Chemtrails Exposed: A History of the New Manhattan Project

After so many years of watching airplanes produce the lines in the sky, largely without knowing of what this Project consists or why, we have recently gained an understanding. Evidence suggests that today’s chemtrail spraying operations consist of airplanes saturating our atmosphere with nano-sized particles influenced by electromagnetic energy for the purpose of weather modification.

U.S. patent #4,686,605 “Method and Apparatus for Altering a Region in the Earth’s Atmosphere, Ionosphere and/or Magnetosphere” shows how stratospheric and tropospheric aerosols can be manipulated using electromagnetic energy in order to modify the weather. The ground-based antennas (known as ionospheric heaters) needed to produce the appropriate electromagnetic energy exist. For a detailed discussion, please see the author’s previous article “Smoking Gun: The HAARP and Chemtrails Connection.”

The 1996 U.S. military document “Weather as a Force Multiplier: Owning the Weather in 2025” outlines a program using aerosols sprayed from airplanes which are then manipulated with electromagnetic energy in order to modify the weather. This document will be discussed shortly.

The common thread here is weather modification; or as the Library of Congress calls it, “weather control.” Lots of other evidence supporting this assertion exists as well, but these two documents are the most salient.

Motives are plenty. Most notably, significant direct benefits can be gained by playing financial markets which rise and fall with the weather such as the weather derivatives and catastrophe reinsurance markets; not to mention agricultural and energy commodities. Enron pioneered the markets. With foreknowledge of the weather, so many scams could be concocted that it boggles the mind. Weather routinely changes the course of Human history. It determines what we do every day. It determines the outcomes of wars and influences elections. Control of the weather is God-like power. Money and power junkies want it.

Controlling Earth’s weather would necessarily require a gigantic scientific effort. Oddly enough, when one looks for a National effort in weather modification, one finds a lot. Specifically, if one looks, one can find a history of weather control programs involving electromagnetic energy and atmospheric particles; all in a coherent chronological order.

This paper is the result of thousands of dollars and countless hours spent researching many thousands of pages of source, organizational and Government documents related to weather modification and the atmospheric sciences. This article serves as the foundation for a series of shortly forthcoming articles detailing the history and current state of this Project. May this work help end the spraying. For the fact that these environmental modifications have been done without our informed consent, may this work contribute to the largest class-action lawsuit in history.

This paper examines the origins and development of this; the first planetary level scientific endeavor. Now is our opportunity to gain a deeper understanding of the New Manhattan Project. …

http://www.activistpost.com/2015/02/chemtrails-exposed-history-of-new.html

Common Core’s Recipe for Imposed Ignorance

How Stress Affects the Brain During Learning

A fight or flight reaction may be useful in some situations, but it is highly detrimental in the classroom. Whether anxiety stems from test taking or from an unstable home environment, the brains of students experiencing high levels of stress look different than those who are not — and those brains behave differently, too. In this article, we’ll take a look at the neural and hormonal responses that underpin a student’s stress response, and make a few suggestions for continuing to teach through the challenges it presents.

What Happens to the Brain During a Stress Response

The body and the brain respond to stress with a complex cascade of hormones and neurotransmitters. When a child’s senses perceive danger, their hypothalamic-pituitary-adrenal (HPA) system releases steroid hormones (glucocorticoids). This includes the primary stress hormone, cortisol, which has a direct effect on the heart, lungs, circulation, metabolism, immune system and skin. The HPA also stimulates the release of catecholamine neurotransmitters like dopamine, norepinephrine and epinephrine (adrenaline), which activates the amygdala, which in turn triggers a fearful response. The brain then releases neuropeptide S, which increases alertness and feelings of anxiety.

