So, whether I look at this upper-New York DOS SEX SLAVE case or these I will discuss this week happening in western states like UTAH AND TEXAS----the basis of these structures that are designed to SEXUALLY ASSAULT member of these FAKE religious cults are a COMMON LINK to my case---to MY FRIEND'S case-----just as the legal precedence shown below.
I SAY MY FRIEND WAS NOT OF SOUND MIND OR FREE WILL IN MOVING INTO WHAT IS A SEX SLAVE ENVIRONMENT. IT WAS NOT HER IDENTITY BEFORE AS A FAITHFUL WIFE.
Below I show a similar case where members of a cult were taught they had no right to THINK independently-----if they were commanded or told to go into sexual SERVITUDE----they did. MY FRIEND has a sign in front of this house tied to SEXUAL SLAVERY that states her EX-HUSBAND'S name---saying HE SENT ME HERE.
When a person thinks and says this------while appearing almost DESPONDENT----while being severely depressed having lost much weight----seemingly to have GIVEN UP ------I see MY FRIEND as just the victim shown below------mind-control ------a culture of following a cult leader -----who tells a person this SEX SLAVE status is A SPIRITUAL GROWTH ---teaching a woman how to be with a man.
'In addition, plaintiffs allege many facts to support their lack of legal sophistication and inability to "divine the impact of unknown machinations on the part of a law firm as sophisticated as SC&M." Id. at 246. They described multi-generational entrenchment in a community entirely insulated from the outside world, a lack of outside education that could alert them to their legal rights and the impacts of defendants' action, and in some cases specialized schooling to indoctrinate them against recognizing their legal claims. See, e.g., id. at 73, 83, 91-92, 96; see also id. at 34 (articulating specialized [**72] mandatory schooling for girls in grades 3 through 8 where they were instructed they "never have the right to think [they] have been forced" when they were instructed to marry and commanded to sexual servitude). Most plaintiffs had spent their entire lives isolated in these restricted communities, with their only education and source of information being supplied through their communities'.
When MY FRIEND lives in a small town rural community where RENTING a house can be restrictive if people want it to be---for example, NOSY NEIGHBOR AND THE GANG have made clear I will not be able to RENT a living space in BALTIMORE. If I had only connections to BALTIMORE this would create the attitude of HAVING NO CHOICE----as too with MY FRIEND.
'Furthermore, plaintiffs maintain that "Jeffs employed the instrumentalities of the law to illegally punish those who appeared to be unwilling to submit . . . [through] loss of property, loss of a place to live, [and] loss of livelihood." '
FEEDBACK saying MY FRIEND is RUINED after these few years of being a SEX SLAVE in this house owned by STURGIS on EASTERN SHORE OF VA -----MY FRIEND once a bank manager----now seeing her connections to this lifelong career with the bank disappearing because she became tied to this CULT OF SUBMITTING TO HUMILIATION because of failure of marriage among other things. MY FRIEND lost her HOME ------lost her standing in community----and is well on way to losing her LIVELIHOOD.
GETTING WOMEN OUT OF THE WORKFORCE SAYS FEEDBACK-----
FEEDBACK SAYS--------MY FRIEND is so RUINED she needs to lose her job and be MADE TO STAY INSIDE THAT SEX SLAVE HOUSE. This is similar to MY CASE where FEEDBACK is now saying the same about me after supposedly a dozen years of being victim of ILLEGAL SURVEILLANCE and being made PORN.
'Although Ms. Jessop protested, she was told that she had no choice. Id. at 115. Finally, Briell Decker asserts she was "coerced by Jeffs [**50] to enter into a plural spiritual marriage" on January 18, 2003, when she was eighteen-years-old. Id. at 117. She was then subjected to extensive "training" which included "the deprivation of certain freedoms, foods and personal items; punishments and rewards; intense indoctrination and study; medication; [and] sexual activities." Id. at 118'.
