UN Global Citizenship Education


(Global Citizenship Education, UN Education, Science, & Cultural Organization)


(UNESCO Learning Objectives)


(Corruption of Manitoba High Schools)


(Learning to live together sustainably)


(Global Citizenship Education for the rule of law)


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CLICK HERE, for previous article on Duke Pesta and Common Core education the US.
CLICK HERE for UNESCO main page

UNESCO Stated Grounds, Bases, Pretexts
CLICK HERE, for Education 2030 Agenda and Framework
CLICK HERE, for SDA 4.7, Learning to Live Together Sustainably.
CLICK HERE for World Programme for Human Rights Education.
CLICK HERE, for Education to Prevent Violent Extremism.
CLICK HERE, for Language in Education (creeping multilingualism).
CLICK HERE, for Global Citizen Education, Rule of Law

CLICK HERE, for what UNESCO does on global citizenship education.
CLICK HERE, for “priority” gender equality.
CLICK HERE, for Section 91-93 of Canadian Constitution.

UNESCO Main Page
Global citizenship education
While the world may be increasingly interconnected, human rights violations, inequality and poverty still threaten peace and sustainability.

Global Citizenship Education (GCED) is UNESCO’s response to these challenges. It works by empowering learners of all ages to understand that these are global, not local issues and to become active promoters of more peaceful, tolerant, inclusive, secure and sustainable societies.

GCED is a strategic area of UNESCO’s Education Sector programme and builds on the work of Peace and Human Rights Education. It aims to instil in learners the values, attitudes and behaviours that support responsible global citizenship: creativity, innovation, and commitment to peace, human rights and sustainable development.

UNESCO’s work in this area is grounded in its own Constitution which aims to ‘build peace in the minds of men and women,’ the Universal Declaration of Human Rights, the Education 2030 Agenda and Framework for Action, notably Target 4.7 of the Sustainable Development Agenda, the Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms (1974), and the World Programme for Human Rights Education
(link is external)
(2005-ongoing).

Under the GCED umbrella, UNESCO has several special themes: Preventing violent extremism through education, Education about the Holocaust and genocide, Languages in education and the promotion of the rule of law through global citizenship education
UNESCO collaborates with an extensive global network to disseminate GCED including its own Category 1 institutes, other UN agencies and inter-governmental organizations, including regional organizations, most notably: the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP), the International Institute for Capacity Building in Africa (IICBA), the UNESCO Institute for Statistic (UIS), the Asia-Pacific Centre of Education for International Understanding (APCIEU), the UNESCO Associated Schools Project Network (ASPNet) and UNITWIN/UNESCO Chairs.

UNESCO Tramples on Provincial/State Jurisdiction For Education
Sections 91/92/93 of Canadian Constitution lay out areas of jurisdiction

Education
Marginal note:
Legislation respecting Education
93. In and for each Province the Legislature may exclusively make Laws in relation to Education, subject and according to the following Provisions:

(1) Nothing in any such Law shall prejudicially affect any Right or Privilege with respect to Denominational Schools which any Class of Persons have by Law in the Province at the Union;

(2) All the Powers, Privileges, and Duties at the Union by Law conferred and imposed in Upper Canada on the Separate Schools and School Trustees of the Queen’s Roman Catholic Subjects shall be and the same are hereby extended to the Dissentient Schools of the Queen’s Protestant and Roman Catholic Subjects in Quebec;

(3) Where in any Province a System of Separate or Dissentient Schools exists by Law at the Union or is thereafter established by the Legislature of the Province, an Appeal shall lie to the Governor General in Council from any Act or Decision of any Provincial Authority affecting any Right or Privilege of the Protestant or Roman Catholic Minority of the Queen’s Subjects in relation to Education;

(4) In case any such Provincial Law as from Time to Time seems to the Governor General in Council requisite for the due Execution of the Provisions of this Section is not made, or in case any Decision of the Governor General in Council on any Appeal under this Section is not duly executed by the proper Provincial Authority in that Behalf, then and in every such Case, and as far only as the Circumstances of each Case require, the Parliament of Canada may make remedial Laws for the due Execution of the Provisions of this Section and of any Decision of the Governor General in Council under this Section.

10th Amendment stresses the States’ rights

Amendment 10
– Undelegated Powers Kept by the States and the People
The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

UNESCO’s “Human Rights” Push Violates Prov/State Rules
Section 91(13) Property and Civil Rights in the Province — clearly Provincial matter

Likewise in the US, human rights/civil rights are decided at the “State” level.

UN Obsession With Immigration Intrudes Prov/State Rights
(Note: This is somewhat off topic, but worth mentioning)

Section 95 of Canadian Constitution

Concurrent Powers of Legislation respecting Agriculture, etc.
95. In each Province the Legislature may make Laws in relation to Agriculture in the Province, and to Immigration into the Province; and it is hereby declared that the Parliament of Canada may from Time to Time make Laws in relation to Agriculture in all or any of the Provinces, and to Immigration into all or any of the Provinces; and any Law of the Legislature of a Province relative to Agriculture or to Immigration shall have effect in and for the Province as long and as far only as it is not repugnant to any Act of the Parliament of Canada

CLICK HERE, for an immigration article State v Federal rights:
Jurisdiction and the Supremacy Clause
The federal government’s jurisdiction over immigration law has consistently been upheld by the U.S. Supreme Court, which has overruled attempts by state legislatures to single out immigrants. Additionally, the Supremacy Clause of the U.S. Constitution is generally interpreted to mean that federal laws trump state laws, except for certain matters constitutionally left to the states.
However, many states have passed legislation that limits undocumented immigrants’ access to public benefits, directs state and local police to check the legal residence status of arrestees and other directives that affect immigrants. Lawmakers pressing for immigration-related state laws typically cite a lack of federal enforcement and the need to conserve limited state resources, while some cite security concerns.

But are such state laws constitutional? While state lawmakers have articulated a genuine interest in limiting illegal immigration, there is no clear line in the sand. See State Immigration Laws for a regularly updated, state-by-state directory.

Immigration Laws at the State Level
Perhaps the most notorious state attempt at regulating immigration is Arizona’s S.B. 1070, signed into law in 2010. The U.S. Dept. of Justice (DOJ) stated in a brief that Arizona lawmakers “crossed a constitutional line” with the new law. A federal judge blocked four of the most controversial elements, including the requirement that police check the immigration status of anyone they stop or suspect is in the state illegally.

Other states have passed laws with similar police directives, including Oklahoma and Utah. In addition to enforcement measures, many of the state laws addressing immigration mandate the use of E-Verify to check the employment eligibility of job applicants; require identification for voting purposes and impose restrictions on public benefits, such as food stamps and non-emergency medical care at state clinics.

Lawmakers in Arizona and Indiana directly challenged the 14th Amendment’s provision granting automatic citizenship to those born on U.S. soil, proposing legislation that would do just that. Proponents of such laws argue that the amendment’s interpretation should be narrowed to exclude children who are born in the U.S. to undocumented immigrants, positioning their controversial bills for eventual review by the U.S. Supreme Court.

Note: Both in Canada and the US, immigration is generally seen as a Federal matter, though Provinces/States do have some wiggle room.

Since the UN views itself as a “global citizen education” provider, it should come as no surprise that it is creeping towards having a common education curriculum.

Local and regional control is incrementally being phased out.
National pride is being replaced by global acceptance.

