Below we see the results of national media and talks in our public schools about what happened in 2016 elections of Trump. There is of course no talk of national election frauds during the Democratic primaries to give us the Hillary ----sending yet again the left social Democratic platform to the side----
OH, MAYBE GLOBAL 1% WALL STREET WILL THROW SOME BONES TO 99% OF THE DEMOCRATIC PARTY!
Our classrooms focused on the same issues presented by national media----they did not create their own TALKING POINTS. We are counseling our youth on how a Trump Presidency will be bad-----never mentioning this history of CLINTON/BUSH/OBAMA. This is VERY DIFFERENT THAN LAST CENTURY'S PUBLIC SCHOOLS where teachers and administrators were front and center in educating AND HOLDING POWER ACCOUNTABLE.
Is Trump bad for blacks, Latinos, Muslims, white labor, women---or is several decades of global neo-liberal economics led by Bill and Hillary Clinton? Is Trump going to install Foreign Economic Zone policies that make our US cities operate as they do overseas ONLY TRUMP'S VISION? Of course not but these Baltimore students will NEVER HEAR THAT IN THEIR K-12 SCHOOLS AND UNIVERSITIES because---they are all corporate charters tied to global markets and ONE WORLD LABOR POOL EMPLOYMENT.
Dallas Dance has his namesake of Dallas no doubt because he hails from the Bush neo-conservative state of Texas and the very early Foreign Economic Zones built by Bush in Houston and Austin. So, Dance has as Superintendent of Baltimore County----appointed by global 1% Wall Street player MARYLAND GOVERNOR O'MALLEY------been moving forward all global corporate neo-liberal K-12 education policies. Unlike Baltimore City -----Baltimore County has few national charter chains---but citizens in Baltimore County know Baltimore City's hyper-privatized K-12 platform is coming their way.
'Even a superintendent has entered the fray. When Dallas Dance retweeted a message about caring for nonwhite students after President-elect Donald J. Trump's stunning victory last week, politicians and parents lambasted the Baltimore County superintendent'.
Baltimore media always give voice to that 5% to the 1% global Wall Street player and businesses. Here we see CONNEXIONS----this is a great big corporate charter chain being built in Obama's Chicago-----if we look closely for CONNECTIONS------we see Chicago has these few decades built a strong presence for CONNECTIONS ----same corporation different spelling-----for HIGH SCHOOL AND AFTER-SCHOOL LEARNING. Baltimore is building this same corporate charter platform for MIDDLE-SCHOOLS. Here we see the Wall Street CEO Alonzo with the captured DIXON ---SCMOKE, O'MALLEY, DIXON, RAWLINGS-BLAKE are the Baltimore City ROBBER BARON US CITY MAYORS DURING CLINTON/BUSH/OBAMA.
'School officials said the victim and his suspected attacker were students at Lemmel. The victim was found near the entrance to a charter school, ConneXions Community Leadership Academy, which operates independently in the middle school building.
Education and city officials, including schools chief Andres Alonso and Mayor Sheila Dixon, quickly arrived at the school yesterday. Alonso and Dixon spoke to teachers in the library and to a group of students in a hallway'.
Teachers help students process presidential election results and understand political divide
A group of students from ConneXions Academy in West Baltimore goes to Patterson High School to spend time with that school's immigrant students in an event called called Building Bridges Not Walls. (Video by Karl Merton Ferron/Baltimore Sun)
Liz BowieContact ReporterThe Baltimore Sun
Schools look for ways to help students find common ground.The raw emotions being voiced by young people across the country after the presidential election are spilling into school hallways and classrooms, prompting administrators and teachers to search for ways to help students cope with the political and social fallout.
In the Baltimore region, racist graffiti has been scrawled across bathroom walls in suburban schools, frightened immigrant students have sought reassurance that they would not be deported, and principals have instructed staff and students to act with civility and respect.
"With such an emotionally charged election, it is natural that our students are entering our building and bringing in what they hear," said Hope Baier, coordinator of Baltimore County Public Schools' office of school counseling. "We have to have these really raw discussions."
Even a superintendent has entered the fray. When Dallas Dance retweeted a message about caring for nonwhite students after President-elect Donald J. Trump's stunning victory last week, politicians and parents lambasted the Baltimore County superintendent.
