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msfreeh
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Heat is Online

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http://www.counterpunch.org/2013/02/01/ ... n-schools/" onclick="window.open(this.href);return false;

February 1-3, 2013

ALEC Bill in Three States To Require Climate Change Denial In Schools
by STEVE HORN

The American Legislative Exchange Council (ALEC) - known by its critics as a “corporate bill mill” – has hit the ground running in 2013, pushing “models bills” mandating the teaching of climate change denial in public school systems.

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Saturday, 02 February 2013 18:53
Ozone hole changes ocean flow

http://www.collapsenet.com/free-resourc ... ocean-flow" onclick="window.open(this.href);return false;

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see link for how many feet your brain is above sea level.


Groundhog Decade: We’re Stuck In A Movie Where It’s Always the Hottest Decade On Record

By Joe Romm on Feb 2, 2013 at 10:30 am

http://thinkprogress.org/climate/2013/0 ... ?mobile=nc" onclick="window.open(this.href);return false;

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http://www.climatecentral.org/" onclick="window.open(this.href);return false;


Who We Are

An independent organization of leading scientists and journalists researching and reporting the facts about our changing climate and its impact on the American public.

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mes5464
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msfreeh wrote:see link for full story
http://www.counterpunch.org/2013/02/01/ ... n-schools/" onclick="window.open(this.href);return false;

February 1-3, 2013

ALEC Bill in Three States To Require Climate Change Denial In Schools
by STEVE HORN

The American Legislative Exchange Council (ALEC) - known by its critics as a “corporate bill mill” – has hit the ground running in 2013, pushing “models bills” mandating the teaching of climate change denial in public school systems.
The public education system is nothing but an indoctrination center.

msfreeh
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http://www.countercurrents.org/index.htm" onclick="window.open(this.href);return false;

msfreeh
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mes5464 wrote:
msfreeh wrote:see link for full story
http://www.counterpunch.org/2013/02/01/ ... n-schools/" onclick="window.open(this.href);return false;

February 1-3, 2013

ALEC Bill in Three States To Require Climate Change Denial In Schools
by STEVE HORN

The American Legislative Exchange Council (ALEC) - known by its critics as a “corporate bill mill” – has hit the ground running in 2013, pushing “models bills” mandating the teaching of climate change denial in public school systems.
The public education system is nothing but an indoctrination center.

The Six-Lesson Schoolteacher

by John Taylor Gatto, New York State Teacher of the Year, 1991





Call me Mr. Gatto, please. Twenty-six years ago, having nothing better to do, I tried my hand at schoolteaching. My license certifies me as an instructor of English language and literature, but that isn't what I do at all. What I teach is school, and I win awards doing it.

Teaching means many different things, but six lessons are common to schoolteaching from Harlem to Hollywood. You pay for these lessons in more ways than you can imagine, so you might as well know what they are:

The first lesson I teach is: "Stay in the class where you belong." I don't know who decides that my kids belong there but that's not my business. The children are numbered so that if any get away they can be returned to the right class. Over the years the variety of ways children are numbered has increased dramatically, until it is hard to see the human being under the burden of the numbers each carries. Numbering children is a big and very profitable business, though what the business is designed to accomplish is elusive.

In any case, again, that's not my business. My job is to make the kids like it -- being locked in together, I mean -- or at the minimum, endure it. If things go well, the kids can't imagine themselves anywhere else; they envy and fear the better classes and have contempt for the dumber classes. So the class mostly keeps itself in good marching order. That's the real lesson of any rigged competition like school. You come to know your place.

Nevertheless, in spite of the overall blueprint, I make an effort to urge children to higher levels of test success, promising eventual transfer from the lower-level class as a reward. I insinuate that the day will come when an employer will hire them on the basis of test scores, even though my own experience is that employers are (rightly) indifferent to such things. I never lie outright, but I've come to see that truth and [school]teaching are incompatible.

The lesson of numbered classes is that there is no way out of your class except by magic. Until that happens you must stay where you are put.

The second lesson I teach kids is to turn on and off like a light switch. I demand that they become totally involved in my lessons, jumping up and down in their seats with anticipation, competing vigorously with each other for my favor. But when the bell rings I insist that they drop the work at once and proceed quickly to the next work station. Nothing important is ever finished in my class, nor in any other class I know of.

The lesson of bells is that no work is worth finishing, so why care too deeply about anything? Bells are the secret logic of schooltime; their argument is inexorable; bells destroy past and future, converting every interval into a sameness, as an abstract map makes every living mountain and river the same even though they are not. Bells inoculate each undertaking with indifference.

