TREASON – A NOTICE TO PUBLIC SERVANTS-

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. — Thomas Jefferson, American Declaration of Independence

Tom Paine (Common Sense):

[Government is made] necessary by the inability of moral virtue to govern the world … [and] the design and end of government [is] freedom and security. … [The] articles or charter of government should be formed first, and men delegated to execute them afterwards … As to religion, I hold it to be the indispensable duty of government to protect all conscientious professors thereof, and I know of no other business which government hath to do therewith.

John Stuart Mill (Essay on Liberty):

[T]he sole end for which mankind are warranted, individually or collectively in interfering with the liberty of action of any of their number, is self-protection. … [T]he only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others.

Aldous Huxley: (Brave New World Revisited):

Big Government and Big Business … will try to impose social and cultural uniformity upon adults and their children. To achieve this they will (unless prevented) make use of all the mind-manipulating techniques at their disposal and will not hesitate to reinforce these methods of non-rational persuasion by economic coercion and threats of physical violence. If this kind of tyranny is to be avoided, we must begin without delay to educate ourselves and our children for freedom and self-government. Such an education for freedom should be … first of all in facts and in values — the facts of individual diversity and genetic uniqueness and the values of freedom, tolerance and mutual charity, which are the ethical corollaries of these facts.

TREASON –  A NOTICE TO PUBLIC SERVANTS-

http://www.joycerosenwald.com/Treason.htm http://www.serendipity.li/jsmill/us_corporation.htm http://www.serendipity.li/index.html http://www.bing.com/search?q=UNITED+STATES+is+a+Corporation+%28youtube%29&form=MSNH14&qs=n&x=76&y=13 http://www.abc.net.au/news/stories/2008/07/04/2294593.htm ttp://www.bing.com/search?q=UNITED+STATES+is+a+Corporation+%28youtube%29&form=MSNH14&qs=n&x=76&y=13

On the night of December 23, 1913 the United States Congress passed the Federal Reserve Act and thereby committed the greatest act of TREASON in history. It surrendered this nation’s sovereignty and sold the American people into slavery to a cabal of arch-charlatan international bankers who proceeded to plunder, bankrupt, and conquer this nation with a money swindle.

The “money” the banks issue is merely bookkeeping entries. It cost them nothing and is not backed by their wealth, efforts, property, or risk. It is not redeemable except in more debt paper. The Federal Reserve Act forced us to pay compound interest on thin air. We now use worthless “notes” backed by our own credit that we cannot own and are made subject to compelled performance for the “privilege”.

From 1913 until 1933, the United States paid the “interest” with more and more gold. The structured inevitability soon transpired: the Treasury was empty, the debt was greater than ever, and the United States declared bankruptcy. In exchange for using notes belonging to bankers who create them out of nothing on our own credit, we are forced to repay in substance (labor, property, land, businesses, resources, life in ever-increasing amounts. This may have been the greatest heist and fraud of all time.

When a government goes bankrupt, it loses its sovereignty. In 1933 the United States declared bankruptcy, as expressed in Roosevelt’s Executive Orders 6073, 6102, 6111, and 6260, House Joint Resolution 192 of June 5, 1933, confirmed in Perry v. United States, (1935) 294 U.S. 330-381, 79 L.Ed 912, as well as 31 USC 5112, 5119, and 12 USC 95A. The bankrupt United States went into receivership, reorganized in favor of 115 creditors and new owners. In 1913, Congress turned over America… lock, stock and barrel to a handful of criminals whose avowed intent from the beginning was to plunder, bankrupt, conquer, and enslave the people of the United States of America and eliminate this nation from the face of the earth. The goal was, and is, to absorb America into a one-world private commercial government, a “New World Order.”

On March 9, 1933 President Roosevelt called for the passing of The WAR POWERS ACT TITLE 12 USC. Section 95 (a) and  95 (b). This act declared all United States Citizens to be the enemy of the United States Government, and placed us under permanent Emergency Rule, bypassing Constitutional constraints on government.