How Stress Inhibits a Brain’s Ability to Learn

Together, the HPA system will keep a child’s stimulated and ready to run. But while this may be good for truly life or death situations, this stress response makes learning difficult, as the stimulated senses are not those associated with deep learning. Think about it this way: would you be able to memorize the times tables when you were being chased by a bear? Of course not. But while this may be obvious, the reasons why this is the case is more complex than you might expect…..

http://www.edudemic.com/stress-affects-brain-learning/

… the misnamed “Common Core State Standards” are not state standards. They’re national standards, created by Gates-funded consultants for the National Governors Association (NGA). They were designed, in part, to circumvent federal restrictions on the adoption of a national curriculum, hence the insertion of the word “state” in the brand name. States were coerced into adopting the Common Core by requirements attached to the federal Race to the Top grants and, later, the No Child Left Behind waivers. (This is one reason many conservative groups opposed to any federal role in education policy oppose the Common Core.)

Written mostly by academics and assessment experts—many with ties to testing companies—the Common Core standards have never been fully implemented and tested in real schools anywhere. Of the 135 members on the official Common Core review panels convened by Achieve Inc., the consulting firm that has directed the Common Core project for the NGA, few were classroom teachers or current administrators. Parents were entirely missing. K–12 educators were mostly brought in after the fact to tweak and endorse the standards—and lend legitimacy to the results.

The standards are tied to assessments that are still in development and that must be given on computers many schools don’t have. So far, there is no research or experience to justify the extravagant claims being made for the ability of these standards to ensure that every child will graduate from high school “college and career ready.” By all accounts, the new Common Core tests will be considerably harder than current state assessments, leading to sharp drops in scores and proficiency rates.

We have seen this show before. The entire country just finished a decade-long experiment in standards-based, test-driven school reform called No Child Left Behind. NCLB required states to adopt “rigorous” curriculum standards and test students annually to gauge progress towards reaching them. Under threat of losing federal funds, all 50 states adopted or revised their standards and began testing every student, every year in every grade from 3–8 and again in high school. (Before NCLB, only 19 states tested all kids every year, after NCLB all 50 did.)

By any measure, NCLB was a dismal failure in both raising academic performance and narrowing gaps in opportunity and outcomes. But by very publicly measuring the test results against benchmarks no real schools have ever met, NCLB did succeed in creating a narrative of failure that shaped a decade of attempts to “fix” schools while blaming those who work in them. By the time the first decade of NCLB was over, more than half the schools in the nation were on the lists of “failing schools” and the rest were poised to follow.

In reality, NCLB’s test scores reflected the inequality that exists all around our schools. The disaggregated scores put the spotlight on longstanding gaps in outcomes and opportunity among student subgroups. But NCLB used these gaps to label schools as failures without providing the resources or support needed to eliminate them.

The tests showed that millions of students were not meeting existing standards. Yet the conclusion drawn by sponsors of the Common Core was that the solution was “more challenging” ones. This conclusion is simply wrong. NCLB proved that the test and punish approach to education reform doesn’t work, not that we need a new, tougher version of it. Instead of targeting the inequalities of race, class, and educational opportunity reflected in the test scores, the Common Core project threatens to reproduce the narrative of public school failure that has led to a decade of bad policy in the name of reform.

The engine for this potential disaster, as it was for NCLB, will be the tests, in this case the “next generation” Common Core tests being developed by two federally funded, multi-state consortia at a cost of hundreds of millions of dollars. Although reasonable people, including many thoughtful educators we respect, have found things of value in the Common Core standards, there is no credible defense to be made of the high-stakes uses planned for these new tests.

The same heavy-handed, top-down policies that forced adoption of the standards require use of the Common Core tests to evaluate educators. This inaccurate and unreliable practice will distort the assessments before they’re even in place and make Common Core implementation part of the assault on the teaching profession instead of a renewal of it. The costs of the tests, which have multiple pieces throughout the year plus the computer platforms needed to administer and score them, will be enormous and will come at the expense of more important things. The plunging scores will be used as an excuse to close more public schools and open more privatized charters and voucher schools, especially in poor communities of color. If, as proposed, the Common Core’s “college and career ready” performance level becomes the standard for high school graduation, it will push more kids out of high school than it will prepare for college.

This is not just cynical speculation. It is a reasonable projection based on the history of the NCLB decade, the dismantling of public education in the nation’s urban centers, and the appalling growth of the inequality and concentrated poverty that remains the central problem in public education.