UN Leading To Death Of Nations
Put all this in a bigger context:

Global citizens, with global values, a global education, and global “rights”;
Cultures, customs, traditions replaced by “tolerance”
Borders replaced by “integrated mechanisms”
Facilitated by global agreement for free migration;
A global ban on criticizing “religions” like Islam;
Global access to internet, but governed by the UN;
Endless EDA initiatives like Agenda 21, 2030, Paris Accord;
Governed by a world parliament

Please read this policy idea, first posted on Canucklaw over 3 months ago. You will very likely agree with the conclusion.

Predatory Publications by TRU Professor Pyne (Part 3: TRU Responds)


(Thompson Rivers University in Kamloops, BC)


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CLICK HERE, for Part I, the paper and backstory.
CLICK HERE, for Part II, the Pyne interview

This is Part III of a story involving economics Professor, Derek Pyne. Pyne published a paper studying the economic impacts of “predatory publishing” in academic journals. This led to international attention.

Predatory Journals In Essence
-Mailbox addresses (suites) given in address
-Journal no one has heard of before
-Very quick turnaround times
-Questionable, if any, peer review
-Questionable “Impact Factors Analysis”
-Real journal will provide abstract, fake will make you buy entire article, paywall

Pyne had been suspended in the fall of 2018. He cited several reasons, including this publication. In the interest of fairness, Thompson Rivers University was contacted for their side of the story.

While Professor Pyne agreed to an in person meeting, TRU answered questions by email. Due to privacy and legal concerns the answers were much more restricted than what Prof Pyne had disclosed. Here is that exchange.

1/ Professor Pyne’s paper on “Predatory Journals” must have been unexpected. What is TRU’s response to it?

It is important to understand that research is an independent activity undertaken by faculty and the university is not in the practice of monitoring the publishing activity of its faculty. Professor Pyne has the freedom to publish his research and talk about his research publicly.

2/ Does TRU believe the paper to be factually accurate, or a distortion of academic publishing?

TRU does not take a position on Professor Pyne’s research other than that it supports individual faculty member’s right to research and publish their research, and for this research to be openly debated among the academic community.

3/ Was his suspension in 2018 related to the paper he produced?

The action taken against Professor Pyne was not related to his specific research, the dissemination of his research, or the exercising of his right to academic freedom. The action was related to matters that TRU is unable to comment on due to both employment and privacy law.

4/ Have there been any changes to academic publishing as a result of this release? Reviews on how grants/tenure are awarded?

As previously indicated, research is an independent activity and subject to academic discourse. On the matter of tenure and promotion, any faculty member hired or promoted at TRU goes through a robust process, which involves a review of research activity and publishing credentials. This is a process led by peers, hence, any faculty member at TRU moving through the promotion and tenure process is doing so with the endorsement of their faculty colleagues provincially, nationally, and internationally. Additional information on promotion and tenure can be found on TRU’s website.

https://www.tru.ca/__shared/assets/Principles_and_Essential_Features_of_Standards_Documents23557.pdf

5/ Has any faculty research been given a “second look” as a result of the paper?

As indicated, TRU does not monitor the independent publishing activity of its faculty. However, there are processes built within the university system where such activity is reviewed. For example, at TRU, divisional peer review committees and a university committee of Senate review publishing credentials during the tenure and promotion process of faculty. In addition, each individual faculty council and department, with input from the university’s Senate, determine the criteria for tenure and promotion, which includes close scrutiny of publications. Faculty, chairs and deans are also involved in the hiring of any new faculty, and a review of publishing credentials would be part of that process.

6/ Professor Pyne told me he doesn’t believe the academic union is acting properly in the matter, and it has since gone to Labour Relations. Any comment on that?

TRU cannot speak on behalf of the union.

Infanticide Part #1: NY & Virginia To Legalise Up-To-Birth Abortion

(State legislation in New York)

(State Legislation in Virginia)

(NY Governor Andrew Cuomo signs the bill. See this review.)


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It’s now not murder to kill children right up to birth in NY State.

For reference, NY Governor Andrew Cuomo is the brother of CNN host Chris Cuomo, who publicly defended Antifa violence in August 2018.

CLICK HERE, for the New York legislation.


AN ACT to amend the public health law, in relation to enacting the
reproductive health act and revising existing provisions of law
regarding abortion; to amend the penal law, the criminal procedure
law, the county law and the judiciary law, in relation to abortion; to
repeal certain provisions of the public health law relating to
abortion; to repeal certain provisions of the education law relating
to the sale of contraceptives; and to repeal certain provisions of the
penal law relating to abortion

26 ARTICLE 25-A
27 REPRODUCTIVE HEALTH ACT
28 Section 2599-aa. Policy and purpose.
29 2599-bb. Abortion.
30 § 2599-aa. Policy and purpose. The legislature finds that comprehen-
31 sive reproductive health care is a fundamental component of every indi-
32 vidual’s health, privacy and equality. Therefore, it is the policy of
33 the state that:
34 1. Every individual has the fundamental right to choose or refuse
35 contraception or sterilization.
36 2. Every individual who becomes pregnant has the fundamental right to
37 choose to carry the pregnancy to term, to give birth to a child, or to
38 have an abortion, pursuant to this article.
39 3. The state shall not discriminate against, deny, or interfere with
40 the exercise of the rights set forth in this section in the regulation
41 or provision of benefits, facilities, services or information.
42 § 2599-bb. Abortion. 1. A health care practitioner licensed, certi-
43 fied, or authorized under title eight of the education law, acting with-
44 in his or her lawful scope of practice, may perform an abortion when,
45 according to the practitioner’s reasonable and good faith professional
46 judgment based on the facts of the patient’s case: the patient is within
47 twenty-four weeks from the commencement of pregnancy, or there is an
48 absence of fetal viability, or the abortion is necessary to protect the
49 patient’s life or health.
50 2. This article shall be construed and applied consistent with and
51 subject to applicable laws and applicable and authorized regulations
52 governing health care procedures.

1 § 5. Sections 125.40, 125.45, 125.50, 125.55 and 125.60 of the penal
2 law are REPEALED, and the article heading of article 125 of the penal
3 law is amended to read as follows:
4 HOMICIDE[, ABORTION] AND RELATED OFFENSES
5 § 6. Section 125.00 of the penal law is amended to read as follows:
6 § 125.00 Homicide defined.
7 Homicide means conduct which causes the death of a person [or an
8 unborn child with which a female has been pregnant for more than twen-
9 ty-four weeks] under circumstances constituting murder, manslaughter in
10 the first degree, manslaughter in the second degree, or criminally
11 negligent homicide[, abortion in the first degree or self-abortion in
12 the first degree].
13 § 7. The section heading, opening paragraph and subdivision 1 of
14 section 125.05 of the penal law are amended to read as follows:
15 Homicide[, abortion] and related offenses; [definitions of terms]
16 definition.
17 The following [definitions are] definition is applicable to this arti-
18 cle:
19 [1.] “Person,” when referring to the victim of a homicide, means a
20 human being who has been born and is alive.

That’s right: it is no longer murder to kill a child right up until the moment of birth

CLICK HERE, for the Virginia summary.
CLICK HERE, for the Virginia bill.

SUMMARY AS INTRODUCED:

Abortion; eliminate certain requirements. Eliminates the requirement that an abortion in the second trimester of pregnancy and prior to the third trimester be performed in a hospital. The bill eliminates all the procedures and processes, including the performance of an ultrasound, required to effect a woman’s informed written consent to the performance of an abortion; however, the bill does not change the requirement that a woman’s informed written consent be first obtained. The bill eliminates the requirement that two other physicians certify that a third trimester abortion is necessary to prevent the woman’s death or impairment of her mental or physical health, as well as the need to find that any such impairment to the woman’s health would be substantial and irremediable. The bill also removes language classifying facilities that perform five or more first-trimester abortions per month as hospitals for the purpose of complying with regulations establishing minimum standards for hospitals.