Educators said they are trying to encourage calm and reasoned discussion. They want to help their students make sense of a deeply polarized electorate while encouraging them to understand and respect the views of classmates with different backgrounds and political perspectives.
Thousands, including many young people, have staged protests in cities nationwide since Trump's election. That has brought a backlash from conservatives, who say that the nation needs to unite behind Trump and that his supporters are being unfairly characterized as racist, misogynistic and xenophobic.
Teachers are expected to remain politically neutral, but educators said they cannot ignore the fallout from a presidential campaign marked by debates that singled out Latin American immigrants, Muslim refugees and black communities, and caused anxiety among some students from those groups.
Caption Immigrant students share stories of their pasts with others"It has been a very emotional week for a lot of students," said James LeMon, principal of Wilde Lake High School in Howard County. "There are obviously two different opinions on the election and the outcome. We are going to have an outlet for student voices."
LeMon said he plans to offer small groups of students the opportunity to gather in the school cafeteria for guided dialogues starting this week. Seated at round tables, students will be able to discuss issues while a teacher moderates.
Atholton High School in Howard County has been roiled by an incident in which a white student took a picture of herself in blackface and flashing a peace sign, and posted it on Facebook, stating: "I'm finally a n— —er."
Elsewhere in Howard County, administrators reported "inappropriate" graffiti on Murray Hill Middle School's building. They declined to release details of the message, only saying it could be described as racially or religiously intolerant.
And in Harford County, a racist sentiment was written across the bottom of a flier announcing a December blood drive at Fallston High School. It stated: "P.S. NOT FOR N— —RS."
School counselors and psychologists said distraught students should be given the chance to vent their feelings and help with channeling any confusion and anger in a positive direction.
Shreya Hessler, a child psychologist in private practice, said teachers and parents can help foster a healthy discussion by sharing their own feelings.
The youngest children have some of the most difficult and insightful questions, she said. For example, she said, they may ask why the adults can't get along, or why can't they sit down and talk to one another.
She said children, who are expected to listen to teachers and work with fellow students, can have difficulty understanding the divisive nature of American politics.
Older children can learn to advocate for change, even in very small ways, she said. "Are there things that can be done to make your voice heard?," she asks children. "Are you willing to hear the person on the other side?"
Teachers said they are endeavoring to give students the space to express their views in a constructive way. The conversations have taken place in hallways, in forums after school and among small groups of students.
Many said this is a teachable moment.
Howard County Superintendent Renee Foose released a statement encouraging dialogue in schools about the checks and balances in government and "what it means to live in a diverse and inclusive society."
Carroll County administrators reminded teachers to remain politically neutral and encouraged them to facilitate a conversation if students had questions or wanted to discuss the election results.
Baier, in Baltimore County, said schools aren't just teaching academic subjects; they are also focused on social emotional learning. She sees the election as an opportunity for schools to teach students how to cope with disappointments.
"What we know is that all voices need to be heard and respected," she said, adding that students need to learn to disagree respectfully.
Some teachers are digging into how the U.S. government works and the checks and balances that keep the American president from being the country's sole authority figure.
On the morning after Election Day, social studies teacher Rashawna Sydnor said an African-American student asked if he would be sent to Africa when Trump becomes president. She told him he has rights as a citizen of the United States.
After getting several more questions from scared and confused students, Sydnor dropped her lesson plans and decided to teach students about the branches of government, the importance of voting, and the Electoral College.
She also showed students parts of a documentary about the 1965 civil rights march from Selma, Ala., to the state's capital as part of a campaign to gain voting rights for black people.
The lessons are paying off and her students seemed much calmer Monday, she said. Students are now discussing the attitudes of Trump supporters. "Not everybody who supports him have these negative attitudes toward people of color," she told them.
Steven Johnson, a social studies teacher at ConneXions, a West Baltimore charter arts school for students in grades six through 12, had been teaching his students about immigration the week of the election.
Many of his students had not had much contact with people from other countries, so Johnson decided to take the class across the city to visit Patterson High School, where half the student body is made up of students who recently arrived in this country. The students from the two schools had plenty to discuss.
Salam Gebremichael, 16, told two middle school girls about how she balanced water on top of her head when she was just 10 years old in Sudan.
Daisha and Kelsey Hummer, both 13, asked her why she left her country and how she ended up in Baltimore.
"We are Christian," Gebremichael said. "In Sudan they kill all the Christians."
