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How Gay Marriage Activists Are Using Your Kids As Pawns

By Carole Hornsby Haynes, Ph.D.  |  July 2, 2015  Education Views

The Supreme Court’s decision on gay marriage has dealt a crushing blow to the traditional family.  Next will be a major all-out attack on students in our public schools.

Knowing history provides a clue as to why.  Marxists plotted to overthrow Western Europe in the early 20th century through violent revolution.  That being unsuccessful, they decided to effect takeover by destroying a nation from within -- destruction of the culture.

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The Legacy of Racist Democrats

By Carole Hornsby Haynes       June 26, 2015           World Net Daily

The tragic shooting of nine Christians in a Charleston, South Carolina church was a horrific crime by a deranged man.  Rather than allowing the community to unite and find healing as they mourned their dead, predictably the liberal media could not let a good crisis go to waste and pounced on an unrelated issue to continue their agenda to divide the nation from within.

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Stealth Jihad Is Funded By American Taxpayers

By Carole Hornsby Haynes | June 26, 2015  

Islamic law -- Shari’ah – requires Jihad to be waged as "warfare against non-Muslims” until all the world is under Islamic law.  Jihadist doctrine is advanced by both violent techniques and “civilization jihad,” a stealthy subversive effort to destroy Western civilization from within a nation by its own hand. 

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Is American Patriotism An Endangered Specie? 

By Carole Hornsby Haynes, Ph.D.  |  June 14, 2015  Education Views 

During the recent Memorial Day celebration, Americans remembered those who died in the service of our nation. At many events, the strains of “God Bless America” wafted through the air as voices rang out in patriotic pride: 

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How Effective Are Pre-K Programs?

By Carole Hornsby Haynes, Ph.D.  |  May 13, 2015 Education Views 

The crisis in early education in America continues in spite of research-based evidence that what the U.S. is doing to its young children is harmful both short and long term.  Policymakers continue to ignore the giant discrepancy between what we know about how youngsters learn and the practices in preschool and kindergarten.  Short-term studies that show gains in skills such as letter and number recognition are widely touted as justification for didactic and scripted instruction for young children – too often with disastrous effects. 

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