§ 18.2-73. When abortion lawful during second trimester of pregnancy.
Notwithstanding any of the provisions of § 18.2-71 and in addition to the provisions of § 18.2-72, it shall be lawful for any physician licensed by the Board of Medicine to practice medicine and surgery, to terminate or attempt to terminate a human pregnancy or aid or assist in the termination of a human pregnancy by performing an abortion or causing a miscarriage on any woman during the second trimester of pregnancy and prior to the third trimester of pregnancy provided such procedure is performed in a hospital licensed by the State Department of Health or operated by the Department of Behavioral Health and Developmental Services.

§ 18.2-74. When abortion or termination of pregnancy lawful after second trimester of pregnancy.
Notwithstanding any of the provisions of § 18.2-71 and in addition to the provisions of §§ 18.2-72 and 18.2-73, it shall be lawful for any physician licensed by the Board of Medicine to practice medicine and surgery to terminate or attempt to terminate a human pregnancy or aid or assist in the termination of a human pregnancy by performing an abortion or causing a miscarriage on any woman in a stage of pregnancy subsequent to the second trimester, provided that the following conditions are met:

The following are actually REMOVED under this bill:

(a) 1. Said operation is performed in a hospital licensed by the Virginia State Department of Health or operated by the Department of Behavioral Health and Developmental Services.
(b) 2. The physician and two consulting physicians certify certifies and so enter enters in the hospital record of the woman, that in their the physician’s medical opinion, based upon their the physician’s best clinical judgment, the continuation of the pregnancy is likely to result in the death of the woman or substantially and irremediably impair the mental or physical health of the woman.
(c) 3. Measures for life support for the product of such abortion or miscarriage must shall be available and utilized if there is any clearly visible evidence of viability.

§ 18.2-76. Informed written consent required.

A. Before performing any abortion or inducing any miscarriage or terminating a pregnancy as provided in § 18.2-72, 18.2-73, or 18.2-74, the physician shall obtain the informed written consent of the pregnant woman. However, if the woman has been adjudicated incapacitated by any court of competent jurisdiction or if the physician knows or has good reason to believe that such woman is incapacitated as adjudicated by a court of competent jurisdiction, then only after permission is given in writing by a parent, guardian, committee, or other person standing in loco parentis to the woman, may the physician perform the abortion or otherwise terminate the pregnancy.

B. At least 24 hours before the performance of an abortion, a qualified medical professional trained in sonography and working under the supervision of a physician licensed in the Commonwealth shall perform fetal transabdominal ultrasound imaging on the patient undergoing the abortion for the purpose of determining gestational age. If the pregnant woman lives at least 100 miles from the facility where the abortion is to be performed, the fetal ultrasound imaging shall be performed at least two hours before the abortion. The ultrasound image shall contain the dimensions of the fetus and accurately portray the presence of external members and internal organs of the fetus, if present or viewable. Determination of gestational age shall be based upon measurement of the fetus in a manner consistent with standard medical practice in the community for determining gestational age. When only the gestational sac is visible during ultrasound imaging, gestational age may be based upon measurement of the gestational sac. If gestational age cannot be determined by a transabdominal ultrasound, then the patient undergoing the abortion shall be verbally offered other ultrasound imaging to determine gestational age, which she may refuse. A print of the ultrasound image shall be made to document the measurements that have been taken to determine the gestational age of the fetus.

The provisions of this subsection shall not apply if the woman seeking an abortion is the victim of rape or incest, if the incident was reported to law-enforcement authorities. Nothing herein shall preclude the physician from using any ultrasound imaging that he considers to be medically appropriate pursuant to the standard medical practice in the community.

C. The qualified medical professional performing fetal ultrasound imaging pursuant to subsection B shall verbally offer the woman an opportunity to view the ultrasound image, receive a printed copy of the ultrasound image and hear the fetal heart tones pursuant to standard medical practice in the community, and shall obtain from the woman written certification that this opportunity was offered and whether or not it was accepted and, if applicable, verification that the pregnant woman lives at least 100 miles from the facility where the abortion is to be performed. A printed copy of the ultrasound image shall be maintained in the woman’s medical record at the facility where the abortion is to be performed for the longer of (i) seven years or (ii) the extent required by applicable federal or state law.

D. For purposes of this section:
“Informed written consent” means the knowing and voluntary written consent to abortion by a pregnant woman of any age, without undue inducement or any element of force, fraud, deceit, duress, or other form of constraint or coercion by the physician who is to perform the abortion or his agent. The basic information to effect such consent, as required by this subsection, shall be provided by telephone or in person to the woman at least 24 hours before the abortion by the physician who is to perform the abortion, by a referring physician, or by a licensed professional or practical nurse working under the direct supervision of either the physician who is to perform the abortion or the referring physician; however, the information in subdivision 5 may be provided instead by a licensed health-care professional working under the direct supervision of either the physician who is to perform the abortion or the referring physician. This basic information shall include:

  1. A full, reasonable and comprehensible medical explanation of the nature, benefits, and risks of and alternatives to the proposed procedures or protocols to be followed in her particular case;
  2. An instruction that the woman may withdraw her consent at any time prior to the performance of the procedure;
  3. An offer for the woman to speak with the physician who is to perform the abortion so that he may answer any questions that the woman may have and provide further information concerning the procedures and protocols;
  4. A statement of the probable gestational age of the fetus at the time the abortion is to be performed and that fetal ultrasound imaging shall be performed prior to the abortion to confirm the gestational age; and
  5. An offer to review the printed materials described in subsection F. If the woman chooses to review such materials, they shall be provided to her in a respectful and understandable manner, without prejudice and intended to give the woman the opportunity to make an informed choice and shall be provided to her at least 24 hours before the abortion or mailed to her at least 72 hours before the abortion by first-class mail or, if the woman requests, by certified mail, restricted delivery. This offer for the woman to review the material shall advise her of the following:
    (i) the Department of Health publishes printed materials that describe the unborn child and list agencies that offer alternatives to abortion;
    (ii) medical assistance benefits may be available for prenatal care, childbirth and neonatal care, and that more detailed information on the availability of such assistance is contained in the printed materials published by the Department;
    (iii) the father of the unborn child is liable to assist in the support of her child, even in instances where he has offered to pay for the abortion, that assistance in the collection of such support is available, and that more detailed information on the availability of such assistance is contained in the printed materials published by the Department;
    (iv) she has the right to review the materials printed by the Department and that copies will be provided to her free of charge if she chooses to review them; and
    (v) a statewide list of public and private agencies and services that provide ultrasound imaging and auscultation of fetal heart tone services free of charge. Where the woman has advised that the pregnancy is the result of a rape, the information in clause (iii) may be omitted.

These are just so wrong.

Even those who are “pro-choice” should be shocked at the idea of killing an infant that within minutes or hours would have been born. Of course, even “clumps of cells” aborted don’t always die. See here.

Apparently it’s no longer an issue of “when” children can be aborted. Guess the new slippery slope is how long after birth can we kill them.
A minute?
An hour?
A day?
A week?
A month?
Just call it a 4th trimester abortion.

Remember kids: it’s not murder as long as your mother is complicit in it.

