progressivism re-education via video game for teens aflateen digital demonics aflatoun

learn about “rights” and social “responsibility” with graphics promoting The Fisters ™, Wanton Queers ™, and stealing private property to coercively distribute to progressive sheep who lust for it

http://www.ovos.at/en/portfolio/124,aflateen.html

“Youth and Change: be an agent of change today”

aflateen Fisters for changiness

 

digital aflateen is in your tubes

 

how many degrees of separation from american taxpayers?

http://www.aflatoun.org/

 

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UN Convention on the Rights of the Child based and in support of the Millennium Development Goals

http://www.aflatoun.org/story/story-selected/strategy

manipulating societies with “contra”ception lies and provisions which sadly the catholic church inadvertantly backs through adoption of COMIn Core

http://aflatoun.org/docs/default-source/aflatoun-partners-list/20130131_aflatoun-partners-list.pdf?sfvrsn=2

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be re-educated about “limited” resources and why it’s better to have no shelter or light

http://www.ovos.at/en/blog/208,cure-runners-a-game-about-financial-literacy.html

http://cure-runners.at/

..

It helps kids and is only slightly evil!!  Who wouldn’t want to help kids and infect them with evil?

 

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read vague platitudes about the curriculum but at no time may you view it not much unlike common core

http://www.aflatoun.org/programme/programme-selected/curriculum

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The photo for “child rights” is a muslimese madrasa

 

try some light re-education

http://www.aflatoun.org/programme/programme-selected/games

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Be trained dyanetics style  (scientology)

http://www.aflatoun.org/programme/programme-selected/training

 

The satanic teaching model:  feelings first

 

Feel like perusing the material?  Nope, you cannot, that’s the aflatoun way!

 

aflatoun video for you to brainwash others into believing this child harm ought spread

http://www.aflatoun.org/programmes-(6-steps)-step-1

You’ll have to manually mine the other steps as they’re not hyperlinked

http://www.aflatoun.org/programmes-(6-steps)-step-2

As is typical of satanic hubris these wretches cannot help but ooze out details in videos and internal documents

It must be a great program being implemented in so many fascist countries!

 

Find other trained re-educators:

http://www.aflatounacademy.org/

files are only available when logged in… and verified satanic complicit

hey, look, another muslimese fan!  It’s probably a coincidence

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Between 2011 and 2016, the Aflateen curriculum will be piloted and, ultimately, scaled in 50 countries.

http://www.aflatoun.org/programme/programme-selected/aflateen

 

how to get this  live into schools….. oh, yeah, Commie Core has paved the way

http://www.aflatoun.org/programmes-(6-steps)-step-5

So many great supporting enetities:

http://www.aflatoun.org/people/supporters

One is left to wonder why so many are mega banks..

Ensuring “assets” exceed liabilities via third world country “investment”.  WHEN those “assets” fail there will “necessarily” be more bailouts, more money printing, and more inflationary profit.  It’s an IMF-win-win.  [“asset” ~= loan]

 

http://www.mastercardfdn.org/Projects/gsma-foundation-mobile-money-for-the-unbanked

 

And now for some documents.. tedious evil paper to death documents

http://www.aflatounacademy.org/topic/5CoreElements

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http://www.aflatounacademy.org/topic/curriculum

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Five Core Elements which you might term Common Core Elements… yup, the subtlety of satanic hubris

 

Foundation Orange is here to help with aflatoun

http://www.fondationorange.com/?lang=en

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Be ready to wait as the webserver doesn’t want more than one simultaneous downloads [sic]

useful idiots academy

 

[common] Core Element 3 desired attitude inflicted on children

I value an appropriate use of natural and financial resources

Children are not taught about fiat money, inflation,  or that debt is not an asset

I understand the concept of money and how basic
financial tools and systems work

2013 report [aflateen_secretariat_midterm_evaluation_2013_final_report-vol-1.pdf]

Apart from saving money, Aflateen participants were encouraged to save other resources such
as electricity, water, etc. In one school, a number of teachers were part of the savings
programme.

Does aflatoun provide unlimited batteries to save that electricity?  Big cauldrons for water?

The planet does NOT need to be “saved”.

Save us from evil- and useful idiots

Next, in March, we sought to: summarize the case studies, approaches, models or platforms
that were reviewed, to flag the features of the selected approach (Gamification), to review gaps
or challenges. The approaches that were reviewed included:
 Learning Management System (LMS) – such as Moodle and Blackboard
 Skype in the classroom| http://education.skype.com/
 iEarn | http://media.iearn.org/
 Ashoka’s Youth Venture | http://www.genv.net/
 Facebook | http://www.facebook.com/education?sk=app_7146470109
 Learning about living http://www.warchildlearning.org/ideal
 Gamification with Mozilla (introduced by Butterfly Works)
 Coursesera | https://www.coursera.org/
 SPARX | http://sparx.org.nz/?Research-on-SPARX

target 50,000 registered for re-programming by 2016

The Chinese partner included a number of additional sections to the
Aflateen curriculum – such as
“Management and Rational Use of Living Expenses”

Because you certainly cannot be considered rational if your expenses are not in line with party objectives

Table 16 aflateen recommendations

Partners want more pressure applied at various levels of government to ease evil integration

 

A glimmer of failure [aflateen_secretariat_midterm_evaluation_2013_final_report-vol-1.pdf, page 67]

“. We also mentioned the importance of documenting
this effort as the literature is weak in terms of practical examples.”