At the end of the visit, Ahchaadbarkayakyah McNeill, 12, another ConneXions student, said he wanted to go to high school at Patterson so he could learn new languages from the other students. He also had a new view of the city where he lives.
"The way I see, it is poverty and violence," McNeill said of Baltimore. "The way they see it — they like it here."
Some students have joined the post-election protests; others have staged their own. One evening last week, a few dozen high school students gathered at the Washington Monument in Mount Vernon. They held hands and chanted, "Love trumps hate!" and "United we stand, divided we fall!"
The students — from Baltimore School for the Arts, City College, Polytechnic Institute and Western — said they opposed Trump's views on many issues.
"We decided to have this rally to remind ourselves and our classmates and anybody in our community that we still have a voice," said Abby Pelton, 18, a senior at the Baltimore School for the Arts. "We can say no to Donald Trump's policies if we disagree with them, and we will."
"It's also about asking everyone in America to come together and rally as a people," said Daniel Imhoff, an 18-year-old senior from Baltimore School for the Arts. "We are so divided right now."
Towson High School student Aislinn Bratt, who's also the student representative on the Baltimore County school board, said the election got students talking to each other.
They're also taking more of an interest in how the government operates and how foreign and domestic policies are set.
"The message that many are responding to the election with is one of love and acceptance ... that America is home to all different people, regardless of their race, religion, gender, or political views," she said.
In BAltimore the only talk is of Trump and his media-hyped offenses against all American population groups.
The same pols having allowed our US city schools to be defunded, under-resourced, and crumbling are now POSING PROGRESSIVE-----while installing all these global neo-liberal corporate K-12s
Youth Connection Charter School
School Info & Links
- Grades Served10-12
Youth Connection Charter School (YCCS) has served as the leading provider of alternative education programs in the Chicago area since 1997. YCCS has helped over 14,000 students earn a High School diploma. YCCS is the first and only charter alternative education school with 20 campuses serving over 4,000 students in Chicago, dedicated to educating dropout and off-track students. YCCS meets the needs of our students through programs committed to academic excellence and social and cultural skill development. YCCS supports our students’ learning by enhancing academic, technical, and vocational skills. Our innovative programs prepare students for post secondary education and employment, ultimately developing YCCS graduates to become contributing members of our communities.
- Youth Connection Charter School - Youth Connection Leadership Academy
- Youth Connection Charter School - West Town Academy Alternative High School
- Youth Connection Charter School Virtual High School at Malcolm X College
- Youth Connection Charter School - Sullivan House
- Youth Connection Charter School - Truman Middle College
- Youth Connection Charter School - Westside Holistic
- Youth Connection Charter School - Olive Harvey Middle College
- Little Black Pearl High School
- Youth Connection Charter School - Innovations High School of Art Integration
- Youth Connection Charter School - Jane Addams High School
- Youth Connection Charter School - Latino Youth High School
- Youth Connection Charter School - Community Youth Development Institute
- Youth Connection Charter School - Dr. Pedro Albizu Campos
- Youth Connection Charter School - CCA - Community Services West
- Youth Connection Charter School - Charles Hamilton Houston
- Youth Connection Charter School - Chatham Academy
- Youth Connection Charter School - Association House El Cuarto Año
- Youth Connection Charter School - Austin Career Education Center
- Youth Connection Charter School - Ada S. McKinley
- Youth Connection Charter School - ASA Community Service West
- Youth Connection Charter School - ASPIRA - Antonia Pantoja High school
Baltimore City as usual has these several years of Obama been building as fast as they can the global corporate platform for Maryland K-12. They do this with full AUTONOMY-----from Maryland Assembly----the Maryland Governor-----Baltimore City Hall ALL WHILE PRETENDING TO BE PUBLIC K-12 SCHOOLS.
It is incredible to watch as a Republican Governor Larry Hogan pretends to listen to his right wing conservative voters who HATE THESE GLOBAL CORPORATE K-12 STRUCTURES----while he is promoting the state platform in Baltimore. We see here in Baltimore the same structures as in all US cities deemed Foreign Economic Zone---I simply am taking one national charter chain----CONNECTIONS/CONNEXIONS same thing.