Agenda 21: UN Sustainable Development, Wealth Transfer

(Agenda 21, signed in 1992)


(1) The full text for UN Global Migration Compact is HERE.
(2) The full text for Canada/US Safe 3rd Country is HERE, and see HERE.
(3) The proposed UN Parliament/World Government is HERE.
(4) The full text of the Paris Accord is HERE.
(5) The Multiculturalism Act is HERE.
(6) The Canadian Citizenship Act (birth tourism) is HERE.
(7) Bill C-6 (citizenship for terrorists) is HERE.
(8) M-103 (Iqra Khalid’s Blasphemy Motion) is HERE.
(9) Fed’s $595M bribery of journalists is outlined HERE.
(10) Agenda 21 (signed in June 1992) is HERE
(11) Agenda 2030 (signed in September 2015) is HERE.
Items in the above list are addressed HERE

Please sign this: PETITION E-1906 CLICK HERE

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CLICK HERE, for the link to the actual globalist document.

The document itself is basically a 351 page book. Instead of listing the entire thing, here are the table of contents


CONTENTS Chapter Paragraphs 1. Preamble 1.1 – 1.6

SECTION I. SOCIAL AND ECONOMIC DIMENSIONS
2. International cooperation to accelerate sustainable development in developing countries and related domestic policies 2.1 – 2.43
3. Combating poverty 3.1 – 3.12
4. Changing consumption patterns 4.1 – 4.27
5. Demographic dynamics and sustainability 5.1 – 5.66
6. Protecting and promoting human health conditions 6.1 – 6.46
7. Promoting sustainable human settlement development 7.1 – 7.80
8. Integrating environment and development in decision-making 8.1 – 8.54

SECTION II. CONSERVATION AND MANAGEMENT OF RESOURCES FOR DEVELOPMENT
9. Protection of the atmosphere 9.1 – 9.35
10. Integrated approach to the planning and management of land resources 10.1 – 10.18
11. Combating deforestation 11.1 – 11.40
12. Managing fragile ecosystems: combating desertification and drought 12.1 – 12.63
13. Managing fragile ecosystems: sustainable mountain development 13.1 – 13.24
14. Promoting sustainable agriculture and rural development 14.1 – 14.104
15. Conservation of biological diversity 15.1 – 15.11
16. Environmentally sound management of biotechnology 16.1 – 16.46
17. Protection of the oceans, all kinds of seas, including enclosed and semi-enclosed seas, and coastal areas and the protection, rational use and development of their living resources 17.1 – 17.136
18. Protection of the quality and supply of freshwater resources: application of integrated approaches to the development, management and use of water resources 18.1 – 18.90
19. Environmentally sound management of toxic chemicals, including prevention of illegal international traffic in toxic and dangerous products 19.1 – 19.76
20. Environmentally sound management of hazardous wastes, in hazardous wastes 20.1 – 20.46 21. Environmentally sound management of solid wastes and sewage-related issues 21.1 – 21.49 22. Safe and environmentally sound management of radioactive wastes 22.1 – 22.9

SECTION III. STRENGTHENING THE ROLE OF MAJOR GROUPS
23. Preamble 23.1 – 23.4
24. Global action for women towards sustainable and equitable development 24.1 – 24.12
25. Children and youth in sustainable development 25.1 – 25.17
26. Recognizing and strengthening the role of indigenous people and their communities 26.1 – 26.9
27. Strengthening the role of non-governmental organizations: partners for sustainable development 27.1 – 27.13 28. Local authorities’ initiatives in support of Agenda 21 28.1 – 28.7
29. Strengthening the role of workers and their trade unions 29.1 – 29.14
30. Strengthening the role of business and industry 30.1 – 30.30
31. Scientific and technological community 31.1 – 31.12
32. Strengthening the role of farmers 32.1 – 32.14

SECTION IV. MEANS OF IMPLEMENTATION
33. Financial resources and mechanisms 33.1 – 33.21
34. Transfer of environmentally sound technology, cooperation and capacity-building 34.1 – 34.29
35. Science for sustainable development 35.1 – 35.25
36. Promoting education, public awareness and training 36.1 – 36.27
37. National mechanisms and international cooperation for capacity-building in developing countries 37.1 – 37.13 38. International institutional arrangements 38.1 – 38.45
39. International legal instruments and mechanisms 39.1 – 39.10 40. Information for decision-making 40.1 – 40.30 * * * * * * Copyright © United Nations Division for Sustainable Development

Interesting note: #5 goes on at length about “monitoring” demographic changes, but doesn’t give any priority to “maintaining” demographics.

(b) Raising awareness of demographic and sustainable development interactions
5.37. Understanding of the interactions between demographic trends and factors and sustainable development should be increased in all sectors of society. Stress should be placed on local and national action. Demographic and sustainable development education should be coordinated and integrated in both the formal and non-formal education sectors. Particular attention should be given to population literacy programmes, notably for women. Special emphasis should be placed on the linkage between these programmes, primary environmental care and the provision of primary health care and services.

Section 24 has to do with gender. It wouldn’t be a United Nations agreement without plenty of virtue signalling. Here are 2 parts: (a) gender quotas; and (b) free child care. Also, am assuming that “reproductive rights” is code for abortion.

24.3. Governments should take active steps to implement the following:
a. Measures to review policies and establish plans to increase the proportion of women involved as decision makers, planners, managers, scientists and technical advisers in the design, development and implementation of policies and programmes for sustainable development;

e. Programmes to establish and strengthen preventive and curative health facilities, which include women-centred, women-managed, safe and effective reproductive health care and affordable, accessible, responsible planning of family size and services, as appropriate, in keeping with freedom, dignity and personally held values. Programmes should focus on providing comprehensive health care, including pre-natal care, education and information on health and responsible parenthood, and should provide the opportunity for all women to fully breastfeed at least during the first four months post-partum. Programmes should fully support women’s productive and reproductive roles and well-being and should pay special attention to the need to provide equal and improved health care for all children and to reduce the risk of maternal and child mortality and sickness.

Section 33 gets to the heart of the matter: MONEY

33.1. The General Assembly, in resolution 44/228 of 22 December 1989, inter alia, decided that the United Nations Conference on Environment and Development should:

Identify ways and means of providing new and additional financial resources, particularly to developing countries, for environmentally sound development programmes and projects in accordance with national development objectives, priorities and plans and to consider ways of effectively monitoring the provision of such new and additional financial resources, particularly to developing countries, so as to enable the international community to take further appropriate action on the basis of accurate and reliable data; Identify ways and means of providing additional financial resources for measures directed towards solving major environmental problems of global concern and especially of supporting those countries, in particular developing countries, for which the implementation of such measures would entail a special or abnormal burden, owing, in particular, to their lack of financial resources, expertise or technical capacity;

This article could go on forever, but take this away:
1/ Virtue signalling
2/ Huge wealth transfer
3/ Zero accountability

A World Parliament by Jo Leinen & Andreas Bummel

(A World Parliament by Jo Leinen & Andreas Bummel)


(1) The full text for UN Global Migration Compact is HERE.
(2) The full text for Canada/US Safe 3rd Country is HERE, and see HERE.
(3) The proposed UN Parliament/World Government is HERE.
(4) The full text of the Paris Accord is HERE.
(5) The Multiculturalism Act is HERE.
(6) The Canadian Citizenship Act (birth tourism) is HERE.
(7) Bill C-6 (citizenship for terrorists) is HERE.
(8) M-103 (Iqra Khalid’s Blasphemy Motion) is HERE.
(9) Fed’s $595M bribery of journalists is outlined HERE.
(10) Agenda 21 (signed in June 1992) is HERE
(11) Agenda 2030 (signed in September 2015) is HERE.
Items in the above list are addressed HERE

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CLICK HERE, for the link to the pdf outline.

CLICK HERE, for more information on Andreas Bummel.
CLICK HERE, for more information on Jo Leinen.

What is it with Germans wanting to take over the world?

THIS ARTICLE, and THIS ARTICLE may help shed some light on things.

CLICK HERE, for the German version of the book. Google translate or some similar service should be helpful to you non-speakers.