The third lesson I teach you is to surrender your will to a predestined chain of command. Rights may be granted or withheld, by authority, without appeal. As a schoolteacher I intervene in many personal decisions, issuing a Pass for those I deem legitimate, or initiating a disciplinary confrontation for behavior that threatens my control. My judgments come thick and fast, because individuality is trying constantly to assert itself in my classroom. Individuality is a curse to all systems of classification, a contradiction of class theory.

Here are some common ways it shows up: children sneak away for a private moment in the toilet on the pretext of moving their bowels; they trick me out of a private instant in the hallway on the grounds that they need water. Sometimes free will appears right in front of me in children angry, depressed or exhilarated by things outside my ken. Rights in such things cannot exist for schoolteachers; only privileges, which can be withdrawn, exist.

The fourth lesson I teach is that only I determine what curriculum you will study. (Rather, I enforce decisions transmitted by the people who pay me). This power lets me separate good kids from bad kids instantly. Good kids do the tasks I appoint with a minimum of conflict and a decent show of enthusiasm. Of the millions of things of value to learn, I decide what few we have time for. The choices are mine. Curiosity has no important place in my work, only conformity.

Bad kids fight against this, of course, trying openly or covertly to make decisions for themselves about what they will learn. How can we allow that and survive as schoolteachers? Fortunately there are procedures to break the will of those who resist.

This is another way I teach the lesson of dependency. Good people wait for a teacher to tell them what to do. This is the most important lesson of all, that we must wait for other people, better trained than ourselves, to make the meanings of our lives. It is no exaggeration to say that our entire economy depends upon this lesson being learned. Think of what would fall apart if kids weren't trained in the dependency lesson: The social-service businesses could hardly survive, including the fast-growing counseling industry; commercial entertainment of all sorts, along with television, would wither if people remembered how to make their own fun; the food services, restaurants and prepared-food warehouses would shrink if people returned to making their own meals rather than depending on strangers to cook for them. Much of modern law, medicine, and engineering would go too -- the clothing business as well -- unless a guaranteed supply of helpless people poured out of our schools each year. We've built a way of life that depends on people doing what they are told because they don't know any other way. For God's sake, let's not rock that boat!

In lesson five I teach that your self-respect should depend on an observer's measure of your worth. My kids are constantly evaluated and judged. A monthly report, impressive in its precision, is sent into students' homes to spread approval or to mark exactly -- down to a single percentage point -- how dissatisfied with their children parents should be. Although some people might be surprised how little time or reflection goes into making up these records, the cumulative weight of the objective- seeming documents establishes a profile of defect which compels a child to arrive at a certain decisions about himself and his future based on the casual judgment of strangers.

Self-evaluation -- the staple of every major philosophical system that ever appeared on the planet -- is never a factor in these things. The lesson of report cards, grades, and tests is that children should not trust themselves or their parents, but must rely on the evaluation of certified officials. People need to be told what they are worth.

In lesson six I teach children that they are being watched. I keep each student under constant surveillance and so do my colleagues. There are no private spaces for children; there is no private time. Class change lasts 300 seconds to keep promiscuous fraternization at low levels. Students are encouraged to tattle on each other, even to tattle on their parents. Of course I encourage parents to file their own child's waywardness, too.

I assign "homework" so that this surveillance extends into the household, where students might otherwise use the time to learn something unauthorized, perhaps from a father or mother, or by apprenticing to some wiser person in the neighborhood.

The lesson of constant surveillance is that no one can be trusted, that privacy is not legitimate. Surveillance is an ancient urgency among certain influential thinkers; it was a central prescription set down by Calvin in the Institutes, by Plato in the Republic, by Hobbes, by Comte, by Francis Bacon. All these childless men discovered the same thing: Children must be closely watched if you want to keep a society under central control.

It is the great triumph of schooling that among even the best of my fellow teachers, and among even the best parents, there is only a small number who can imagine a different way to do things. Yet only a very few lifetimes ago things were different in the United States: originality and variety were common currency; our freedom from regimentation made us the miracle of the world; social class boundaries were relatively easy to cross; our citizenry was marvelously confident, inventive, and able to do many things independently, to think for themselves. We were something, all by ourselves, as individuals.

It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for "basic skills" practice is a smokescreen behind which schools pre-empt the time of children for twelve years and teach them the six lessons I've just taught you.

