August 18, 2017

RED ALERT! URGE NO VOTES ON NCLB REPLACEMENT (HR 5) & DATA MINING BILL (S 227) IN US HOUSE ON 2-25!

Data Collection
Hat Tip to the Florida Coalition Against Common Core~ Who put out this RED ALERT not only on HR 5 but on S 227 as well. 

Besides urging a no vote on HR 5, the Student Success Act that replaces No Child Left Behind, please contact your US representatives to vote NO on S 227, the Senate version of the federal data mining bill.  Having already passed the Senate last year and about to be passed again, it is scheduled for a vote on Wednesday February 25th in the US House.  S 227, the Strengthening Education through Research Act (SETRA) reauthorizes the 2002 Education Sciences Reform Act (ESRA) that has been very problematic, because it started the concept of state longitudinal databases, stepped around the prohibition on a national database by creating “national cooperative education statistics systems,”  allowed personally identifiable information to go to international agencies, and removed the  previous penalties of fines and imprisonment for misusing individual student data. SETRA continues or worsens all of that. Here are four major problems with SETRA (A detailed analysis of these points is available at http://bit.ly/1CYg31N):

1.  SETRA seeks to expand federal psychological profiling of our children
Section 132 of the bill (page 28, line 16-21) inserts the following:
”and which may include research on social and emotional learning, and the acquisition of competencies and skills, including the ability to think critically, solve complex problems, evaluate evidence, and communicate effectively…” (Emphasis added).

The US Department of Education (USED) is already a flagrant violation of the Tenth Amendment.  The amount of data collected on individual children, families, and teachers via USED through this law and the weakening and loopholes of the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA) that provided individual data to the federal government is appalling and a complete violation of the Fourth Amendment as well.  To then give the federal government the right to research the thoughts, feelings, attitudes, and behaviors of free American citizens, especially innocent children, is completely unacceptable and without justification. 
2.  SETRA only appears to prohibit a national database.
Section 157 of the bill takes out the word “national” and still only by words, prohibits a national database. While this appears to be an improvement, it unfortunately doesn’t do anything to stop the egregious loss of privacy that has happened since ESRA established the national cooperative statistics systems and state longitudinal databases in 2002.  These databases have been enhanced by The American Recovery and Reinvestment Act (ARRA, Stimulus), Race to the Top, and the America COMPETES Act.  In addition they are relying on outdated and weak student privacy laws (FERPA and PPRA), there is no enforcement mechanism, and we have seen how the federal government repeatedly and flagrantly violates its promises not to extend its authority, as with Race to the Top, Common Core and the national tests. 
 
3. The bill continues to rely on a severely outdated and weakened FERPA to protect student privacy.
Both ESRA and SETRA refer to FERPA (20 USC 1232g) in Section 182 and requires data privacy to be handled according to that law.  However, FERPA passed in 1974 long before the presence of interoperable databases and cloud computing.  It also only discusses sanctions on entities that mishandle the data and those, which used to include fines and imprisonment, were severely weakened when ESRA was passed in 2002.  Students, families, and teachers whose sensitive personal and family data about everything from “social and emotional” issues to genetic data in newborn screening data, have no redress.  According to an investigation by Politico, education technology companies are “scooping up as many as 10 million unique data points on each child, each day.” (Emphasis added) Finally, FERPA has been severely weakened via regulatory fiat to gut consent requirements and broaden access to data by federal agencies and private entities.
 
4. SETRA continues the large loophole that renders PPRA ineffective in protecting student privacy.
PPRA, cited in section 182 as 20 USC 1232h, prohibits the collection of psychological, political, religious, and other sensitive data in surveys, but not in curriculum and assessments such as in Common Core.