 

4.6 Big Picture — this section contained no big picture, no overview, nothing with meat

page 75 aflateen admits it has no evidence of successiness

Although there are some interesting patterns between social and financial outcomes in
Aflateen, as a pilot programme the relationships between the five core components cannot
yet be empirically verified. Documenting the interaction effects among the components will
help understand how the intervention works. There is need to continue looking into how
these interactions function among youth going, especially through research on mediators
and moderators.

 

page 76 “the art of the nudge”

Langlois, M.; Blanchet-Cohen, N. & Beer, N. 2013. The art of the nudge: Five practices in developmental
evaluation. The Canadian Journal of Program Evaluation 27(2): 39-59.

involved persons in Core5 the internationalized flavor of Common Core

http://www.iss.nl/iss_faculty/profiel_metis/1100538/

dr. Auma Okwany
Academic Staff Unit
International Institute of Social Studies (ISS)
Erasmus University Rotterdam

###DETAIL###

T: +31 70 4260578
E: okwany@iss.nl
Room: 4.38

Core5 and Common Core… documents and sites likely to become existentially challenged

http://iss.schoolwires.com/Page/38295

 

Common Core curriculum

http://iss.schoolwires.com/Page/38303

I-SS Teachers, submit your feedback on Curriculum Guides here:

Elementary               Middle               High

won’t you please give them some feedback?

 

Core5 reading

http://www.lexialearning.com/product/core5/

 

American history section 1.02

Objective 1.02: Analyze the political
freedoms available to the following
groups prior to 1820: women, wage
earners, landless farmers, American
Indians, African Americans, and
other ethnic groups.

 

skill target

How did the distribution of political
and economic power reflect the
social structure and geographic
diversity of the Federalist Era?

 

section 1.08

How is the U.S. Constitution a
document subject to change and
interpretation?

 

section 1.07 bill of rights activity at no point urges comprehension of content

Students create a
foldable which
summarizes each
amendment and the
historical reasons why it
was included in the Bill
of Rights .

 

slavery and religion giving no airtime to THE religious writings of the time

To what extent did differing
opinions on slavery, as well as the
institution’s expansion become a
deciding factor in instituting a Civil
War?

To what extent was slavery the
primary cause of the Civil War?

Vested interest in not discussing debt- or the want to spend others’ money before the Civil War.

 

Common Core ISS wiki

http://commoncoreiss.pbworks.com/w/page/37056590/CommonCoreISS

http://isscrw.pbworks.com/w/page/26378315/FrontPage

The state teaching sexuality without its moral context

http://hlnces.ncdpi.wikispaces.net/Reproductive+Health+and+Safety+Education

 

 

5th grade:  http://hlnces.ncdpi.wikispaces.net/file/view/5.ICR.2.3.pdf/404311982/5.ICR.2.3.pdf

Beginning with the female reproductive system, call
out a part and ask who has the matching card. Ask the student holding the correct card to
stand next to the correct student to create pairs consisting of a body part and its function or
definition.

 

7th Grade, Objective 7.03

http://hlnces.ncdpi.wikispaces.net/file/view/7.03condoms.pdf/404329564/7.03condoms.pdf

As a group, discuss the appropriate steps to use a condom. As a group, discuss the appropriate steps to use a condom.

Now that you have learned about condom effectiveness, let’s create an advertisement for
condoms that will encourage someone who is thinking about sexually activity to engage in safer
sex. Using the template for your ads (Appendix 3) or creating your own

Objective 7.03, Appendix 5

Have Intercourse

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 Would you like an extra helping of evil with that?

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via: http://www.yourmiddleeast.com/features/the-upperclass-girl-who-became-a-socialist-and-pioneer-of-egyptian-art_12710

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other great egyptian rags had this to say about the program’s namesake

Her family is of the bourgeoisie class and through the early part of her life she was living like many of that class, sheltered and detached from the Egyptian society.

 She was being mentored by the Egyptian artist Kamel El-Telmesany, who had later confessed to her that at first he was not very eager to teach a girl from the bourgeoisie class

Aflatoun was imprisoned for four years during the era of Gamal Abdel Nasser for her involvement in the communist movement.

In 1944 she joined the communist movement Eskra and started learning Arabic in what she called a rigorous process towards getting in touch with her Egyptian roots and identity.

via: http://english.ahram.org.eg/NewsContent/5/25/21577/Arts–Culture/Visual-Art/The-life-of-Inji-Aflatoun,-an-artist-and-a-rebel-.aspx

The above article does not abide by its own code:

All hail satan’s unicef? no

http://www.unicef.org/publications/files/CSFE_module_low_res_FINAL.pdf

via the progressive marxist’s “art”:

https://flickr.com/photos/hebahelmi/6981603211/

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pray for the peace of Christ

 

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