This is not my usual format, but this may be necessary for a glimpse into the mind of someone who can support a “world” parliament.

OUTLINE OF THE BOOK
Detailed Contents
Introduction ……………………………………………………………………. 1

PART I The idea of a world parliament: its history and pioneers
6
1. From the Stoics to Kant: cosmopolitanism, natural law, and the idea of a contract
8 Cosmopolitanism in ancient Greece
8—Cosmopolitan roots in India and China
9— Vitoria’s ‘republic of the whole world’
10—Conceptions of peace under ‘the sovereign power of the state’
12—The idea of the social contract in Hobbes and Locke
13—The social contract and Wolff’s ‘Völkerstaat’ 16—Kant’s cosmopolitan project
17 2. The 18th century: enlightenment, revolutions, and parliamentarism …..
20 The American federal state and representative democracy
20—The historical roots of parliamentarism
22—Cosmopolitanism in the French Revolution
24—Cloots’ ‘republic of humanity’
25—The end of cosmopolitanism
26 3. From Vienna to The Hague: the dynamics of integration and the inter-parliamentary movement
27 Sartorius’ ‘peoples’ republic’
27—Pecqueur’s concept of worldwide integration
28— Pecqueur’s world federation and world parliament
29—Tennyson’s ‘Parliament of Man’
31—The long struggle to extend the right to vote
32—The birth of the inter-parliamentary movement
33—The establishment of the IPU
34—The Hague Peace Conferences as a catalyst
35—Internationalism in the USA
36—An initiative at the IPU
37— Arguments emerging out of the German peace movement
39 4. World War and the League of Nations
42 The programme of the ‘Round Table’ group
42—The theory of sociocultural evolution and a world federation
43—A world parliament on the Versailles agenda
44—The ‘German Plan’ for the constitution of the League
46—Disappointment over the League of Nations
46 5. The Second World War and the atomic bomb: World Federalism in the early days of the UN
50 Federalism under pressure from fascism
50—The growth of world federalism
51— Planning the post-war order
53—Fundamental criticism of the UN, and the shock of Detailed Contents ix the atom bomb
54—Prominent support for a federal world order
55—Reves’ critique of democracy, the nation state and sovereignty
56—Albert Einstein and Albert Camus as advocates
57—The position of the Catholic Church
58—The British initiative of Nov. 1945
59—The issue of a Charter review conference
60—The foundation of the Council of Europe
62—Sohn’s proposal for a parliamentary assembly at the UN
62—Models for a world constitution
63—The Clark and Sohn model
64—CURE’s deliberations and conclusions
65—Parliamentary cooperation for a world federation
66 6. Bloc confrontation and the rise of the NGOs
68 World federalism caught between the fronts in the Cold War
68—The federalist movement and the founding of NATO
68—The declining popularity of world federalism and a world parliament
69—The World Order Models Project
71—The growing importance of NGOs
71—The idea of a ‘second chamber’
73—The issue of weighted voting in the UN General Assembly
74—Bertrand’s report
75— Perestroika and Gorbachev’s initiative
76 7. The end of the Cold War: the democratization wave, and the revitalization of the debate
79 The democratization wave
79—The revitalization of the debate
80—A UN parliamentary assembly as a strategic concept
81—Support for a world parliament and a UNPA
82— The report by the Commission on Global Governance
85—The report by the World Commission on Culture and Development
87 8. Democracy in the era of globalization
88 Globalization and the nation state
88—The theory of ‘cosmopolitan democracy’
90— The Falk and Strauss essays
93—A community of the democracies?
94— Höffe’s federal world republic
95—The call for a WTO parliament and the role of the IPU
97—Other initiatives towards a world parliament and a UNPA
98 9. The ‘War on Terror’, the role of the IPU, and the Campaign for a UN Parliamentary Assembly
102 The ban on landmines, the International Criminal Court and the World Social Forum
102—New contributions on the idea of a global parliament
103—The Lucknow conferences
104—9/11 and global democracy
105—The report by the German Bundestag‘s Enquete Commission
106—The report by the World Commission on the Social Dimension of Globalization
107—The Ubuntu Forum campaign
108—The Cardoso panel report
108—Growing support for a UNPA
111—The international campaign for a UNPA
114—Calls for a UNPA since 2007
117—The third World Conference of Speakers of Parliament
120—The European Parliament Resolution of 2011
121—The de Zayas recommendations
123—Later developments
124—The report by the Albright-Gambari Commission
126—The election of Trump and ongoing efforts 127

x A WORLD PARLIAMENT PART II Governance and democracy in the 21st century
129
10. The Anthropocene, planetary boundaries, and the tragedy of the commons
132 The era of humankind
132—Earth system boundaries
133—The problem of voluntarism
135—The ‘tragedy of the commons’
137—The management of global common goods
139—The problem of the generations
140—Global majority decision-making
141— The tragedy of international law
143 11. Overshoot, the ‘Great Transformation’, and a global eco-social market economy
144 Overshoot and ecological footprint
144—The end of the Utopia of growth
145—The challenge of global eco-social development
146—‘Political barriers’ as the main obstacle to transformation
147—The process of state formation and the rise of the market economy
148—The ‘double movement’ between market fundamentalism and state interventionism
149—A global eco-social market economy
150 12. Turbo-capitalism, the financial crisis, and countering global deregulation
153 The relevance of the ‘double movement’ and the emancipation question
153—The financial crisis and the continuing systemic risk
154—State intervention to stabilize the financial system
156—The financial system as a ‘priority global public good’
157—The anarchic system of international law
158—Liberalism, Laissez-faire and the question of a world state
159—The global race to deregulate
160—The key role of tax havens and anonymous shell companies
161—The hidden trillions
164—Global state formation as the goal of the counter-movement
165 13. A world currency, global taxation, and fiscal federalism
167 A world currency and a world central bank
167—The impact of national monetary policy and currency wars
168—Recent proposals for a world reserve currency
169—The fiscal race to the bottom
170—Uniform taxation of multinational corporations
172— Rejection by the OECD
173—Global fiscal federalism and the restitution of fiscal sovereignty
174—Ideas for global taxes
175—The management, supervision and expenditure of global tax revenues
176 14. World domestic policy, trans-sovereign problems, and complex interdependence
179 ‘Trans-sovereign problems’
179—The concept of interdependence
180—Transgovernmental networks and the merging of domestic and foreign policy
181—The evolutionary phases of the international order
183—Sovereignty and the era of ‘implosion’
184 Detailed Contents xi 15. The fragility of world civilization, existential risks, and human evolution
187 The potential for worldwide collapse
187—The Genome as part of the heritage of humankind
188—Reprogenetics
189—Transhumanism and artificial intelligence
190— Autonomous weapons systems
191—Bioterrorism, nanobots and new pathogens
193— The need for regulation under global law
194 16. The threat of nuclear weapons, disarmament, and collective security …
196 Nulcear war as ‘the end of all things’
196—The danger of nuclear war
197—The risk of nuclear accidents
198—The unfulfilled commitment to general and complete disarmament
200—The architecture of nuclear disarmament
202—The link between nuclear and conventional disarmament
204—The McCloy-Zorin Accords
206—The unrealized peace concept of the UN Charter, and UN armed forces
207—The four pillars of a world peace order
209—The role of a World Parliament
210 17. Fighting terrorism, ‘blowback’, and data protection
212 The ‘war on terror’ as an end in itself
212—The covert warfare of the USA
212—The consequences of US foreign policy and the ‘war against terror’
213—Human rights violations and the USA’s drone warfare
215—The roots of transnational terrorism and the relevance of a World Parliament
216—The global surveillance system and universal disenfranchisement
219—Global data protection legislation
221 18. A world law enforcement system, criminal prosecution, and the post-American era
223 The need for world police law and a supranational police authority
223—The failure of classical sanctions
224—A supranational police to support the ICC
225—Extending the prosecuting powers of the ICC
227—Strengthening international criminal prosecution and a World Parliament
229—Interpol and accountability
231—A World Parliament as an element of world police law
232—The role and significance of the USA
235 19. Global food security and the political economy of hunger
238 The extent of worldwide hunger and the right to adequate nutrition
238—Population growth and food production
240—The fragility of global food supply
242—Dependence on oil and phosphates
244—Hunger as a problem of political economy
244— The relevance of democracy and the international
245—Agricultural subsidies, the WTO and food security
247—Commodity markets and financial speculation
248— Food security as a global public good and the failure of the G20
249—The FAO, a World Food Board and global food reserves
250—Free trade, food security and a world peace order
252—Democratising global food policy and a World Parliament 253