 

 

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If you have not gotten Credential to Destroy: How and Why Education Became a Weapon, by Robin Eubanks, now is the time. She is also the author of the blog, Invisible Serfs Collar.com

Women On the Wall is Proud to stand with Pennsylvanians Restoring Education

Anita Hoge

After having Anita Hoge on the Women on the Wall Conference Call we are proud to stand with her and the team at

Pennsylvanians Restoring Education – Pennsylvanians Against Common Core.


Anita and her team have just sent out the press release below.

FOR IMMEDIATE RELEASE

February 20, 2015, Harrisburg, Pittsburgh, Philadelphia, PA.

Citizens of Pennsylvania, Pennsylvanians Restoring Education, Pennsylvania Against Common Core, parents and students are asking Representative John Kline to stop the REAUTHORIZATION of ESEA, HR 5, the Student Success Act of 2015 which will amend No Child Left Behind.

HR 5 denies parents their rights over their children. Reference page 488. Reference page 522-555.

HR 5 legislation creates the radical transformation of tax collection through the assigned destruction and hostile takeover of our local neighborhood schools.

HR 5 violates states’ rights under the United States Constitution.

HR 5 is designed to destroy local, public neighborhood schools through usurpation of elected school boards’ authorities and responsibilities.

HR 5 will destroy all private education in America, as well, legislating Title I “choice” vouchers that will “follow the child,” enforcing HR 5 compliance in EVERY PRIVATE AND RELIGIOUS SCHOOL.

HR 5 would legislate services to these Title I “choice” children called DIRECT STUDENT SERVICES AS A VOUCHER that must be equitable and comparable to any public school, which is needed to satisfy Common Core.

HR 5 will destroy representative government, all non-governmental schools, and standardize education across this nation. This overreach of the federal government is in direct violation of our United States Constitution which dictates separation of federal jurisdiction vs. State jurisdiction.

REPRESENTATIVE KLINE, you state in the Student Success Act HR 5, Press Release, February 3, 2015:

“…..This proposal provides an opportunity to chart a new course….”

REPRESENTATIVE KLINE, this “new course” that you are forcing on the states will end in Constitutional chaos.

HR 5 removes Constitutional states’ rights sovereignty.

HR 5 redefines parent and removes parental rights over the upbringing of their children.

HR 5 subjugates state legislatures under blatantly false pretenses about state and local control.

HR 5 presents choice vouchers defined as “direct student services,” as a means to control private and religious schools and phase out public schools.

HR 5 would transform ALL SCHOOLS into government schools. Has every state ceded the land that these schools occupy, turning them into federal lands? If the states have not ceded the land to the federal government, the federal government’s jurisdiction is determined to be severely limited, unless altered drastically by the state legislature. Questions of jurisdiction would still remain. At the least, HR 5 obfuscates state and federal jurisdictions as specified in the Constitution and affirmed in numerous Supreme Court decisions.

REPRESENTATIVE KLINE Who “Grubered” your HR 5 and consigned the states to federal takeover?

HR 5 forces private and religious schools to provide services through an APPROVED state list of providers eliminating the freedom for private and religious schools to teach students to their own standards and select their own curriculum.

HR 5 forces private and religious schools to provide non-cognitive mental health areas of personality development and interventions whereby proficiency levels in the social, emotional, and behavioral domain are scored to a criterion resulting in violations of privacy under the Protection of Pupil Rights Amendment, federal law, state law, and civil rights laws.

HR 5 uses choice vouchers to dissolve the public school system through the exodus of (departure of) Choice, Title I, at-risk students who disengage from the public school and enter a private or religious school. Public schools are presently represented by locally elected school board members in the United States. The destruction of our neighborhood public school system undermines the power and authority of property tax provisions and elected school board representation on the local level, representation which financially supports local education agencies.

HR 5 provides for the expansion of charter schools as the sanctioned alternative for

schooling. As you, Representative Kline, must know, charter schools are a system of schooling without elected boards. They use public tax monies regulated by federal government mandates, standards, assessment and teacher remediation with data tracking and trafficking and re-education toward Common Core standards.