We've had a society increasingly under central control in the United States since just before the Civil War: the lives we lead, the clothes we wear, the food we eat, and the green highway signs we drive by from coast to coast are the products of this central control. So, too, I think, are the epidemics of drugs, suicide, divorce, violence, cruelty, and the hardening of class into caste in the U.S., products of the dehumanization of our lives, the lessening of individual and family importance that central control imposes.

Without a fully active role in community life you cannot develop into a complete human being. Aristotle taught that. Surely he was right; look around you or look in the mirror: that is the demonstration.

"School" is an essential support system for a vision of social engineering that condemns most people to be subordinate stones in a pyramid that narrows to a control point as it ascends. "School" is an artifice which makes such a pyramidal social order seem inevitable (although such a premise is a fundamental betrayal of the American Revolution). In colonial days and through the period of the early Republic we had no schools to speak of. And yet the promise of democracy was beginning to be realized. We turned our backs on this promise by bringing to life the ancient dream of Egypt: compulsory training in subordination for everybody. Compulsory schooling was the secret Plato reluctantly transmitted in the Republic when he laid down the plans for total state control of human life.

The current debate about whether we should have a national curriculum is phony; we already have one, locked up in the six lessons I've told you about and a few more I've spared you. This curriculum produces moral and intellectual paralysis, and no curriculum of content will be sufficient to reverse its bad effects. What is under discussion is a great irrelevancy.

None of this is inevitable, you know. None of it is impregnable to change. We do have a choice in how we bring up young people; there is no right way. There is no "international competition" that compels our existence, difficult as it is to even think about in the face of a constant media barrage of myth to the contrary. In every important material respect our nation is self-sufficient. If we gained a non-material philosophy that found meaning where it is genuinely located -- in families, friends, the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy -- then we would be truly self-sufficient.

How did these awful places, these "schools", come about? As we know them, they are a product of the two "Red Scares" of 1848 and 1919, when powerful interests feared a revolution among our industrial poor, and partly they are the result of the revulsion with which old-line families regarded the waves of Celtic, Slavic, and Latin immigration -- and the Catholic religion -- after 1845. And certainly a third contributing cause can be found in the revulsion with which these same families regarded the free movement of Africans through the society after the Civil War.

Look again at the six lessons of school. This is training for permanent underclasses, people who are to be deprived forever of finding the center of their own special genius. And it is training shaken loose from its original logic: to regulate the poor. Since the 1920s the growth of the well-articulated school bureaucracy, and the less visible growth of a horde of industries that profit from schooling exactly as it is, have enlarged schooling's original grasp to seize the sons and daughters of the middle class.

Is it any wonder Socrates was outraged at the accusation that he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, pre-empting the teaching function that belongs to all in a healthy community; belongs, indeed, most clearly to yourself, since nobody else cares as much about your destiny. Professional teaching tends to another serious error. It makes things that are inherently easy to learn, like reading, writing, and arithmetic, difficult -- by insisting they be taught by pedagogical procedures.

With lessons like the ones I teach day after day, is it any wonder we have the national crisis we face today? Young people indifferent to the adult world and to the future; indifferent to almost everything except the diversion of toys and violence? Rich or poor, schoolchildren cannot concentrate on anything for very long. They have a poor sense of time past and to come; they are mistrustful of intimacy (like the children of divorce they really are); they hate solitude, are cruel, materialistic, dependent, passive, violent, timid in the face of the unexpected, addicted to distraction.

All the peripheral tendencies of childhood are magnified to a grotesque extent by schooling, whose hidden curriculum prevents effective personality development. Indeed, without exploiting the fearfulness, selfishness, and inexperience of children our schools could not survive at all, nor could I as a certified schoolteacher.

"Critical thinking" is a term we hear frequently these days as a form of training which will herald a new day in mass schooling. It certainly will, if it ever happens. No common school that actually dared teach the use of dialectic, heuristic, and other tools of free minds could last a year without being torn to pieces.

Institutional schoolteachers are destructive to children's development. Nobody survives the Six-Lesson Curriculum unscathed, not even the instructors. The method is deeply and profoundly anti-educational. No tinkering will fix it. In one of the great ironies of human affairs, the massive rethinking that schools require would cost so much less than we are spending now that it is not likely to happen. First and foremost, the business I am in is a jobs project and a contract-letting agency. We cannot afford to save money, not even to help children.

At the pass we've come to historically, and after 26 years of teaching, I must conclude that one of the only alternatives on the horizon for most families is to teach their own children at home. Small, de- institutionalized schools are another. Some form of free-market system for public schooling is the likeliest place to look for answers. But the near impossibility of these things for the shattered families of the poor, and for too many on the fringes of the economic middle class, foretell that the disaster of Six-Lesson Schools is likely to continue.