xii A WORLD PARLIAMENT 20. Global water policy ………………………………………………………
256 The state of drinking water supply
256—Water security as a global concern
257—The democratic deficit in water governance and a World Parliament
259 21. The elimination of poverty, and basic social security for all
262 Poverty as a key issue
262—Extreme poverty and the right to an adequate standard of living
262—The need for a new approach to international development
265— Economic growth is not enough
266—Social security as the foundation of a planetary social contract
267—A global basic income
268—Universal access to the global commons
270—The dream of a life free from economic compulsion
270 22. Global class formation, the ‘super class’, and global inequality …………
272 The emergence of global class conflicts and the role of the middle class
272—The global precariat
274—The concept of the Multitude
275—The super rich and global power structures
277—The transnational capitalist class
279—A transnational state apparatus 280—The interconnections between transnational corporations
281—The need for a global antitrust authority
282—Global inequality and instability
284— Inequality as the cause of the financial crisis
285—The growth of capital investments and a global tax on capital
286—The need for global public policy instruments and a World Parliament
287—A new global class compromise
289 23. The debate on world government, the age of entropy, and federalism .
290 The global elite and the question of a world government
290—The spectre of a global Leviathan
292—Hierarchical order and complexity
294—Different types of hierarchies
294—The principle of subsidiarity
295—The fragmentation of global governance and international law
296—Coherent world law and a World Parliament
298— The bewildering world order and the ‘age of entropy’
298—The entropic decline of world civilization?
300—World federalism as a means of reducing complexity
301—A world state as a taboo topic
302—The teetering paradigm of intergovernmentalism
303— The standard reactionary arguments
305 24. The third democratic transformation and the global democratic deficit
307 The waves of democratization 307—Economic development and democracy
309—The post-industrial transformation in values
310—Democracy as a universal value
312— The right to democracy
313—The undermining of democracy by intergovernmentalism
315—The influence of transnational corporations
317—The example of the Codex Commission
317—Fragmentation as a problem of democracy
319—The dilemma of scale
320—The concept of a chain of legitimation
320—Output legitimation
321— Accountability to the world’s citizens
323—Equality and representation in international law and world law
324—The third democratic transformation
326— International parliamentary institutions
328 Detailed Contents xiii 25. The development of a planetary consciousness, and a new global enlightenment
330 War and socio-political evolution
331—The decline of violence
333—The development of reason, empathy, and morality
333—The origin of morality in group selection
336— In-group morality and humanity’s crisis of adolescence
337—Sociogenesis and psychogenesis
340—The widening circle of empathy
340—The transition to an integral consciousness
343—Group narcissm and the Promethean gap
345—The problem of cultural lag
347—Global identity and the Other
349—The ‘Overview Effect’ and a planetary worldview
351—Identity, demos, and state formation
353—The progressive attitude of the world population
357—Global history and world citizenship education
359—‘Big History’ as a modern creation story
360—The continuation of the project of modernity
362—The new global Enlightenment 365

PART III Shaping the future: the design and realization of world democracy ….
367 26. Building a world parliament .
369 The example of the European Parliament
369—The proposal for a UNPA
370—The extension of powers and responsibilities
371—Growing democratic challenges
374— The allocation of seats
376 27. Creating world law
379 International law and world law compared
379—A bicameral world legislature
381— A world constitutional court
382 28. The necessary conditions for the transformation
384 The structural conditions for institutional change
384—A cosmopolitan move- ment
386—The role of NGOs
388—A UNPA as a catalyst for change
389—Four factors
391—The stealthy revolution
391—The revolution from below
392—The revolution from above
393—The trigger
394—Anticipating and averting the horror
395— Climate-induced events
396—A democratic China
397—In the beginning 399
Index …………………………………………………………………………. 401

World currency? World bank? World parliament? World courts?
Global identity? New global enlightenment? Global antitrust authority? Global public policy instruments?
Social security as a right?
Supra-national police force?

298— The bewildering world order and the ‘age of entropy’
298—The entropic decline of world civilization?

Entropy? Isn’t that what Trudeau referred diversity as?

This is messed up

Predatory Publications by TRU Professor Pyne (Part 2: Meeting The Man)

(Thompson Rivers University in Kamloops, BC)


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See the previous article on the infamous paper by Thompson Rivers University Economic Professor, Derek Pyne.

For a simplified version of the story, Professor Pyne published a paper in April 2017 titled “Predatory publications”. It was a look into the academic publishing, and how fake journals were popping up. Given university professors’ duty to “publish or perish”, these seemed to be a way out.

This is a topic that has been reluctantly addressed by universities before. However, this paper took more of an economic view of the subject — rewards and benefits from publishing in such journals.

The paper has not been well received by Thompson Rivers University, especially since it seemed to implicate members of the faculty. Relations between Professor Pyne and the school have gone downhill.

In September 2018, almost a year and a half later, Professor Pyne was suspended from TRU. He is now back at work. He claims that the paper was one reason, but not the only, for the suspension.

Currently, a complaint has been filed under Section 13 of the Labour Relations Code, claiming the Union violated Section 12. Here is the actual text from the Labour Relations Code (of BC)

Duty of fair representation
12 (1)
A trade union or council of trade unions must not act in a manner that is arbitrary, discriminatory or in bad faith
(a) in representing any of the employees in an appropriate bargaining unit, or
(b) in the referral of persons to employment whether or not the employees or persons are members of the trade union or a constituent union of the council of trade unions.

(2) It is not a violation of subsection (1) for a trade union to enter into an agreement under which
(a) an employer is permitted to hire by name certain trade union members,
(b) a hiring preference is provided to trade union members resident in a particular geographic area, or
(c) an employer is permitted to hire by name persons to be engaged to perform supervisory duties.

(3) An employers’ organization must not act in a manner that is arbitrary, discriminatory or in bad faith in representing any of the employers in the group appropriate for collective bargaining.

Procedure for fair representation complaint
13 (1) If a written complaint is made to the board that a trade union, council of trade unions or employers’ organization has contravened section 12, the following procedure must be followed:
(a) a panel of the board must determine whether or not it considers that the complaint discloses a case that the contravention has apparently occurred;
(b) if the panel considers that the complaint discloses sufficient evidence that the contravention has apparently occurred, it must
(i) serve a notice of the complaint on the trade union, council of trade unions or employers’ organization against which the complaint is made and invite a reply to the complaint from the trade union, council of trade unions or employers’ organization, and
(ii) dismiss the complaint or refer it to the board for a hearing.
(2) If the board is satisfied that the trade union, council of trade unions or employers’ organization contravened section 12, the board may make an order or direction referred to in section 14 (4) (a), (b) or (d).