With the Erie R.R. v Tompkins case of 1938, the Supreme Court confirmed their success. We are now in an international private commercial jurisdiction in colorable admiralty-maritime under the Law Merchant. We have been conned and betrayed out of our sovereignty, rights, property, freedom, common law, Article III Courts, and

The Bill of Rights has been statutized into “civil rights” in commerce. You have destroyed the Republic. America has been stolen. We have been made slaves, i.e. permanent debtors, bankrupt, in legal incapacity, rendered commercial “persons,” “residents,” and corporate franchisees known as “citizens of the United States”

Since 1933 what is called the “United States Government” is a privately owned corporation of the Federal Reserve/International Monetary Fund. It is merely an instrument whereby the bankers administer their ongoing subjugation and plunder of what was once considered “the last great hope of human freedom.” All “public servants,” officials, Congressmen, politicians, judges, attorneys, law enforcement officers, States and their various agencies, etc., are the express agents of these foreign principals – see Foreign Agents Registration Act of 1938; 22 USC 286 et seq, 263A, 185G, 267J, 611(C) (ii) & (iii); Treasury Delegation Order #91 – who have stolen the country by clever, intentional, and unrelenting fraud, trickery, treachery, non-disclosure, miss-representation, intrigue, coercion, conspiracy, murder. If there is a greater tragedy in human history it is hard to know what it is.

An insidious aspect of this is that “officials” like you may think you are “public servants,” are upholding the “law,” or other hoaxes. In truth you are conscientiously and assiduously serving the archenemies of yourselves, your own rights, your fellow citizens, continued human rights, life, and freedom in general. YOU are seditiously administering the plunder, bankruptcy, conquest, destruction, dismantling, and elimination of your country. YOU are systematically defrauding, extorting, impoverishing, and injuring human life on the basis of crimes and lies of such magnitude, depth, and proportions as to be beyond human comprehension.

Now you believe you can sell this nation to foreign powers with the stroke of a pen by Executive Order 12803, April 30, 1992.

By so doing, you are committing TREASON and PERFIDY so immense as “to make the angels weep.” If you and your fellow “officials” do not understand the real situation, you are ignorant, naive, deceived, and conned. You are sheer dupes. If you do know and are parties to it, you are guilty of evil and heinous BETRAYAL. You are in such case TRAITORS and CRIMINALS. All of you “in power” are therefore, either fools or knaves, either of which eminently invalidates your “authority” and renders null and void absolutely all-moral obligation to pay allegiance or to obey the TREASONOUS SYSTEM you enforce with such mechanical viciousness.

If, you, “public servants” had any shred left of humanity, awe, heart, clarity, sanity, access to your true being and conscience, you would instantly resign and do everything possible to inform the American people of their plight and help us retrieve our rights and our country. Only by such means can you even begin to atone for your endless crimes against humanity, the lives you so arrogantly and mindlessly butcher with the “meat-grinder of the law.”

What do you think the American people will do as they discover that they have no more country, that they are slaves to mortal enemies, that they have been tricked and betrayed by their “leaders” who sold them out? What do you think they will do when they realize that all their alleged “public servants” are willing or stupidly compliant parties to the plunder, bankruptcy, subjugation, and ruin of their lives and country?

There is no acceptable excuse for what you have done. You cannot engage in bringing harm to life and, like the Nazi’s defense at Nuremberg, presume that because you do so under the “authority” of an imaginary, abstract, unreal legal fiction called “government” you are freed of the consequences of your acts. Moral and natural law are not obviated by ignorance, hubris and self-righteous militancy. Your entire system – from the ground up – is deceit and fraud. It is illicit in essence and ab initio. As Broom’s Maxims 297, 729 put it: “A right of action cannot arise out of fraud.” Honor is earned by honesty and integrity, not under false and fraudulent pretenses. The color of the cloth one wears cannot cover up the usurpations, lies, and treachery. “When black is fraudulently declared to be white, not all will live in darkness.”