After an adult lifetime spent in teaching school I believe the method of schooling is the only real content it has. Don't be fooled into thinking that good curricula or good equipment or good teachers are the critical determinants of your son and daughter's schooltime. All the pathologies we've considered come about in large measure because the lessons of school prevent children from keeping important appointments with themselves and their families, to learn lessons in self-motivation, perseverance, self-reliance, courage, dignity and love -- and, of course, lessons in service to others, which are among the key lessons of home life.

Thirty years ago these things could still be learned in the time left after school. But television has eaten most of that time, and a combination of television and the stresses peculiar to two-income or single-parent families have swallowed up most of what used to be family time. Our kids have no time left to grow up fully human, and only thin-soil wastelands to do it in.

A future is rushing down upon our culture which will insist that all of us learn the wisdom of non-material experience; this future will demand, as the price of survival, that we follow a pace of natural life economical in material cost. These lessons cannot be learned in schools as they are. School is like starting life with a 12-year jail sentence in which bad habits are the only curriculum truly learned. I teach school and win awards doing it. I should know.

msfreeh
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Tons of Californians arrested at White House climate change protest


February 13, 2013

http://blog.sfgate.com/nov05election/20 ... e-protest/" onclick="window.open(this.href);return false;

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Friday, 15 February 2013 15:52
Secret funds helped build vast climate denial network

http://www.collapsenet.com/free-resourc ... al-network" onclick="window.open(this.href);return false;

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http://www.collapsenet.com/free-resourc ... farm-fight" onclick="window.open(this.href);return false;


Saturday, 16 February 2013 15:16
Secret donors fund windfarm fight


“Conservatives used a pair of secretive trusts to fund a media campaign against windfarms and solar projects, and to block state agencies from planning for future sea-level rise, the Guardian has learned.

The trusts, Donors Trust and Donors Capital Fund, served as the bankers of the conservative movement over the past decade. Promising anonymity to their conservative billionaire patrons, the trusts between them channelled nearly $120m to contrarian thinktanks and activists, wrecking the chances of getting Congress to act on climate change.

Now the Guardian can reveal the latest project of the secretive funding network: a campaign to stop state governments moving towards renewable energy.

The campaign against wind and solar power was led by a relatively new entity, the Franklin Centre for Government and Public Integrity. The Franklin Centre did not exist before 2009, but it has quickly become a protege of Donors Trust.”

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Saturday, 16 February 2013 15:10
The Most Influential Climate Science Paper Today Remains Unknown to Most People
see link for full story
http://insideclimatenews.org/news/20140 ... one-xl-oil" onclick="window.open(this.href);return false;



“Though just six pages long, its dense, technical writing makes it largely incomprehensible to non-experts. And yet this paper is transforming the climate change debate—prompting the financial world to rethink the value of the world's fossil fuel reserves and giving environmental activists a moral argument for action.

That's because behind its complicated terminology is a simple question that affects every aspect of society and business: How much time do we have before the burning of fossil fuels pushes the climate system past tipping points? In a worst-case scenario, about 11 years at current rates of fossil fuel use, according to the paper.

"Once you hear the numbers, at least for me, there is no more room for wishful thinking, for speculation or for doubt," said Bill McKibben, founder of the activist group 350.org. Last year, McKibben plucked the science from popular obscurity and used it in a Rolling Stone article and speaking tour to stoke the moral case for carbon controls.”

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http://www.sun-sentinel.com/news/opinio ... 8490.story" onclick="window.open(this.href);return false;


Jerry Karnas: Rubio doing climate change flip-flop


By Jerry Karnas

February 17, 2013

In 2007, who said this?

"Global warming, dependence on foreign sources of fuel, and capitalism have come together to create opportunities for us that were unimaginable just a few short years ago. Today, Florida has the opportunity to pursue bold energy policies not just because they are good for the environment but because people can make money doing it. The demand towards such advances will create an industry to meet it. Florida should be the Silicon Valley of that industry."

And on Feb. 5, 2013, who said this?

"First of all, the climate is always changing. That's not the fundamental question, the fundamental question is whether man-made activity is what's contributing most to it. I understand that people say there is a significant scientific consensus on that issue, but I've actually seen reasonable debate on that principle. The secondary question is, is there anything government can do about that, that will actually make a difference? The United States is a country; it's not a planet."

