I remember how it was -- JR
California Lawmaker Trying To Make DRAG SHOWS Part Of Mandatory Curriculum!
Senator Scott Wiener of San Francisco, who two years ago got a bill passed decriminalizing men having sex with boys by labeling all opponents “homophobic” and “anti-Semitic,” is now proposing that “Drag Queen 101” be included in the K-12 curriculum.
The Democrat senator may have outdone himself this time. The Senator appears to be unsatisfied with his plan, which would allow children as young as 12 to receive the COVID-19 vaccine without parental approval. Or his bill to remove the felony sentence for deliberately exposing someone to HIV.
Wiener made the remark in reaction to Texas Representative Bryan Slaton’s (R) announcement that he will introduce legislation to prohibit drag shows in the presence of children.
Here’s what Wiener said Tuesday on Twitter:
“This guy just gave me a bill idea: Offering Drag Queen 101 as part of the K-12 curriculum. Attending Drag Queen Story Time will satisfy the requirement.”
Wiener, who isn’t a father, has a sardonic sense of humor, but, given his previous legislation, which is heavily focused on the LGBTQ population in California, this feels more ironic than hilarious.
SB 145, his bill to relax sex offender requirements for sodomy with minors, actually says in the bill language:
“This bill would exempt from mandatory registration under the act a person convicted of certain offenses involving minors if the person is not more than 10 years older than the minor and if that offense is the only one requiring the person to register.” Governor Gavin Newsom signed SB 145 into law.
“The bill would instead make the intentional transmission of an infectious or communicable disease, as defined, a misdemeanor punishable by imprisonment in a county jail for not more than 6 months if certain circumstances apply, including that the defendant knows he or she or a third party is afflicted with the disease,” according to Wiener’s bill, SB 239, which was signed into law by Gov. Jerry Brown.
Well, it looks like all of his work seems to have a consistent theme.
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UK Tries ‘Old School Tie’ Approach to Migration Management
Assuming that there is a worldwide search for recent college graduate talent, as the open-borders people keep proclaiming, the United Kingdom has a new immigration policy — but it harks back to the ancient British tradition of the old school tie. It seeks to attract what might be called the advantaged talent of the world.
The government of Boris Johnson (Eton/Oxford) has created a worldwide list of 37 non-UK universities and declared that all of the current graduates of these elite institutions shall have an open invitation to be legal nonimmigrants in the UK for two years, even if they do not have a job. If they have a PhD from one of the 37, the offer is for three years.
The new scheme has one resemblance to and several differences from our H-1B and OPT programs. All of these programs seek highly educated talent from overseas.
On the other hand, in the UK program the screening is done by the 37 universities, not by UK employers, so there is none of the semi-indentured nature of the H-1B program. Further, unlike the U.S. program for the employers of recent alien grads of our universities, Optional Practical Training, there is no subsidy paid to employers (or if there is one it was not reported in the British coverage). A third difference is that the aliens involved have not gone to UK universities, while those in OPT have all attended U.S. ones. A fourth difference is that both OPT and H-1B stress high-tech credentials, while the new UK tradition does not (as Eton and Oxford do not).
The new system will be easy to administer as all coming from the select 37 are automatically eligible. It is also a blunt tool; the valedictorian of the Ivy League’s Dartmouth, which is not on the list, does not get admitted, but someone who just barely scrapes through at Harvard, which is on the list, gets a nice welcome.
The list of 37 universities, in addition to the 20 in this country (parts of which were once British territory) includes eight in other former UK colonies (Canada, three; Hong Kong and Singapore, two each; and Australia, one); and nine in the rest of the world (China, Japan, and Switzerland, two each; one each in France, Germany, and Sweden). That only three of the 37 are in the EU may reflect the British thinking that led to Brexit.
The general idea is that if you have managed to get a degree from one of the 37 you are potentially useful to the UK economy.