HR 5 by design eliminates local and state representative government by removing the states’ rights and local control of education and surrenders our children’s education and future to the dictates of the federal government.

REPRESENTATIVE KLINE, HR 5 is a Constitutional Crisis in the Making.

HR 5 requires that states legislatively surrender their rights over education in order to receive Title I funds.

HR 5 removes the parents as the final arbiters in the upbringing of their children, and wrestles control of private and religious education through federal encroachment as explained below.

REPRESENTATIVE KLINE, quoting from your HR 5 legislation, on page 552, you stipulate the criteria for removing the state legislature’s constitutional power, rights, and responsibilities as follows:

Subpart 4—Restoration of State Sovereignty Over Public Education and Parental Rights Over the Education of Their Children

‘‘SEC. 6561. STATES TO RETAIN RIGHTS AND AUTHORITIES
THEY DO NOT EXPRESSLY WAIVE.
‘‘(a) RETENTION OF RIGHTS AND AUTHORITIES.— No officer, employee, or other authority of the Secretary shall enforce against an authority of a State, nor shall any authority of a State have any obligation to obey, any requirement imposed as a condition of receiving assistance under a grant program established under this Act, nor shall such program operate within a State, unless the legislature of that State shall have by law expressly approved that

program and, in doing so, HAVE waived the State’s rights and authorities to act

inconsistently with any requirement that might be imposed by the Secretary as a condition of receiving that assistance.” (Emphasis added)

“(b) AMENDMENT OF TERMS OF RECEIPT OF FEDERAL FINANCIAL ASSISTANCE
An officer, employee, or other authority of the Secretary may release assistance under a grant program established under this Act to a State only after the legislature of the State has by law expressly approved the program (as described in sub- section (a)). This approval may be accomplished by a vote to affirm a State budget that includes the use of such Federal funds and any such State budget must expressly include any requirement imposed as a condition of receiving assistance under a grant program established under this Act so that by approving the budget, the State legislature is expressly approving the grant program and, in doing so, waiving the State’s rights and authorities to act inconsistently with any

requirement that might be imposed by the Secretary as a condition of receiving that assistance.” (Emphasis added)

The passage of your bill out of committee to be voted on by the entire House of Representatives by February 24 must be stopped. The HR 5 Reauthorization of ESEA, amending No Child Left Behind, must be stopped because the provisions inherent in this legislation are egregious and lack Constitutional authority. Passage of H.R. 5 will bring about the destruction of the United States system of public education as well as the radical transformation of representative government both at the state and local level.

REPRESENTATIVE KLINE, these states’ rights issues have not been discussed at your hearings. Is each state legislature aware of the fact that these measures, hidden in federal and state statute, will remove their state’s guaranteed rights under the Constitution? Will each state, including your own state of Minnesota, have to amend its own state constitution to comply with HR 5?

Several states have recently added language in their state statutes that in effect cedes jurisdiction to the federal government.

REPRESENTATIVE KILNE, have you advised the following states of the impact of the HR 5 legislation:

Pennsylvania has currently proposed legislation, HB 168, Sec. 121(a) (Representative Tobash), that states it will comply to federal ESEA legislation and future ESEA legislation:

“The Department of Education shall develop and implement Keystone Exams in [the following subjects:]……..as required by the No Child Left Behind Act of 2001 (Public Law 107-110, 115 Stat. 1425) or any successor statute.”

(lines 17, 18, 19 ) (Emphasis added)

Oklahoma, in an effort to stop Common Core, the Oklahoma legislature’s passage of House Bill 3399, Sec. 11-103.6a 4 (page 18) with the purpose to remove Common Core Standards, defined in their bill that they would succumb to ESEA federal law:

“Upon the effective date of this act, the State Board of Education shall seek certification from the State Regents for Higher Education that the subject matter standards for English Language Arts and Mathematics which were in place prior to the revisions adopted by the Board in June 2010 are college-and career-ready as defined in the Federal Elementary and Secondary Education Act (ESEA) Flexibility document issued by the United States Department of Education.” (emphasis added)

The Oklahoma legislature codified Common Core through ESEA and gave up its state’s rights authority by surrendering education and students to federal control.