There are two things needed to break down our national public K-12 school system-----first they need to kill our public school boards and they need to kill the concept of each state county having their own county school boards. Right now Baltimore City has its school board----Baltimore County and Calvert County have their school boards and each are tied to MAINTAINING FEDERAL AND STATE EDUCATION LAWS. Well, Baltimore City does not have a public school board ----IT ALREADY HAS A CORPORATE CHARTER SCHOOL BOARD and it is allowed to ignore all Federal and state education laws as it is INNOVATIVE to install global corporate charters.
SHHHHHHHH---DON'T TELL THE REST OF MARYLAND THAT BALTIMORE CITY HAS INSTALLED WHAT WILL BE A CORPORATE CHARTER SCHOOL BOARD AND THAT WILL BE EXPANDED ACROSS MARYLAND.
ConneXions- A Community Based Arts School
Updated May 27, 2015
2801 N. Dukeland Ave. - Baltimore MD - 21216
Type of autonomy arrangement: school charter/bylaws
Opened In2006Grades6 through 12EnvironmentUrban
TEACHER AUTHORITY AND DE JURE AND DE FACTO comes straight from Michelle Rhee, Bill Gates, and the corporate K-12 privatizers----it pretends to empower teachers and students when its goal is simply to DEREGULATE our entire public K-12 structures away from CITIZENS' CIVIL RIGHTS, LABOR RIGHTS, EQUAL RIGHTS, CONSTITUTIONAL RIGHTS......the teachers today in Baltimore are a majority of TEACH FOR AMERICA----and many TEACH FOR AMERICA are IVY LEAGUE GRADS being forced to do these temporary VISTA CORP positions.
Guess who will decide who is hired as teacher or allowed as student in global corporate neo-liberal education K-12? None of the above!
Determine learning program
Determine professional development
Transfer or terminate colleagues
Determine whether to take, when to take, how much to count district/EMO/authorizer assessments
Determine tenure policy
Make formal arrangements with district/EMO/authorizer to allow multiple measures in determining school success (not only a mean proficiency score)
Set staff pattern
Determine teacher workday
Determine school budget
Set school-level policy
Teacher Authority Is...
De Jure and De Facto
De jure the teachers' autonomy is written into the school's charter, which was approved by the district. In the area of selecting leaders, the school's board has de jure authority. De facto, teachers select leaders and board approves. In the areas of transferring or terminating colleagues and evaluating colleagues, a teacher with an administrative credential has de jure authority. De facto, teachers make decisions in these areas and the administrator approves.
About the Learning Program
The typical ConneXions community member, whether student or staff, is a creative, thoughtful, independent thinker, engaged in learning and willing to be a positive member of the community.
Other Schools with This Autonomy Arrangement
- Southwest Baltimore Charter School
- Northwest Passage High School
- International Spanish Language Academy
- Nerstrand Elementary School
- Chrysalis Charter School
- Professional Preparatory Charter School
- Laurel Tree Charter School
- Independence School Local 1
- Wildlands School
- Valley New School
- Tailoring Academics to Guide Our Students (TAGOS Leadership Academy)
- Renaissance Charter
- High Marq Environmental Charter School
- Santa Barbara Charter School
- iCademy Global Charter School
- Innocademy Allegan Charter School
- Innocademy Zeeland Charter School
- Augsburg Fairview Academy
- Francine Delany New School for Children
- Jane Goodall Environmental Sciences Academy
Remember, there is absolutely NOTHING making a public K-12 school operate as a corporate charter PRETENDING to be public. They are operating in different planes. As we said----in US cities deemed Foreign Economic Zones----many of our university grads are being sent in as Teach for America-----VISTA-----and both train these students to be PRO-CHARTER ANTI-TEACHER UNION.
If we have a charter filled with corporate TEACH FOR AMERICA with the power to be their OWN SCHOOL BOARD-----where are we going with this? That charter is operating independently----it is an independent K-12 charter corporation. Know what such a charter school in Baltimore would have with these same schools located in other cities? They would have the same school board ----same leadership and teaching approval structure.
'In the area of selecting leaders, the school's board has de jure authority. De facto, teachers select leaders and board approves. In the areas of transferring or terminating colleagues and evaluating colleagues, a teacher with an administrative credential has de jure authority'.