The American institutions that made the list are: California Institute of Technology; Columbia; Cornell; Duke; Harvard; Johns Hopkins; Massachusetts Institute of Technology; New York University; Northwestern; Princeton; Stanford; UC Berkeley; UCLA; UC San Diego; University of Chicago; University of Michigan (Ann Arbor);the Universities of Pennsylvania, Texas (Austin), and Washington; and Yale.
https://cis.org/North/UK-Tries-Old-School-Tie-Approach-Migration-Management
************************************************Australia: My all-girls education failed to give me the skills I now value most
This article by Anita Punton is a good antidote to the deeply biased article by Loren Bridge that I rubbished recently
I went to a private, all-girls school from the age of five. Whenever I had my violin lesson, the portraits of the two Miss Singletons, tightly stitched into their Victorian gowns, looked down on me with admirable patience.
The Singleton sisters were the joint principals of my alma mater in the late 19th century, and they were determined to provide girls with a proper education.
I found them hugely inspiring. Still do. But my all-girls education failed to give me the skills that I now value most. I had to learn those skills in the real world.
I support anyone who believes an all-girls school is the best choice for their daughter, but I don’t subscribe to the theory that this educational model is how our future female leaders have the greatest chance of succeeding.
When my two sons reached high school age, I was determined that they would go to a co-ed school, because I believed it was the best way for them to grow up treating women as equals.
Paradoxically, I wanted my daughter to go an all-girls school like me, to give her “opportunities” to “fulfil her potential” and be a “leader”. These are the same words and phrases that all-girls schools use so liberally in their marketing.
However, I started to notice that most of my highly educated, successful female friends were choosing to send their girls to co-ed schools. One of them told me bluntly: “The world is not single sex. They will have to work with men all their lives.”
I began to question the logic that girls must be sequestered away from males in order to learn the very skills that are needed to work with them in the future.
One of the underlying assumptions about all-girls schooling is that boys are an impediment to a girl achieving her potential. They are “other”. It’s as if their presence will take something away from a girl, that she will not feel confident enough to thrive in their presence.
This was certainly the messaging I took on board throughout my time at an all-girls school, and I still hear the same messaging from parents today.
Now I feel those assumptions not only further entrench outdated gender roles, but demonstrate an offensive distrust in both the strength and capacity of our girls and the humanity of our boys.
On a daily basis, boys in a co-ed school get to see that girls are confident, capable, courageous and profoundly human. They get to experience a female perspective when discussing issues. They work together on projects. They see girls succeeding and leading and it is completely normal.
The idea that girls must be isolated from the rest of society and overtly taught strategies of how they are going to cope when they finally are catapulted back into it seems a back-to-front way of going about preparing girls for leadership. The cultivation of women’s leadership potential should not be the sole responsibility of women; all of society must contribute.
My daughter has grown up with a second language that wasn’t available to me as a teenager – a language to express female solidarity, strength, possibility and self-worth. The culture she has experienced is totally different to the one I knew as a teenager.
And while some might dismiss the empowering effect of a Taylor Swift lyric, or watching The Simpsons episode “Lisa vs Malibu Stacey”, those cultural experiences have done as much to provide fluency in that language for her as any overt teaching by her parents or school.
I ended up sending my three children to the local high school. My daughter is now 15. What has she missed out on going to a co-ed school? Her government school, like many, had some poor facilities, inconsistency in teaching due to a staff room under immense pressure, funding shortages.
What has she gained? All those skills it took me so long to learn. Enviable confidence that she can talk to anyone and handle herself in any situation. An ability to try new things, make a fool of herself and find it funny, rather than humiliating. A complete indifference to the “otherness” of boys. She lives her life with them every day. They are her friends and collaborators.
This morning, I asked her if she had ever felt any sense of discrimination at school because she was a girl. Did the boys dominate? Has she ever been tempted to “play small” because she’s worried what the boys will think of her? Did she feel that the boys were stopping her from achieving her potential?
She gave me the same withering look as the time I asked her to explain TikTok. “Never,” she said. She’s too polite to say “OK, Boomer”, but I’m pretty sure she thought it.
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My other blogs: Main ones below
http://dissectleft.blogspot.com (DISSECTING LEFTISM)
http://antigreen.blogspot.com (GREENIE WATCH)
http://pcwatch.blogspot.com (POLITICAL CORRECTNESS WATCH)
http://australian-politics.blogspot.com/ (AUSTRALIAN POLITICS)
http://snorphty.blogspot.com/ (TONGUE-TIED)
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