How did this EASTERN SHORE OF VA SEX SLAVE operation tied to MY FRIEND change when STURGIS partnered with my NOSY NEIGHBOR AND THE GANG sexual predators -----who exposing themselves as SOFT-PORN----illegal surveillance images of people naked or having sex without consent-----vs this HARD CORE PORN------PHYSICAL SEX traveling from EASTERN SHORE OF VA to BALTIMORE via----WIRED INTERNET streaming video----all while FEEDBACK was saying STURGIS and NOSY NEIGHBORS were making lots of money---while me and MY FRIEND of course were making nothing---because we were VICTIMS of black market criminal illegal surveillance PORN and SEX TRADE.
'iii. Venture liabilityAs we stated above, HN16 § 1589 holds not just primary offenders accountable but also anybody who knowingly "benefits, financially or by receiving anything of value, from participation in a venture which has engaged in" forced labor. § 1589(b). While the term "venture" has not been defined in the context of § 1589(b), the First Circuit recently persuasively applied the definition from another TVPRA subsection to the forced labor context. See Ricchio, 853 F.3d at 556. In § 1591(e)(6), "venture" is defined as "any group of two or more individuals associated in fact, whether or not a legal entity." '
In my case I have stated the crime of SEXUAL ASSAULT is not a ONE TIME DEAL----it is CONTINUOUS as long as illegal surveillance inside my living space continues to make it impossible for me to be exposed------
With MY FRIEND her case being one of CONTINUOUS SEXUAL ASSAULT-----physical assault where mine is NON-CONTACT sexual assault----
When I hear in FEEDBACK that MY FRIEND will remain a SEX SLAVE until someone says otherwise as I work to STOP these illegal actions--------this is proof of how MY FRIEND has no control over this situation.
'ii. Continuing tort doctrine
Plaintiffs argue in their opening brief that the district court failed to consider key factual averments in their complaint when determining the commencement of the statutory periods, including ignoring "continuing tortious conduct." Aplt. Br. at 41. HN27 "A tort cause of action accrues when all its elements come into being and the claim is actionable." Hatch v. Davis, 2004 UT App 378, 102 P.3d 774, 784 (Utah Ct. App. 2004) (internal citation omitted). However, where a tort involves a pattern of continuous and ongoing tortious conduct, the cause of action accrues and the period of limitations begins to run at the time the last injury occurred or the tortious conduct ceased'.
How do the victims of SEXUAL CRIMES -----ILLEGAL SURVEILLANCE as TOOL OF REPRESSION convince people to either be team SEXUAL PREDATOR----or victims convinced they have no CHOICE. I discussed above how families becoming tied to these FALSE PROPHET kinds of FREEMASONRY are literally taught from early childhood how NOT TO BE ALL-AMERICAN.
Our US PUBLIC SCHOOL system is designed to educate people to be CITIZENS----that they are empowered with rights----with the ability to choose what they want to be---where they can go------who they can associate with. This is FREEDOM, LIBERTY, JUSTICE, AND PURSUIT OF HAPPINESS.
Cases of upper-NEW YORK sex slave communities-------UTAH/TEXAS sex slave communities------here in Baltimore and Eastern Shore of VA----open secret sexual assault communities----are all tied to these CULTS OF FAKE PROPHETS------all making up their own rules of conduct for these communities HAVING NOTHING TO DO WITH OUR US FEDERAL, STATE, LOCAL GOVERNANCE and 300 years of being a sovereign nation.
'Unfortunately, those standards suffer from severe academic deficiencies and their implementation diminishes parenthood, imposes a fiscal burden on the states, and establishes a governance precedent that is irreconcilable with our Founding'.
It is because our FOUNDING FATHERS created legal and government structures to assure I AM MAN AGE OF ENLIGHTENMENT------freedoms for all people in the US that our strong, democratic, left social progressive PUBLIC SCHOOL system was built into the world's first class BROAD EDUCATION FOR ALL 99% OF WE THE PEOPLE.