I know for a fact that BAltimore City Schools have a majority of corporate teachers-----because what is left of our REAL public school teachers have been shouting against all this these several years AND CANNOT BE HEARD-----
Below we see what these terms REALLY MEAN......we see this is ELECTRON DESIGN-----it is simply standards set by industry -----in the case of our K-12 schools--- the industry is education. It clearly is creating LAWS AROUND DEFINING STAFF AND STRUCTURES INSIDE A CORPORATE INDUSTRY OF EDUCATION. This has NOTHING to do with one individual school---these are standards ONE WORLD ONE GLOBAL EDUCATION SYSTEM.
ALL THE WHILE CITIZENS IN BALTIMORE ARE SHOUTING JUST TO HAVE A SAY IN OUR BALTIMORE SCHOOL BOARDS----NOT KNOWING THAT ALL THIS IS KILLING PUBLIC SCHOOL BOARDS.
Those Baltimore City Council pols know this----those Baltimore Maryland Assembly pols know this----those Baltimore Congressional pols really know this and this is what an Obama and Clinton neo-liberal Congress set in motion with RACE TO THE TOP.
What’s The Difference Between De Jure And De Facto Standards?
Nov 13, 2012 Karen Bartleson | Electronic Design
This file type includes high resolution graphics and schematics when applicable.I looked up “de jure” on dictionary.com and saw a link for “What is soup de jure?” This is quite funny because “de jure” means “according to law.” So soup de jure is “soup of the law.” Actually, I’m sure the person meant to ask, “What is soup de jour?” which is “soup of the day.” Fortunately, though, there are no “standards de jour.” Standards enforce stability, eliminating day-to-day changes. Still, there is a difference between de jure standards and de facto standards.
De jure standards, or standards according to law, are endorsed by a formal standards organization. The organization ratifies each standard through its official procedures and gives the standard its stamp of approval.
De facto standards, or standards in actuality, are adopted widely by an industry and its customers. They are also known as market-driven standards. These standards arise when a critical mass simply likes them well enough to collectively use them. Market-driven standards can become de jure standards if they are approved through a formal standards organization.
Formal standards organizations that create de jure standards have well-documented processes that must be followed. The processes can seem complex or even rigid. But they are necessary to ensure things like repeatability, quality, and safety. The standards organizations themselves may undergo periodic audits.
Organizations that develop de jure standards are open for all interested parties to participate. Anyone with a material interest can become a member of a standards committee within these organizations. Consensus is a necessary ingredient. Different organizations have different membership rules and definitions of consensus. For example, most organizations charge membership fees (always remember that standards development is not free), which vary quite a bit. And some organizations consider consensus to be a simple majority while others require 75% approval for a measure to pass.
Because of the processes involved, de jure standards can be slow to produce. Development and approval cycles can take time as each documented step is followed through the process. Achieving consensus, while important and good, can be a lengthy activity. This is especially apparent when not all members of the committee want the standard to succeed. For various reasons—often competitive business—participants in a committee are there to stall or halt the standard. However, once a de jure standard completes the entire process, the implementers and consumers of the standard gain a high level of confidence that it will serve their needs well.
De facto standards are brought about in a variety of ways. They can be closed or open, controlled or uncontrolled, owned by a few or by many, available to everyone or only to approved users. De facto standards can include proprietary and open standards alike.
Closed proprietary standards are owned by a single company. Only that company’s customers and partners are allowed to use them. Competitors are banned from implementing products that use closed proprietary standards. As a result, they greatly reduce interoperability. They can be developed quickly, though, and they’re generally well supported. They also can give a big boost to their owner’s business. Developing something that customers love and blocking the competition with a closed proprietary standard can bring in revenue galore.
Open proprietary standards also are owned by a single company, yet the company allows anyone to use them. Interoperability is enabled with open proprietary standards. There is usually some kind of license involved and possibly a fee that must be reasonable and non-discriminatory (RAND). The owning company is compelled to keep the standard well maintained and supported, which requires resources. This investment can pay off well because the company can stay one step ahead of its competitors by implementing its own standard first.
The idea that many people working together in an open environment is better than a few people working behind closed doors is known as open source. The resulting product (usually software) is then made available to everyone for free. A single person or entity manages the evolution by gathering the many people’s input into a cohesive next version. This concept works for standards as well.
Open-source standards benefit from a general desire to make the standard successful. If individuals purposely try to damage the standard, their input will not be included in future versions. Because open-source standards are readily available with few restrictions, there is a risk of “forking.” The standard could diverge if people modify it into different forks to suit their separate products. The managing person or entity oversees the open-source standard’s evolution to maintain its integrity.