Canuck Law meeting Professor Pyne

The actual interview occurred on Thursday, January 24 at the University in Kamloops, BC. Note: Questions were prepared, but the replies shown are summaries of what was said.

1/ What did you think would happen publishing this?
-It was a new angle on the publishing industry
-This hadn’t been done before
-Expected a higher amount of support for academic freedom and inquiry

2/ Any support from colleagues?
-Some privately do offer support
-No one wants to be public about it
-This is considered an attack on academic freedom

3/ What actually triggered the suspension?
-Collective agreement allows for feedback for candidates
-I exercised that right. University called it defamatory and accusatory

4/ Why the 16 month delay in the suspension? (April 2017-Sept 2018)
-It took time for the backlash to happen
-Reporting by the New York Times really hurt
-American media interviews were given
-Comments made in online forums
-Research comments

5/ Why isn’t the TRU faculty union helping?
-164 page complaint was filed
-Academic unions don’t work the same way private sector unions do
-Lack of understanding by the union in matters like this

6/ What do you see Labour Relations doing?
-Little. They have a very low success rate
-Since 2016 (records shown), 0 or 1 cases successful each year
-Most “successes” come from informal negotiation between parties

7/ What would you like Labour Relations to do?
-Order the union to file a grievance

8/ How can universities screen for “predatory journals”? What are the warning signs?
-Mailbox addresses (suites) given in address
-Journal no one has heard of before
-Very quick turnaround times
-Questionable, if any, peer review
-Questionable “Impact Factors Analysis”
-Real journal will provide abstract, fake will make you buy entire article, paywall
-There are 10,800 right now identified, another 955 suspected (all fields)

9/ Has this led to policy changes at TRU?
-Might have tipped people off as to what is happening?

10/ Was it difficult to get data for research?
-Time consuming
-Manually searching profiles
-Research Ethics not needed (since no face-to-face interviews)
-Google Scholar quick source (academic publications)
-Checking academic profiles also an option

11/ Does this hurt academia?
-It can lower the trust people have in experts and authority figures

12/ Broadly speaking, how does peer review work?
-You need an idea of which journals to submit to
-You submit your research
-You may have to redo large sections of your paper
-Editor of publication often orders revise & resubmit
-Editor will find referees with similar publications to review yours
-Referees are usually volunteers, it’s more of an honour
-It can easily take a year or two to get published

Predatory Publications by TRU Professor Pyne (Part 1: The Paper)

(Thompson Rivers University in Kamloops, BC)


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An economics professor, Derek Pyne, at Thompson Rivers University in Kamloops, BC, was suspended over “defamatory language and accusations”, over a paper he published regarding “predatory publishing”.

Pyne is now back at work at TRU, though the controversy is far from over.

For some reason, suggesting that university faculty are engaged in pay-to-publish scheme tends to burn bridges and create tension.

Here is a brief review of the research paper.

Note: This review is not a factual determination one way or another of the validity of the findings, but just an overall critique of the paper.

Quotes From The Paper
“derek pyne

This study is the first to compare the rewards of publishing in predatory journals with the rewards of publishing in traditional journals. It finds that the majority of faculty with research responsibilities at a small Canadian business school have publications in predatory journals. In terms of financial compensation, these publications produce greater rewards than many non-predatory journal publications. Publications in predatory journals are also positively correlated with receiving internal research awards. By improving the understanding of the incentives to publish in predatory journals, this research aims to contribute to a better-informed debate on policies dealing with predatory journals.”

Okay, this is just the opening summary, but the point is clear: so-called “predatory journals” seem to be more lucrative in terms of receiving publications, and in professional gains.

“When academics publish in these journals, their university affiliations contribute to the credibility of the journals. Because decision makers and the public may lack the expertise to distinguish between nonsense and legitimate research, they may be led to suspect expert opinion in general. In addition, when academics are rewarded for publishing in predatory journals, the research incentives of their universities are distorted.”

This is actually a bad combination: researchers get rewards distorted by publishing in predatory journals, and the decisions are being made by people who lack the expertise.

The university does not have merit pay for research success, but publications affect compensation in several ways:

  1. through initial academic rank and placement of individuals on the salary grid;
  2. through the speed at which individuals are promoted and thus pass the salary ceiling for their existing rank; and
  3. by the opportunity cost of time spent on research in lieu of earning opportunities.

The first two considerations imply a positive relationship between publication success and compensation, while the third implies a negative relationship.

Interesting observations. #1 and #2 refer to “indirect” rewards which are gained from publishing, while #3 references time researching and not “working”.

“literature review Several articles have examined the relationship between journal publications and faculty compensation. For example, Sen, Ariizumi, and DeSousa studied the relationship between the research productivity of economics faculty in Ontario universities and their salaries.11 Contrary to the present study, they found that publications in top journals were positively correlated with salary increments but that publications in lower-ranked journals were not related to salaries. “

A fairly obvious conclusion, and one that is backed up with more research. Publishing in top journals gets more money, while publishing in subpar journals has little effect.

“[Beale’s] six pages of criteria for evaluating journals largely relate to dishonest practices. Examples include not conducting ‘a bona fide peer review,’ copying or mimicking journal titles from other publishers, identifying the publisher’s owner as the editor of each and every journal published by the organization, not identifying a specific person as the editor, two or more of the publisher’s journals having duplicate editorial boards, and the publisher falsely claiming to have an ISI impact factor or purchasing ‘fake impact factors’ services. Publishers who believe they have been wrongly included can apply to a four-person appeal panel for removal.”

Interesting signs to look for:
-No proper peer review
-copying or imitating titles
-identifying owner of publication as each journal’s editor
-not having a specific editor
-2+ journals with duplicate editorial boards
-false claims of impact factor services.

“Bohannon conducted a ‘sting operation’ by submitting a scientifically flawed paper to 304 open access journals, some on Beall’s list. Eightytwo per cent of the journals on Beall’s list accepted the paper; thus he concluded that ‘Beall is good at spotting publishers with poor quality control.
………..

Ray argues that predatory journals may be able to screen for hoax articles. Thus, her approach was to submit essays written by eighth- and tenth-grade secondary school students to ten open access journals. Of the nine who responded with an editorial decision, six accepted the paper without revisions, and only one rejected the paper. The paper was rejected for being too short, but the journal suggested to the author that it be expanded and resubmitted. “

Nice ways to screen for validity of academic journalism: do a little investigative journalism and see if they will literally publish anything. Several pages of data and charts are then presented in the paper.

“discussion and conclusions Predatory journals have become an increasing problem when it comes to assessing and rewarding researchers for the merit of their publishing records. In addition, the presence of predatory journals makes it difficult for non-experts to judge the quality and validity of published research. This paper finds that, at least at one university, there are few incentives not to publish in predatory journals. In addition, when the opportunity cost of forgone income from extra teaching is significant, publishing in ranked journals is costly.

A number of questions for future research on predatory publication are raised. A key question is the degree to which these findings are generalizable to business schools, and other faculties, at other universities. The similar proportions of questionable publications reported by Ray suggest that the results may be generalizable to other business schools, but additional research is needed. This type of research involves time consuming data collection, and answering these questions would require significant research support. However, the benefits of better understanding the market for predatory publications would be substantial. For example, such data could be used to study whether faculty research output is improved when administrators also have a research background.”

To summarise here: the author actually makes a pretty compelling case (backed up by data), that publishing in so called “predatory journals” is economically a better choice. This would apply both in terms of time (far fewer rejections), and financially (such as costs involved in ranked journals).

This topic will be continued later.