Indiana’s supposed departure from Common Core in HB 1427, (Sec. 14.5(a) C, page 9) also surrenders its state’s rights in order to comply with federal standards.

“Provides that the state board shall implement educational standards that use the common core standards as the base model for academic standards to the extent necessary to comply with federal standards to receive a Flexibility Waiver.”

(emphasis added)

South Carolina’s bill, H3893, (Sec 3, section 59-18-325, (C)(1) passed to stop Common Core and the Smarter Balanced Test is yet another example of a state surrendering its state’s rights over education and students to the federal government. In fact this law restores Common Core:

“The summative assessment must assess students in English/language arts and mathematics, including those students as required by the federal Individuals with Disabilities Education Act and by Title I of the Elementary and Secondary Education Act. [For purposes of this subsection, ‘English/language arts’ includes English,

reading, and writing skills as required by existing state standards.”]

NOTE: The existing State standards are Common Core. (Emphasis added)

The state of Washington is yet another example. Reference Senate Bill 6030, (Sec 6, (4)(a) page 16, lines 17-20):

“..and shall not conflict with requirements contained in
Title I of the federal elementary and secondary education act of 1965, or the requirements of the Carl D. Perkins vocational education 20 act of 1998, each as amended.” (Emphasis added)

REPRESENTATIVE KLINE, have these states been apprised of the devious design in HR 5 to take away states’ rights granted under the 10th Amendment to the Constitution?

REPRESENTATIVE KLINE, why have your hearings not discussed the aspect of the “direct student services” that is defined as PUBLIC SCHOOL CHOICE FOR ALL PRIVATE AND RELIGIOUS SCHOOLS? Why have these services not been discussed…services that each private and religious school MUST “provide on an equitable basis” to meet the individual needs of each child who receives a SUPER VOUCHER? Why does the state require that private or religious schools MUST use “approved academic tutoring services as determined by a provider on a State approved list”? Schools will be subjected to discrimination charges if they deny matriculation of a Title I child even if they cannot financially support the OPEN- ENDED direct services mandated in HR 5, as explained below — even if it bankrupts them.

REPRESENTATIVE KLINE, why is “meaningful choice” defined as complying to state standards (Common Core) and interventions identified for each “at-risk” child receiving the following services: Special Education, instructional support services, counseling, mentoring, one-to-one tutoring, and other benefits for the Title I child? Why is there wording that mandates that a private or religious school MUST comply with the Civil Rights Act, (the school cannot deny admittance to a Title I choice child) 504 Rehabilitation Act, Americans with Disabilities Act, (MUST administer services for mental health disabilities), IDEA (MUST administer behavioral screening, response to interventions, positive behavioral interventions and supports, mental health wrap-around, BILLABLE MEDICAID SERVICES, mental health services or specialized student support services), General Education Provisions Act (GEPA).

REPRESENTATIVE KLINE, you know full well that HR 5 will codify the Family Education Rights in Privacy Act (FERPA). This important Act, as it stands now, has been totally gutted due to President Obama’s Executive Order, EO 12866, January, 2012. FERPA now allows personally identifiable information on the student to be released without informed written parental consent. This personally identifiable information on the students includes anecdotal, psychological observations, analysis, and reeducation interventions in the affective domain by teachers, all tracked and trafficked.

REPRESENTATIVE KLINE, why must private and religious schools provide the following specialized Instructional support on an equitable basis with public school students?