There are hybrids of these models out there. You can find standards that are licensed for high fees. There are standards that are created by a closed committee and then released to the public after the committee members have gotten a lead on implementing them. Some open-source standards are maintained by a committee instead of a single entity. There is even an organization that only allows new members to join if the existing members approve. The needs of the industry, geopolitical region, and/or the consumer dictate which model is most effective.
In the realm of standards creation, there really isn’t a single standard.
I would suggest that these SOVEREIGNTY ISSUES are tied to US cities deemed Foreign Economic Zones----and indeed these global 1%Wall Street CLINTON/BUSH/OBAMA are using REVOLUTIONARY powers to install ONE WORLD ONE GOVERNANCE completely separate policies------in this case with our Baltimore City public K-12--------creating education industry standards for BLOOMBERG FOREIGN ECONOMIC ZONE 2 NORTH AMERICA-----forget about Baltimore City MD USA--------under an American Federal governance or US Rule of Law.
'This distinction is generally made in times of revolution or war when the legally constituted government is overthrown and a new authority assumes power by force, having no legal claim to power. The former would be known as de-jure and the latter as de-facto sovereign'.
THE US IS OFFICIALLY BEING OCCUPIED BY GLOBAL ONE WORLD FORCES AND TURNING OUR US CITY STRUCTURES INTO WHATEVER THEY WANT.
But let's keep all those American citizens talking about a crazy Trump and how he is going to create fear in all population groups----not talk about the wholesale takeover of our American sovereignty ----courtesy of CLINTON/BUSH/OBAMA !
What is the difference between De-Jure vs. De-Facto Sovereign?
This distinction is generally made in times of revolution or war when the legally constituted government is overthrown and a new authority assumes power by force, having no legal claim to power. The former would be known as de-jure and the latter as de-facto sovereign.
Thus de-jure sovereign is one who has a legal claim to sovereignty but does not possess it in fact while de-facto sovereign is one who has no legal claim to sovereignty but possesses it in fact and exercises necessary force to make and enforce its laws.
After the lapse of some time, when the de-facto sovereign shows sign of permanence and continuity and is able to acquire popular consent, either by democratic methods or by force, it will become de-jure sovereign as well and will be so recognized by other states.
The difference is thus temporary. Either the de-jure sovereign regains its authority or the de- facto acquires legal sanction and becomes de-jure sovereign.
To take an example, the Communist Government in China remained de-facto sovereign whereas the National Government under Chiang Kai-sheik was de-jure government. Since the Communist Government of China has now been recognized by the international community, it has now assumed the position of a de-jure sovereign as well.
If we look at China these several decades of building Foreign Economic Zones inside a sovereign China we see from where these terms derive---in this case they are being used in our public K-12 being captured to global corporate education charters-----
We see below where a Communist Government of China under Mao and his national politburo successor allowed the international corporations to carve a SEPARATE LAND REGION-----INSIDE OF CHINA ----THAT WOULD OPERATE AUTONOMOUS OF CHINESE LAWS AND GOVERNANCE. This was the de-facto vs the de-jure government. So, Chinese citizens linked to a national Chinese politburo calling itself COMMUNIST-----lived under COMMUNIST laws---while the national politburo was tied to NAKED CAPITALIST FOREIGN ECONOMIC ZONES -----those global corporate campuses and global factories----making that national politburo MILLION AND BILLIONAIRES while enslaving Chinese citizens having no SOVEREIGN RIGHTS INSIDE THESE FOREIGN ECONOMIC ZONES.
'To take an example, the Communist Government in China remained de-facto sovereign whereas the National Government under Chiang Kai-sheik was de-jure government'.
While national news lead US citizens to believe that a first TAIWAN and HONG KONG were separate from China and later we are told they are now much apart of China-----it was simply the creation within China transforming China from a Communist to a Capitalist structure without citizens understanding what was said to be controlled by foreign hands were actually controlled by the same Chinese politburo.