Nor are we exaggerating the potential for disaster. Consider this description from Charlotte Danielson, a highly regarded mainstream authority on teacher evaluation and a strong supporter of the Common Core:

I do worry somewhat about the assessments—I’m concerned that we may be headed for a train wreck there. The test items I’ve seen that have been released so far are extremely challenging. If I had to take a test that was entirely comprised of items like that, I’m not sure that I would pass it—and I’ve got a bunch of degrees. So I do worry that in some schools we’ll have 80 percent or some large number of students failing. That’s what I mean by train wreck.

Reports from the first wave of Common Core testing are already confirming these fears. This spring students, parents, and teachers in New York schools responded to administration of new Common Core tests developed by Pearson Inc. with a general outcry against their length, difficulty, and inappropriate content. Pearson included corporate logos and promotional material in reading passages. Students reported feeling overstressed and underprepared—meeting the tests with shock, anger, tears, and anxiety. Administrators requested guidelines for handling tests students had vomited on. Teachers and principals complained about the disruptive nature of the testing process and many parents encouraged their children to opt out.

Common Core has become part of the corporate reform project now stalking our schools. Unless we dismantle and defeat this larger effort, Common Core implementation will become another stage in the demise of public education. As schools struggle with these new mandates, we should defend our students, our schools, our communities, and ourselves by telling the truth about the Common Core. This means pushing back against implementation timelines and plans that set schools up to fail, resisting the stakes and priority attached to the tests, and exposing the truth about the commercial and political interests shaping and benefiting from this false panacea for the problems our schools face. …

http://www.rethinkingschools.org/archive/27_04/edit274.shtml

We’ve been down this path many times, starting with the robber barons’ approach to creating human drones that fit into their manufacturing/consumption business model  https://web.archive.org/web/20140325152134/http://www.johntaylorgatto.com/historytour/history1.htm which has now given way to the impoverishment/genocide model.   The future doesn’t need us.

Underground History of American Education

The Business Model of the War on Terror and the Path to WWIII

The entire show is excellent but if you see nothing else the interview with the former CIA official is essential. Starts around 12:20. None of this is the result of incompetence or individual greed. The US has been set up for a fall and the insiders are grabbing what they can before all hell breaks loose.

But the USA isn’t really a luciferian theocracy.   That’s crazy talk.

4.5 Million Orphans in Iraq: Protests Over Food and Shelter

This is CNN, and CBS and NBC and ABC and MSNBC and NYT and the Brainwashington Compost and the entire US MSM

Yet more evidence ISIS has western backing

Report: Israel treating al-Qaida fighters wounded in Syria civil war

Israel has opened its borders with Syria in order to provide medical treatment to Nusra Front and al-Qaida fighters wounded in the ongoing civil war, according to The Wall Street Journal.

The prominent American newspaper reported that Nusra Front, the Sunni Muslim al-Qaida offshoot which is currently fighting the Iranian-backed axis of Bashar Assad and Hezbollah, “hasn’t bothered Israel since seizing the border area last summer” along the Golan Heights.

While Israel views al-Qaida and its allies as enemies, it is far more disturbed by what it views as an even bigger menace – Iran and its proxies. According to The Wall Street Journal, this attitude has caused tension with the United States, which has also targeted al-Qaida and Nusra Front fighters in Syria….

http://www.jpost.com/Middle-East/Report-Israel-treating-al-Qaida-fighters-wounded-in-Syria-civil-war-393862

Jihadi John’ still has access to British bank account: ‘Incomprehensible’

“Jihadi John,” the Islamic State group terrorist involved in the execution of multiple Western prisoners, still has access to his British bank account.

The U.K. government’s independent investigator found that only six British jihadists have had their bank accounts frozen out of an estimated 600 fighting with the Islamic State group, The Telegraph reported Saturday.

“The figures for assets frozen are remarkably low,” said David Anderson, a high ranking Queen’s Counsel official and the U.K. government’s independent investigator for terrorism legislation. …

http://www.washingtontimes.com/news/2015/mar/14/jihadi-john-islamic-state-executioner-still-has-ac/