Services defined as school counsellors, social workers, school psychologists, or other qualified professional personnel providing assessment, diagnosis, counseling education, therapeutic and other necessary services defined in Sec. 602 IDEA, Individuals with Disabilities Education Act,

when in fact Common Core has been expanded into the mental health personal trait standards defined as social, emotional, and behavioral weaknesses now coded as a disability?

The State Education Agency names an ombudsman, “an official appointed to investigate individuals’ complaints against maladministration, especially that of public authorities,” for the following equitable services in each private and religious school: monitoring and enforcement requirements of private and religious schools, including reeducation in the affective domain. Obviously, under HR 5 the SEA will operate independently with no accountability to the state legislature which has surrendered its authority and responsibility over education and the students.

Referring to the concept of Title I funds that will “follow the child” and the super voucher called “direct student services”: the Title I fund that “follows the child” is going directly to every child, bypassing state government. No one at the public hearings explained that CHOICE, TITLE I FUNDS “FOLLOWING THE ‘at-risk’ CHILD” would be used to destroy the financial base of public schools which have elected school boards and are funded by local tax dollars. HR 5 is purposely designed to destroy the traditional public school system.

Furthermore, REPRESENTATIVE KLINE, there are scores of pages in your ESEA legislation that would expand CHARTER SCHOOLS OPERATING WITHOUT BOARDS ELECTED BY THE TAXPAYERS AS THEIR REPRESENTATIVES. THIS IS A SET UP FOR CHARTER SCHOOL TAKEOVER OF ALL EDUCATION with charter school authorizers to control private and religious schools. Yet, no one explained HOW these Title I funds “following” a CHOICE, TITLE I “at risk” CHILD will impact the intrusion into private and religious schools, which will be forced into all of the mandates that come with Common Core implementation and EVERY CHILD identified and funded through Title I and thereby subverting the mission of the private and religious school.

REPRESENTATIVE KLINE, you have crafted HR 5 behind closed doors and put it on the fast track to correspond to the “spitball” known as the ESEA Reauthorization.

REPRESENTATIVE KLINE, your HR 5 merged with the Senate version of ESEA REAUTHORIZATION will NATIONALIZE EDUCATION BYPASSING LOCAL CONTROL AND STATE CONTROL, ELIMINATING LOCAL REPRESENTATIVE GOVERNMENT, THE HALLMARK OF A FREE SOCIETY.

REPRESENTATIVE KLINE, your “super vouchers” cannot buy our children. No government can deny parents their God-given rights over their children. (Pierce vs Sisters, 1925) Are you really requiring parents to waive their rights?

Similar to the waivers HR 5 requires of the states? If so, we demand that you immediately produce the waiver by which parents would sign their children over to the federal government! Explain that one to God…and your own grandchildren.

REPRESENTATIVE KLINE, “The family is the primary society. It does not exist by sufferance of the state.” Dr. Charles E. Rice, correspondence February 5, 1996

REPRESENTATIVE KLINE, if you care about a free America, you must stop HR 5.

Our children are not “mere creatures of the state.”

(Pierce vs. Sisters, 1925)

 

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Global Jihad, Global Education- Attitudes, Values and Beliefs

Women On The Wall - Avoidable

 

By: Alice Linahan 1.15.2015 

Movements on the ground show the “Fundamental Transformation” of education is having impact. This is what Capitalist vs Socialist Chart happens when you move from a classical academic curriculum based on an education of opportunity – Reading, Writing, Math and History to a collectivist based education of equity – Attitudes, Values and Beliefs.  

When you gut our public education of academics and it becomes completely about attitudes, values, and beliefs the question becomes- Whose values, attitudes and beliefs will prevail?