Duke Pesta & Common Core Education

(Duke Pesta in his critique of “Common Core” Education in America)

****************************************************************************
(1) The full text for UN Global Migration Compact is HERE.
(2) The full text for Canada/US Safe 3rd Country is HERE, and see HERE.
(3) The proposed UN Parliament/World Government is HERE.
(4) The full text of the Paris Accord is HERE.
(5) The Multiculturalism Act is HERE.
(6) The Canadian Citizenship Act (birth tourism) is HERE.
(7) Bill C-6 (citizenship for terrorists) is HERE.
(8) M-103 (Iqra Khalid’s Blasphemy Motion) is HERE.
(9) Fed’s $595M bribery of journalists is outlined HERE.
(10) Agenda 21 (signed in June 1992) is HERE
(11) Agenda 2030 (signed in September 2015) is HERE.
Items in the above list are addressed HERE

Please sign this: PETITION E-1906 CLICK HERE

All personal court appearances are under “BLOG
****************************************************************************

Not much I can add to this, but Heartland Institution was contacted for information. This is a fascinating, yet morbid review of the new Federal standards of education.

Amendment 10

– Undelegated Powers Kept by the States and the People

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.

From Lennie Jarrett of Heartland Institute

I answered each question below it. Let me know if you need anything else.

This was in regards to some of the videos I had seen of Duke Pesta addressing education in the US. It was fascinating to watch in a morbid way.

1/ Regarding the introduction of Common Core and uniform standards across the states: do you view it as well intended/well meaning, or some malevolent purpose?

I view it as both. Many people had really good intentions but were very naïve in how Common Core (CCSS) would be implemented and managed by a self-serving bureaucracy. I know others wanted national standards so they could control education easily from a centralized bureaucracy. CCSS gave them the closest thing possible to that.

2/ This may be outside your scope, but if the public has never been consulted in any meaningful way, would there be any grounds to invalidate CC requirements?

Unfortunately, no, they could not be invalidated. This is a lesson for many parents, that there is no true local control of education. It’s been controlled by the states and federal interventions for decades.

3/ Could you explain the rationale for making mathematics more complex than needed? (Arithmetic shouldn’t look like introduction algebra)

The rationale is some believe they are making it easier by trying to teach different methods while claiming it is a higher method of learning. As a student of mathematics myself, the methods they are teaching are absurd. Math must be taught systematically starting at its foundation. Without a foundation, the higher learning becomes difficult at best leaving many students unprepared for future careers in the STEM fields.

4/ Why are people with no teaching experience being allowed to write CC or other cirriculum?

Much of the curriculum is created by those wanting to make money off their products. They use CCSS as a tool to try and build their market share regardless of the product’s effectiveness at teaching.

Secondly, there are examples of curriculum written by non-teachers that are excellent. It’s really a matter of subject matter mastery, not necessarily a matter of teaching experience.

5/ Could you offer any solutions to getting children out of this nonsense?

Universal education choice is the only solution. Parents must be fully enabled to find the education that best fits the needs of their child. The selection of schools by parents will drive the curriculum to be the best for the student instead of the bureaucracy driving the curriculum to what is best for them.

6/ Why would people like Bill Gates be supporting this? It seems designed to collapse a nation.

Gates needs STEM ready employees. He was not getting that from the public schools. He thought he could fix the system. He was wrong. He claims to learn from his mistakes, and while he does make changes into his direction, he has yet to realize it’s the system itself that is preventing any significant reform and success.

7/ Anything else you think concerned parents should know?

Stop thinking your school is great, while everyone else’s school is bad. The entire system is the problem. CCSS is just the latest fad with more coming each time one fails. Demand your right to have the money designated for your child to follow your child to the education opportunity of your choice. Simply put, fund children, not bureaucracy.

Transcript of the Maxime Bernier/Wendy Mesley Interview (Satire)

(Fine journalism in Canada)

(Fine Journalism in the U.K.)

(Here is the full version of Canadian one)

***********************************************************************
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Case File: T-2089-18. Filed December 6, 2018.
CLICK HERE for more information.
***********************************************************************

Actually, it is pretty tough to top the actual video, but let’s try:

Wendy: Hello Max, thanks for coming on

Max: Great to be here.

Max: Nice weather.
Wendy: So you’re saying climate change is fake?

Max: I had bacon & eggs this morning.
Wendy: So you’re saying vegans should die?

Max: Border control is important.
Wendy: So you’re saying die immigrants?

Max: SM hurts consumers
Wendy: So you’re saying farmers are Nazis?

Max: I believe that women should have the power to make their own choices.
Wendy: So you’re saying you think your biker girlfriend should be showing cleavage?

Max: I have nothing to do with the Koch brothers, or Atlas.
Wendy: So you’re saying they are financing your campaign?

Max: Again, I have nothing to do with Atlas.
Wendy: So you’re saying Atlas is funding “paid protesters”?

Max: Once more, I am not involved with Atlas.
Wendy: So you’re saying we had weekly meetings?

Max: I believe in personal responsibility.
Wendy: So you’re saying that marginalized groups should be exterminated?

Max: Government and taxpayers should not be subsidising corporations.
Wendy: So you’re saying the workers at GM and Bombardier should starve to death?

Max: Responsible gun owners should be left alone by the government.
Wendy: So you’re saying you sympathise with school shooters?

Max: Pipelines in Western Canada can help grow our economy.
Wendy: So you’re saying that you want to destroy the environment?

Max: I believe that we can stimulate growth and reduce unemployment.
Wendy Ocasio-Cortez: So you’re saying unemployment is low because people work 2 jobs?

Max: Health care is a provincial matter. They should make decisions.
Wendy: So you’re saying you want to set up “death-panels”?

Max: Education is a provincial matter, and the curriculum should be formed by them.
Wendy: So you’re saying that schools should be teaching 4 year old about sex changes?

Max: Immigration must not be used to drastically change our culture. Changes should be gradual.
Wendy: So you’re saying you believe Whites are superior?

Max: I believe gov’t should be focusing on what unites us as a people.
Wendy: So you’re saying you will deport people who don’t agree with you?

Max: Our party is small, but is well organized.
Wendy Newman: So you’re saying we should organize your party along the lines of the lobsters?

Max: I believe that harsh penalties for simple drug possession is excessive.
Wendy: So you’re saying you support Walter White selling blue meth?

Max: The money we give to the UN is often wasted.
Wendy: So you’re saying we should invade Chile?

Max: I believe in free speech.
Wendy: Doesn’t free speech make people uncomfortable?
Max: You’re doing that to me right now.
Wendy: But you don’t …..
Max: Ha, Gotcha.

Max: I’m trying to appeal to the 30-35% of Canadian who don’t vote.
Wendy: So you’re saying you are a fringe party?

Wendy: Thank you for coming in today, Maxime.

Max: I need a drink. Or ten.

CBC Propaganda: The Masterlist

Note: This article “wasn’t” actually created in 2012. It is just listed here to make it easier to find. Submissions will be from across several years, selecting the worst from our tax-funded “broadcaster”.

CLICK HERE, for Propaganda #1, Canada must have 100 million people by the year 2100.

CLICK HERE, for Propaganda #2, Europe should have open borders.

CLICK HERE, for Propaganda #3, Islam not responsible for Islamic violence.

CLICK HERE, for Propaganda #4, The Wage Gap.

CLICK HERE, for Propaganda #5: Borders Are Pointless.

CLICK HERE, for Propaganda #6: State Supplied Drugs For Addicts.

CLICK HERE, for Propaganda #7: UN’s Call to Welcome Back ISIS fighters.

CLICK HERE, for Propaganda #8: Walls Are Useless. Don’t Bother.

CLICK HERE, for Propaganda #9: “Conspiring” With Free Speech Activist.