HOW DOES THIS RELATE TO OUR US CITIES DEEMED FOREIGN ECONOMIC ZONES? IT WILL ALLOW OUR US CITIES TO OPERATE INDEPENDENTLY FROM WHAT WE KNOW AS OUR UNITED STATES----AS WE SAID----US CITIES WILL OPERATE AS FOREIGN ECONOMIC ZONES DO OVERSEAS---AND THAT IS WHAT OBAMA/HILLARY PUSHED INTO PLACE---AND TRUMP WILL SIMPLY KEEP MOVING FORWARD.
I.The Basis for One China, de Facto and de Jure
The One-China Principle has been evolved in the course of the Chinese people's just struggle to safeguard China's sovereignty and territorial integrity, and its basis, both de facto and de jure, is unshakable.
Taiwan is an inalienable part of China. All the facts and laws about Taiwan prove that Taiwan is an inalienable part of Chinese territory. In April 1895, through a war of aggression against China, Japan forced the Qing government to sign the unequal Treaty of Shimonoseki, and forcibly occupied Taiwan. In July 1937, Japan launched an all-out war of aggression against China. In December 1941, the Chinese government issued the Proclamation of China's Declaration of War Against Japan, announcing to the world that all treaties, agreements and contracts concerning Sino-Japanese relations, including the Treaty of Shimonoseki, had been abrogated, and that China would recover Taiwan. In December 1943, the Cairo Declaration was issued by the Chinese, U.S. and British governments, stipulating that Japan should return to China all the territories it had stolen from the Chinese, including Northeast China, Taiwan and the Penghu Archipelago. The Potsdam Proclamation signed by China, the United States and Britain in 1945 (later adhered to by the Soviet Union) stipulated that "The terms of the Cairo Declaration shall be carried out." In August of that year, Japan declared surrender and promised in its instrument of surrender that it would faithfully fulfill the obligations laid down in the Potsdam Proclamation. On October 25, 1945, the Chinese government recovered Taiwan and the Penghu Archipelago, resuming the exercise of sovereignty over Taiwan.
On October 1, 1949, the Central People's Government of the PRC was proclaimed, replacing the government of the Republic of China to become the only legal government of the whole of China and its sole legal representative in the international arena, thereby bringing the historical status of the Republic of China to an end.This is a replacement of the old regime by a new one in a situation where the main bodies of the same international laws have not changed and China's sovereignty and inherent territory have not changed therefrom, and so the government of the PRC naturally should fully enjoy and exercise China's sovereignty, including its sovereignty over Taiwan.
Since the KMT ruling clique retreated to Taiwan, although its regime has continued to use the designations "Republic of China" and "government of the Republic of China," it has long since completely forfeited its right to exercise state sovereignty on behalf of China and, in reality, has always remained only a local authority in Chinese territory.
The formulation of the One-China Principle and its basic meaning. On the day of its founding, the Central People's Government of the PRC declared to governments of all countries in the world, "This government is the sole legitimate government representing the entire people of the People's Republic of China. It is ready to establish diplomatic relations with all foreign governments that are willing to abide by the principles of equality, mutual benefit and mutual respect for each other's territorial integrity and sovereignty." Shortly afterwards, the Central People's Government telegraphed the United Nations, announcing that the KMT authorities had "lost all basis, both de jure and de facto, to represent the Chinese people," and therefore had no right to represent China at all. One principle governing New China's establishment of diplomatic relations with a foreign country is that it recognizes the government of the PRC as the sole legitimate government representing the whole of China, severs or refrains from establishing diplomatic relations with the Taiwan authorities.
These propositions of the Chinese government met with obstruction by the U.S. government. On January 5, 1950, the U.S. President Truman issued a statement, saying that the U.S. and other Allied countries recognized China's exercise of sovereignty over Taiwan Island in the four years since 1945. However, after the start of the Korean War in June 1950, to isolate and contain China the U.S. government not only sent troops to occupy Taiwan, but it also dished out such fallacies as "the status of Taiwan has yet to be determined" and later, step by step, lobbied for "dual recognition" among the international community in order to create "two Chinas." Naturally, the Chinese government resolutely opposed this, insisting that there is only one China in the world, Taiwan is a part of China and the government of the PRC is the sole legal government representing the whole of China. China has evolved the One-China Principle precisely in the course of the endeavor to develop normal diplomatic relations with other countries and the struggle to safeguard state sovereignty and territorial integrity. The above propositions constitute the basic meaning of the One- China Principle, the crucial point being to safeguard China's sovereignty and territorial integrity.