SO, I DON'T LISTEN TO ALL THAT FEEDBACK ----OR CHATTER HAVING NOTHING TO DO WITH BEING ALL-AMERICAN---AND NEITHER SHOULD ANYONE IN THEIR NECK OF THE WOODS.
Race To The Top
Since 2008, the federal takeover of education has accelerated dramatically with the advent of President Obama’s Race to the Top program. That program foisted a set of national academic standards upon the states. Unfortunately, those standards suffer from severe academic deficiencies and their implementation diminishes parenthood, imposes a fiscal burden on the states, and establishes a governance precedent that is irreconcilable with our Founding. It is a federal takeover that will affect public school, private school, and home school children.
Here’s how the program developed:
- From 2008 through 2010, the Gates Foundation and the Bill and Melinda Gates Foundation provided $35 million to a consortium of two non-government trade associations (the National Governors Association and the Council of Chief State School Officers) for purposes of developing and implementing a new education system in the United States. They called this the Common Core State Standards Initiative (CCSSI) and published the plan in December 2008.
- In February 2009, President Obama signed the American Recovery and Reinvestment Act (the Stimulus Bill) into law, which designated a $4.35 billion “executive earmark” for the Department of Education. In other words, the Department of Education received the money with no strings attached.
- The federal Department of Education used the Executive Earmark to create and fund the Race to the Top (RTTT) program, a federal grant competition that invited the cash-strapped states to compete for the Stimulus money. But, under the Department’s competition scheme, states had to “commit” to adopting common standards. Commitment meant:
- Gubernatorial and bureaucratic pledges lacked any measure of consent or review by the people or their elected representatives in the legislatures.
- The states had to make their commitments within two months after publication of the standards, a time frame far too short for proper and thorough review and deliberation.
- Most of the state legislatures were not even in session during the “commitment” time period.
- The Governors and bureaucrats of the cash-starved states rolled over for the administration with only Governors Palin of Alaska and Perry of Texas initially refusing to commit.
- Forty-two states made a commitment, but under the federally-imposed definition of “commitment,” not a single state legislature approved of it.
The opportunity for FALSE PROPHETS et al to grab hold of children with the kinds of INDOCTRINATION outlined in the COURT CASES ending with CONVICTION of these CULT networks because they ARE CRIMINAL------they do not belong in our CIVIL SOCIETY.
IT MATTER WHAT THE NORMS OF A CIVIL SOCIETY ARE----NOT WHETHER SOMEONE WANTS TO TAKE OTHER PEOPLE BACK TO 1000BC ------
I may not agree with the thoughts of ROBIN PHILLIPS for example but his emphasis on the degradation of our children's education when all is tied to STEM-----where dismantling all that is arts, humanities, social science are set aside in this forced pathway to vocational pre-K to career global corporate APPRENTICESHIP school structure-----
It ends with our children being captured in these FALSE PROPHET communities with leaders tied to only SELF-AGGRANDIZEMENT----SELF-PROMOTION-----
In each case shared in MY DEPOSITION a community tied to CULT CULTURE creates the LOWEST COMMON CORE of educational truth----
It is no coincidence that RACE TO TOP COMMONER CORE mirrors the educational MYOPIA of these SEXUAL PREDATOR CULT communities---and these SEXUAL PREDATOR CULT communities are tied to being TOTALITARIAN.
'That is why the capacity to imagine has been the enemy of all great totalitarian regimes in history, for it is through the imagination that we are able to make connections, to form associations, to conceptualize long-term consequences and to see the infrastructures of meaning that lie beneath the surface of things'.
Now, do our 99% of WE THE US MEN really dream of living in these kinds of CULT sexual predator ----totalitarian education societies? I DON'T THINK SO------that is a dream for a 5% sociopaths and SHIP OF FOOLS.
Killing the Imagination (Common Core, Part 3)Posted on September 16, 2014 by Robin Phillips
“In the past the man has been first, in the future the system must be first.” Frederick Winslow Taylor
This August children throughout America returned to school. Few of these students were aware of the monumental shifts that had just occurred in their schools. You see, the 2014-15 school year is when American public schools began implementation of the new Common Core State Standards Initiative – the controversial educational reforms introduced by President Obama.