If you answered "Marco Rubio" to both, you win. If you also noticed the two quotes express opposite viewpoints — well, you'd be right there, too. Why did Rubio flip-flop on climate change? Why is it important?

Sen. Rubio is having a big month. He is on the cover of Time Magazine as the "Republican savior" and gave the Republican response to President Obama's State of the Union. He's emerging as a key figure in the Republican Party.

In 2007, Rubio was speaker of the Florida House of Representatives, and climate change was a hot topic. He helped Gov. Crist pass an historic climate change law — the most progressive energy bill in the history of Florida. The bill lowered emissions, created jobs and reduced our dependence on oil.

In the run-up to the 2010 elections, the climate-denier crowd gained more traction in the Republican Party. Rubio subsequently ran from his climate record so he could win the Republican Senate primary. And he isn't alone among Republicans in disavowing climate change leadership records. Mitt Romney and John McCain did it, too.

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http://tv.globalresearch.ca/2013/02/our ... er-warfare" onclick="window.open(this.href);return false;

Our Coming Environmental Catastrophe: Geoengineering and Weather Warfare By James Corbett, February 14, 2013
weather

The practice of geoengineering is now well over half a century old. As early as the late 1940s, American mathematician John von Neumann was researching weather modification and its potential uses in climatic warfare for the US Department of Defense.

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A Glimpse at Our Possible Future Climate, Best to Worst Case Scenarios
Posted on 13 February 2013

http://skepticalscience.com/climate-bes ... arios.html" onclick="window.open(this.href);return false;

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Climate paradox: less snow, more blizzards
Climate contradiction: Less snow, more blizzards
By Seth Borenstein, The Associated Press, Feb. 18, 2013

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http://350.org/" onclick="window.open(this.href);return false;


Dear Friends,

We were going to send you an inspiring video of last weekend’s Forward on Climate rally, but breaking news just intervened:

Reporters this morning uncovered the fact that while 40,000 or more people were outside the White House asking for his attention about Keystone XL, President Obama was playing golf with oil and pipeline executives in Florida.

His staff didn't allow any pictures at the outing -- likely because it’s an embarrassing spectacle for a President who promised to “end business as usual in Washington” and “respond to the threat of climate change, knowing that failure to do so would betray our children and future generations.”

Listen: this weekend’s action exceeded all expectations -- we made news in more than a dozen countries and on every major television network. We’ve got lots of new momentum that we’re eager to put to work stopping Keystone, pushing for fossil fuel divestment, and a whole host of other next steps.

But President Obama still hasn't answered our question: which side are you on - ours, or the fossil fuel industry's? With such a big, beautiful rally on the Mall, he was certainly on the wrong side this weekend, but if he can get off the links and into the trenches fighting this problem, that can change.

We need to show the White House they can't get away with doing special favors for Big Oil. It’s fine to take a day off every now and then, but it’s just plain wrong to play footsie with the oil industry. Please click here to read and share the whole story, and make a call to the President: act.350.org/call/obama-golf/

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Warming Winters: U.S. Temperature Trends

Published: February 21st, 2013

http://www.climatecentral.org/news/wint ... e-us-15590" onclick="window.open(this.href);return false;

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Permafrost Melting Rate Could Be Faster And Worse Than We Thought, New Study Finds

“According to a paper published Thursday in Science, that melting could come sooner, and be more widespread, than experts previously believed. If global average temperature were to rise another 2.5°F (1.5°C), say earth scientist Anton Vaks of Oxford University, and an international team of collaborators, permafrost across much of northern Canada and Siberia could start to weaken and decay. And since climate scientists project at least that much warming by the middle of the 21st century, global warming could begin to accelerate as a result, in what’s known as afeedback mechanism.

How much this will affect global temperatures, which are currently projected to rise as much as 9°F by 2100, is impossible to say. It all depends on how quickly the permafrost melts, and how quickly bacteria convert the plant material into carbon dioxide and methane gas, and nobody knows the full answer to that. But since climate scientists already expect a wide range of negative consequences from rising temperatures, including higher sea level, more weather extremes and increasing risks to human health, anything that accelerates warming is a concern.”

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Arctic Sea Ice - Methane Release - Planetary Emergency
Government response to Environmental Audit Committee report based on non-existing observations, says AMEG
AMEG, the Arctic Methane Emergency Group, hereby formally complains to the UK government that the observations to which they refer in their statement [1] do not exist. The observations taken directly from the ice and recently from satellite, support a very simple model of sea ice behaviour - that the melting, as reflected by the volume average for particular months, is closely following an exponential trend, towards zero for September 2015.

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