More and more  Americans are awakening to the truth. What do you think the American people will do as they discover that they have no more country, that they are slaves to mortal enemies, that they have been tricked and betrayed by their “leaders” who sold them out? What do you think they will do when they realize that all their alleged “public servants” are willing or stupidly compliant parties to the plunder, bankruptcy, subjugation, ruin  and destruction of their lives and country? Thomas Jefferson wrote: “An honest man can feel no pleasure in the exercise of power over his fellow citizens.” Lincoln said: “Just as I would not be a slave, neither would I be a master.”

I will not participate in your corrupt, arrogant, and cruel fraud, either as perpetrator or victim. I will no longer sit here and writhe. The TYRANNY over this nation MUST END! End Emergency Rule. Repeal all laws passed under Emergency Rule. Give us back our substance and our law. Give us back our Republican form of government.

If you continue with this course, you will have natural and moral law and higher powers to answer to, not to mention all those you have wronged under color of law. You will have your own laws turned against you, as you have turned the law against us. To transform the shield of protection into a sword of exploitation, subjugation, and plunder is perfidy. I am an American. My destiny is to live as a freeman on the land my forefathers conquered and that I will fight to keep.

You have now been placed on notice. All further actions on your part will be willful!

Resolutely, from  Americans who demand their country back

Directly from the US Department of Education

I am glad to say, St. Patricks elementary will not be participating in this “historic” event.

Menu of Classroom Activities

President Obama’s Address to Students Across America

(PreK-6)

Produced by Teaching Ambassador Fellows, U.S. Department of Education

September 8, 2009

Before the Speech

  • Teachers can build background knowledge about the President of the United States and his speech by reading books about presidents and Barack Obama. Teachers could motivate students by asking the following questions:

Who is the President of the United States?

What do you think it takes to be president?

To whom do you think the president is going to be speaking?

Why do you think he wants to speak to you?

What do you think he will say to you?

  • Teachers can ask students to imagine that they are delivering a speech to all of the students in the United States.

If you were the president, what would you tell students?

What can students do to help in our schools?

Teachers can chart ideas about what students would say.

  • Why is it important that we listen to the president and other elected officials, like the mayor, senators, members of congress, or the governor? Why is what they say important?

During the Speech

  • As the president speaks, teachers can ask students to write down key ideas or phrases that are important or personally meaningful.  Students could use a note-taking graphic organizer such as a “cluster web;” or, students could record their thoughts on sticky notes.  Younger children could draw pictures and write as appropriate.  As students listen to the speech, they could think about the following:

What is the president trying to tell me?

What is the president asking me to do?

What new ideas and actions is the president challenging me to think about?

  • Students could record important parts of the speech where the president is asking them to do something. Students might think about the following:

What specific job is he asking me to do?

Is he asking anything of anyone else?

Teachers? Principals? Parents? The American people?

  • Students could record questions they have while he is speaking and then discuss them after the speech.  Younger children may need to dictate their questions.

After the Speech

  • Teachers could ask students to share the ideas they recorded, exchange sticky notes, or place notes on a butcher-paper poster in the classroom to discuss main ideas from the speech, such as citizenship, personal responsibility, and civic duty.
  • Students could discuss their responses to the following questions:

What do you think the president wants us to do?

Does the speech make you want to do anything?

Are we able to do what President Obama is asking of us?

What would you like to tell the president?

Extension of the Speech

Teachers could extend learning by having students:

  • Create posters of their goals.  Posters could be formatted in quadrants, puzzle pieces, or trails marked with the following labels: personal, academic, community, and country.  Each area could be labeled with three steps for achieving goals in that area. It might make sense to focus first on personal and academic goals so that community and country goals can be more readily created.
  • Write letters to themselves about how they can achieve their short-term and long-term education goals.  Teachers would collect and redistribute these letters at an appropriate later date to enable students to monitor their progress.
  • Write goals on colored index cards or precut designs to post around the classroom.
  • Interview one another and share goals with the class to create a supportive community.
  • Participate in school-wide incentive programs or contests for those students who achieve their goals.
  • Write about their goals in a variety of genres, such as poems, songs, and personal essays.
  • Create artistic projects based on the themes of their goals.
  • Graph individual progress toward goals.