President Obama used $4.35 billion of stimulus money to effectively “pay” states to join Common Core, which imposes new standards on what students should know at the end of each grade for English language arts and mathematics. By controlling national testing standards, Common Core creates the infrastructure for federal control of school curriculum.
In my earlier posts in this series on Common Core,I suggested that the ideological underpinings of Common Core can be found, in part, by being attentive to the hyper-pragmatism of men like Frederick Winslow Taylor (1856-1915) and B.F. Skinner (1904-1990). In this post I will be continuing that discussion by showing how the purely pragmatic principles of Common Core kill the imagination of our children.
If someone had designed a curriculum specifically to stamp out the next generation’s ability to imagine, it is hard to conceive something much different than Common Core. When researching for his book The Story-Killers: A Common Sense Case Against the Common Core, Terrence Moore found that many great works of literature were being sidelined from schools throughout America to make room for technical reading.
Dr. Anthony Esolen of Providence College in Rhode Island echoed these concerns when he wrote that “What appals me most about the standards … is the cavalier contempt for great works of human art and thought, in literary form. It is a sheer ignorance of the life of the imagination. We are not programming machines. We are teaching children. We are not producing functionaries, factory-like. We are to be forming the minds and hearts of men and women… to be human beings, honoring what is good and right and cherishing what is beautiful.” (Cited in Crisis Magazine)
Odysseus fights the cyclops
Common Core justifies its imagination-killing agenda by saying that “the standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers…” The “real world” has little time for dragons, fairies and one-eyed monsters, except in so far as reading these stories help with the acquisition of language skills – skills that can be obtained just as easily from reading texts of equal “complexity” which do not stimulate the imagination.
In cultivating the imagination, great literature helps to keep us free.
Those of us inclined to let our minds drift towards sinister conspiracy theories have ample space to do so when considering the objectives of Common Core. In order for a future society to exercise the type of control over its citizens that B.F. Skinner advocated, the first thing that must be killed is the imagination. To cultivate learning without cultivating the imagination is to create automatons. That is why the capacity to imagine has been the enemy of all great totalitarian regimes in history, for it is through the imagination that we are able to make connections, to form associations, to conceptualize long-term consequences and to see the infrastructures of meaning that lie beneath the surface of things. The poetry of life, and the sense of wonder that keeps the imagination vivid, fresh and restless, remains the constant enemy in the prosaic utopias that aim to convince citizens that there is nothing beyond this life to live for. Accordingly, for collectivist and totalitarian regimes to truly work, the first books to go must be those that have no obvious functional value in a work-based economy but which feed the imagination, and enable us to see the world in a fresh and wonder-filled light.
The Common Core curriculum is replacing great works of literature with text that seem designed to stamp out the life of the imagination: texts like FedViews by the Federal Reserve Bank of San Francisco (2009) and ‘Executive Order 13423: Strengthening Federal Environmental, Energy, and Transportation Management,’ published by the General Services Administration. Other recommended readings include and the California Invasive Plant Council’s Invasive Plant Inventory.
Although some great works of literature are retained in the curriculum, Terrence Moore has found that “When students do read some of the great works of literature, they tend to be excerpts rather than complete works, supplemented with modern commentary on the works. The great works of literature are also being replaced by ‘informational texts’ and recent articles written by journalists.”
Moore explained that one of the ways that the Common Core elevates modern articles from journalists above great works of literature is through a computerized process for determining “text complexity.” Readings that are found to use technical jargon are rated higher in the complexity scale than works that use more simple language. Complexity thus becomes purely quantitative without attention to the quality of texts. As English teacher Claire Needall Hollander warned, “The writers of the Common Core had no intention of killing literature in the classroom. But the convenient fiction that yearly language learning can be precisely measured by various “metrics” is supplanting the importance of literary experience. The Common Core remains neutral on the question of whether my students should read Shakespeare, Salinger or a Ford owner’s manual, so long as the text remains ‘complex.’”