 The Philosophy behind the Common Core Math Wars

“We first need to determine the moral, social, and political order we believe to be desirable, then set out our educational purposes, and in light of those purposes choose curriculum content and objectives”.  “What Constructivism Might Be in Mathematics Education”  Jeremy Kilpatrick (1987, Proceedings of PME (Psychology of Mathematics Education ) XI-Montreal)

A Texas Public School District, Garland ISD to host “Stand with the Prophet” conference, which is designed to help “lead the effort against Islamophobia”

Listen below to the Women On the Wall Communication Team conference call with Frank Gaffney, Center for Security Policy. It is a must to listen to this podcast in preparation for the protests of the “Stand With The Prophet Rally” at Garland ISD, Garland, Texas, this Saturday, 1.17.15.  Gaffney shared the very startling information about four of the speakers who have close ties with the Muslim Brotherhood and other very dangerous Islamist organizations.

 After listening to Frank Gaffney’s explanations about the backgrounds of the four speakers scheduled to speak at the “Stand with the Prophet Rally,” concerned citizens are encouraged to call the Garland ISD administration office  (http://www.garlandisd.net/contact/administrative.asp)  and ask to speak to Chris Moore, Executive Director, Division of Communications and Public Relations – 972-487-3256 or to some other GISD administrator.    

WomenOnTheWall’s message to America: Events like the murders in Paris are AVOIDABLE – if we will but act and hold our elected officials accountable! Their primary duty is to secure our borders and keep us safe.

WOW produced non-interactive video can be seen below OR view the personalized INTERACTIVE version through FB at: www.seeksharestand.com 



On the Conference Call linked above Frank Gaffney mentioned the Center For Security Policy’s plan to combat “Global Jihad.”  Below is a press release just out. 1.16.2015

‘TIGER TEAM’ TO UNVEIL STRATEGY FOR DEFEATING GLOBAL JIHAD MOVEMENT

HOW TO DEFEAT THE GLOBAL JIHAD MOVEMENT:       
        CENTER TIGER TEAM UNVEILS ‘SECURE FREEDOM STRATEGY’         
 
Former USMC Commandant Al Gray Applauds Plan for Countering Totalitarian Ideology of Shariah
 
     Washington, D.C.: Nine members of an informal public policy “Tiger Team” presented the “Secure Freedom Strategy” – a comprehensive plan for countering and defeating an enemy that has yet to be officially and accurately named, let alone successfully dispatched, in over 36 years of war: the Global Jihad Movement and the ideology that animates it, the supremacist Islamic doctrine of shariah.
 
     The Tiger Team and the Strategy it developed with the sponsorship and support of the Center for Security Policy drew for a model on the approach successfully practiced by President Ronald Reagan for the purpose of thwarting the last totalitarian ideology that sought the West’s destruction: Soviet communism.  The Reagan strategy was formalized in National Security Decision Directive (NSDD) 75, which was signed by the President 32 years ago tomorrow.
     Among the aspects of the Strategy that were briefed at this launch event by members of the Tiger Team (in bold) were:
  • The nature and centrality of shariah to the War for the Free World and the differentiator between it represents between Muslims who are not a threat and those who are due to their embrace of shariah’s political, totalitarian program (not to be confused with the personal, pietistic practice of many non-jihadist, but devout, Muslims) – David Yerushalmi, Esq., co-founder of the American Freedom Law Center and expert on shariah;
  • The unifying effect shariah has on a diverse and often fractious Muslim umma, especially as it relates to their shared commitment to forcing the submission of infidels – Clare Lopez, former Operations Officer in the CIA’s Clandestine Service;
  • The necessity to know the enemy if it is to be vanquished, something that is currently impermissible in the U.S. military and other national security organizations –Maj. Tommy Waller, USMC (Res.), combat Force Reconnaissance officer (speaking in a personal capacity);
  • The emphasis on a counter-ideological component in this strategy and the need for a reconstitution of capabilities for information warfare comparable to those brought to bear during President Reagan’s era – Dr. J. Michael Waller, expert in political, psychological and information warfare;
  • The requirement to operate strategically against the jihadist enemy, not simply with tactical expedients like drone strikes, which will necessitate rebuilding America’s military so as to be able to practice once again “peace through strength” – Technical Weapons Sergeant Jim Hanson, US Army (Ret.);
  • The important role of defensive and offensive economic warfare against the Global Jihad Movement and its enablers – Kevin Freeman, Chartered Financial Analyst and bestselling author of Secret Weapon and Gameplan;
  • The need for reality-based intelligence analysis and the rebuilding of the capacity to conduct intelligence operations aimed at, as in the Reagan NSDD, undermining the legitimacy and power of the enemy – Fred Fleitz, former CIA analyst, State Department official and House Intelligence Committee professional staff member;
  • The imperative of American leadership, both domestically and of the Free World, in mobilizing the people and assets doomed to more death, destruction and enslavement if the Global Jihad Movement does not meet the same terminal fate as previous totalitarian ideologies, notably Naziism, fascism and Soviet communism – Admiral James A. “Ace” Lyons, U.S. Navy (Ret.), former Commander-in-Chief, U.S. Pacific Fleet.
 