Thinking we should attack Iran? Don’t forget China

China and Russia reap the benefits of sanctions

Talks with Iran have reached another impasse. The Islamic regime recently rejected yet another package of incentives that the United States, China, Russia, Britain, France, and Germany put together in an effort to coax Tehran from ending its nuclear enrichment program. Intelligence agencies fear the Iranians will soon reach the critical “point of no return” when they will have the technological know-how to develop a nuclear weapon.

That apprehension has set off a flurry of rumors that Israel or the United States will attack Iran before it is able to reach that threshold.

In this environment, one would think that the international community would be doing everything in its power to press Iran into accepting a compromise. And the developed world is rightly ratcheting up the pressure on the Iranian government.

Yet two countries – China and Russia – are not only undermining the effort, they are actually profiting from the rest of the world’s sanctions.

This past spring, China’s state-run oil company announced it would move forward on its $70 billion contract to purchase liquefied natural gas and develop the Yadavaran oil field in southwest Iran.

Russia continues to sell Iran billions of dollars worth of nuclear technology as well as some of the most advanced radars and surface-to-air missiles in the world. These systems, including the SA-400 Triumf, would radically improve Iran’s missile defense capabilities and complicate any attack on the Islamic regime.

As European businesses pull their investments out of Iran, in line with current EU sanctions, the Chinese and Russians have been happily stepping in to fill those lucrative vacancies. In essence, they are reaping the benefits of other governments’ efforts to stave off the disaster that a nuclear Iran would be.

Officially, the Chinese and Russians say they do not support stronger sanctions because they don’t believe in their effectiveness. Off the record, however, both countries recognize that any form of sanctions that restrict their own business ventures is not going to stop the Iranians from pursuing their end goal of acquiring nuclear weapons.

Thus in the meantime, the Russians and Chinese are angling themselves to maximize the economic benefits of such a precarious state of affairs in the Middle East.

Tehran has warned Israel and the United States against targeting Iran, declaring that such a move would cause Iran to set its enemies “ablaze.” These comments come amid more calls by Iran’s leadership for Israel to be destroyed.

Actions, however, speak louder than words. Iran recently test-launched a number of missiles capable of carrying weapons of mass destruction and hitting targets as far away as Israel or Eastern Europe, reinforcing its status as an international pariah. This comes on the heels of a U.S. Navy drill in the Gulf and a major Israeli air exercise mimicking an attack on Iran.

Interestingly, both the Chinese and Russians are loath to see the emergence of a nuclear Iran. Yet, along with many European countries, they recognize that their threshold for what constitutes a “point of no return” in Iran’s nuclear program is much higher than the standards applied by the United States or Israel. So in the meantime, they will continue to keep the pressure off Iran. At worst, this approach could ensure that a diplomatic solution will not be achieved and a military attack on Iran will be required.

China and Russia may be enticed into supporting stronger sanctions against Iran if the United States and other parties in the negotiations can demonstrate the greater economic benefits available to them all once a deal with Tehran is reached. This would require some creative maneuvering on the part of the Western powers, but it is imperative that the Chinese and Russians understand they have much more to gain from an end to the conflict with Iran than they do from a complete meltdown.

If a military attack happens, the aftermath will be disastrous: The Israelis will be battered; the Iranians bloodied; the Americans left to clean up the mess; and the Chinese and Russians will sit back and call once again for diplomacy to prevail, as they once again reap the benefits of complacency.

Joshua Gleis is an international security associate at the Belfer Center at Harvard Kennedy School and a visiting scholar at Columbia University.