson Publishing has: http://www.pearsonschool.com/

Access your State Board of Ed and find their textbook list. You should be able to find a database that lists, title, publisher, etc. From there, once you know the publisher’s name, it’s much easier to find their alliance/alignment, etc.  (IF you have a curriculum resource you aren’t sure of, leave a comment for me, I’ll see what I can do to help you out.)

3) Continue to raise awareness! Last week’s Saturday, gave you some fun action steps to help raise awareness. However, briefly, here are my top fun ways (not my original ideas): trick or treat candies with CCSS real facts or your next anti CCSS meeting location. Provide information at a Fall Fest, this way as well. “Choose to Refuse” (find them on Facebook) has bookmarks you can hand out anywhere!

4) Help take BACK your state’s right where education is concerned. You don’t like what CCSS is doing? You’re not a fan of Mr. Zimba’s (see his answers above). GREAT! Use that as incentive to free your teachers, liberate your students and tell CCSS to take a hike!

5) If your student is about to take the SAT or ACT, GED or other such assessment, know they, too are aligned. More and more colleges are waking up and ditching the required scores for entry into their institutions of higher learning. However, if your student’s choice school hasn’t, encouragement to assess via portfolios, or any other way that’s not summative based information. It can be done.

6) I suggest writing Dr. Zimba with your views on how successful you’ve been on helping with homework. I feel confident his knowledge of the truth will be greatly enhanced by what you share. Thank you.