     An unexpected highpoint of the program was an appearance at its end by one of the nation’s most revered military leaders: General Alfred M. Gray, Jr., U.S. Marine Corps (Ret.), the 29th Commandant of Marines.  Gen. Gray applauded the Secure Freedom Strategy, commended its authors and urged its swift adoption by national policy-makers.
 
     A link to the hour-and-a-half-long program is available, courtesy of C-SPAN, at http://www.c-span.org/video/?323839-1/discussion-countering-terrorism. The full 94-page Secure Freedom Strategy can be found online here: http://www.centerforsecuritypolicy.org/wp-content/uploads/2015/01/Secure_Freedom_Strategy_01-16-15.pdf
 
     A particularly poignant part of the program was Major Waller’s account of some of his personal experiences with the jihadists’ information dominance and the danger posed here at home, not just by violent ones, but by those – like the Muslim Brotherhood – who are engaged in stealthy, subversive “civilization jihad” towards the same ends: imposing shariah worldwide and establishing a global Islamic government to rule according to it.  Excerpts of the Major’s remarks can be found here:

     Other members of the Secure Freedom Strategy Tiger Team are: Lieutenant General William G. “Jerry” Boykin (U.S. Army, Ret.), former senior Special Operator and Deputy Under Secretary of Defense for Intelligence; Ambassador Henry F. Cooper, former Director of the Strategic Defense Initiative Organization and former Chief Negotiator at the Geneva Defense and Space Talks, expert on military technology and weapons proliferation; Dan Goure, Vice President, Lexington Institute and former director of the Office of Strategic Competitiveness in the Office of the Secretary of Defense; John Guandolo, combat Force Reconnaissance Marine, former Commander, FBI SWAT Team, former counter-terrorism special agent and expert on the Muslim Brotherhood’s civilization jihad in America; Brian Kennedy, President of the Claremont Institute; Joseph E. Schmitz, Esq., former Inspector General, Department of Defense, and naval officer; and Tom Trento, Director of the United West, an expert in international terrorism research and information operations.
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About the Center for Security Policy
The Center for Security Policy is a non-profit, non-partisan national security organization that specializes in identifying policies, actions, and resource needs that are vital to American security and then ensures that such issues are the subject of both focused, principled examination and effective action by recognized policy experts, appropriate officials, opinion leaders, and the general public. For more information visit www.centerforsecuritypolicy.org
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Rally to protest the Islamic conference in Garland, Texas on 1.17.15

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1.14.15 – “AFDI To Hold Stand with Free Speech Demo Outside Stand with the Prophet Conference” – by Pamela Geller — Breitbart — 

 1.7.15 – “Letter to Garland Independent School Officials” – by Lt. Col. (ret.) Roy White – Truth in Texas Textbooks –

1.14.15 — “No Coincidence: Stand with the Prophet Rally To Be Held in Texas” — by Donna Garner –

Rally to protest Islamic conference in Houston, Texas – 1.18.15