Beware the Jabberwock my son
I am proud to say that I have never read FedViews and even prouder to announce that I never will. But I’ll grant my opponents in Obama’s Education Department one thing: texts like this are completely in keeping with the utilitarianism of Frederick Taylor. To the factory mindset, there is something incredibly frivolous about beauty in general, and beautiful literature in particular, since it has no obvious functional benefit. What is the point of reading about the adventures of Rat and Mole in The Wind in the Willows when you could be reading President Obama’s Executive Order 13423 instead? After all, talking Rats and Moles don’t exist in the real world, so how is this preparation for the 21st century global economy? Or again, why have to memorize Lewis Carroll’s classic nonsense poem Jabberwocky when you could be spending the same amount of time reading something “useful” like FedViews? In the utilitarian and pragmatic mindset behind Common Core, only those destined to major in English literature need trouble themselves with such stories.
Our US courts have 300 years of legal precedence ruling against this CULT OF PERSONALITY------FALSE PROPHET kind of capture of our US 99% WE THE PEOPLE black, white, and brown citizens.
Whether my case ---whether MY FRIEND'S case---both are steeped in this CULT CULTURE of personality.
I spend so much time and am so OPEN with what is happening to me in BALTIMORE because I know this is SATURATED throughout each community----across the nation----where NOSY NEIGHBORS AND THE GANG black market illegal surveillance PORN and SEX TRADE are partnered with MOVING FORWARD ONE WORLD back to DARK AGES.
PLEASE SHAKE YOUR TAIL FEATHERS IF YOU ARE EXPERIENCING THESE THINGS----IT IS ALL ILLEGAL----IT IS ALL US UNCONSTITUTIONAL ---IT IS A CULT SOCIETY NOT OUR US MODERN SOCIETAL NORM....START CLASS ACTION LAWSUITS.
This is what I shout to this pipeline of SEXUAL PREDATORS tied to NOSY NEIGHBOR AND THE GANG-----stop this cycle
'The recruiter – or seducer – will offer an end to loneliness, through membership of a joyful, purposeful community. But the joyful community will often turn into virtual slavery'.
Destructive cult groups use practiced techniques of seduction to recruit new members. Most aim at attracting young adults, so many university campuses have banned them, but recruiters can still join clubs where they can employ their often sophisticated methods.
We are most vulnerable when our routines change: a new town, a new college or job, or after an upset or the break-up of a relationship. We are more open to new ideas at such times.
Most cult members are well-meaning people, who genuinely believe in the virtues of their group. Unfortunately, destructive leaders teach their manipulations to their followers, who come to think that it is alright to bend the truth for the good of the cause. They become agents of the predator who runs the group, despite their best intentions.
Recruiters first of all want to attract attention. This is the lure aspect of seduction. They usually present a cheerful appearance and have a friendly approach.
A recruiter wants to develop rapport as quickly as possible, so will often begin with a compliment about your appearance or your opinions.
A recruiter will seek out ideas to agree with. This might be as simple as asking what the potential recruit likes to do, or what they believe in, and agreeing vigorously. It could be a movie, a track or a holiday destination, but agreement is the foundation from which an approach will be made.
The recruiter wants to know about doubt and dissatisfaction, so that a solution – their belief system – can be offered. What is spoiling your life? What are your deepest fears?
You will be offered a remedy – from finding a date to getting rich quick; from distress at social inequality to overcoming the fear of death.
The recruiter – or seducer – will offer an end to loneliness, through membership of a joyful, purposeful community. But the joyful community will often turn into virtual slavery.
It is always best to find private time to think about any offer of relationship, whether with a charismatic individual or a group. Talk to friends, check the Internet, and don’t sign on the dotted line until you’ve had time to think it through.
There are many different types of groups. Also, see our articles on human predators and recruitment and seduction.