Monday, February 23, 2015

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10 abortion myths that need to be debunked


REALITY: Abortion clinics have been discovered blatantly lying to women about the real risks of abortion.
Planned Parenthood clinics have been caught on tape telling women that no women were hurt at their clinics, even after medical emergencies had just occurred. The truth is that women do die from abortion, they do lose their future fertility, they do end up in emergency rooms with massive blood loss, perforated uteruses, and pieces of their preborn babies still left inside them.
The emotional and psychological harm abortion commits against women is also largely dismissed. Much of this harm does not show up until years later, but then, as countless women testify, it often attacks with a vengeance.
For more information, see this studythis paper, this compilation of storiesthese experiences, and these stories.
2. MYTH: Abortion doesn’t kill a person.
REALITY: The preborn are human.
Whether we’re talking about a preborn baby days after conception or one who is days away from being born, these babies only have four differences with us: 1) Size, 2) Location, 3) Environment, and 4) Dependency.
If we base our measure of a person on any of these things, we are heading down a terribly slippery slope. Our society will begin (and indeed, has already begun) to take away the rights of the disabled, elderly, and sick. More and more human beings will be classified as “non-people,” and their basic right to life will be stripped away.
Classifying a group of humans as non-people is the easiest way to kill them en masse, with little objection.
  • “In the eyes of the law…the slave is not a person.”
  • “An Indian is not a person within the meaning of the Constitution.”
  • [People purged by the Soviet government were called] “unpersons who had never existed.”
  • “The Reichsgericht itself refused to recognize Jews…as ‘persons’ in the legal sense.”
  • “The statutory word ‘person’ did not in these circumstances include women.”
Quotes from “Dehumanizing the Vulnerable: When Word Games Take Lives” by William Brennan, Ph.D, (Loyola University Press, 1995).
For more on the humanity of the unborn, go here.
3. MYTH:  “Pro-abortion” and “pro-choice” are different.
REALITY: If you support abortion, you are “pro-abortion.”
Let’s step back for a moment. If you are “pro-choice,” you support the choice of abortion, right? If you support a certain choice, that makes you “pro” that choice. It’s really pretty simple. And if you’re so opposed to being called “pro-abortion,” why is that? Could it be because the cold, hard facts of abortion are violent, cruel, andinhumane? Could it be because you’d rather not face the reality that abortion murders an innocent, helpless person? Maybe instead of arguing semantics we should face the real facts on abortion.
4. MYTH: It’s okay if you are opposed to abortion, but don’t enforce that on anyone else!

Abortion should horrify us just as much as this does.
Abortion should horrify us just as much as this does.

REALITY: Abortion denies a child of the most basic human right.
Since when is it okay to merely be “personally opposed” to any violation of civil rights? Society tends to shun those who are only “personally opposed” to racism. What if we were “personally opposed” to rape? But since it happens anyway, we opposed laws banning rape?
It’s essential to make the connection that’s it not enough to “personally” be pro-life. It’s great that you won’t have an abortion. Just like it’s great that you won’t rape, rob, murder, or commit a host of other violent crimes. I’m happy that you’re not a racist or a slave owner or an anti-Semite. But what does that do to help society take the right cultural and legal stand? How do your “personal” views help save the lives of those who can’t speak up for themselves? Read more here and here about why we can’t just be “personally pro-life.”
And one more note – any law is “enforcing” a certain moral viewpoint on others who don’t agree. That’s the very definition of law and order in a civilized society. Someone has to set the rules.
5. MYTH: Guys don’t have a say on abortion.
REALITY: Men do have the right to choose life for their child.
Often, guys are told to shut their mouths on the topic of abortion – unless, of course, they support it. But how sexist – to tell someone they can’t take a position on an issue based simply on their gender. How anti-liberty, to tell a parent they don’t have a right to save the life of their child.
The huge majority of abortions happen after a baby is created during consensual sex. Yet somehow, abortion supporters like to say that’s the end of the guy’s part and the end of his rights. They don’t think he has a right to defend the life of his own child. They like to insist that fathers pay child support, but ignore a father’s right to let his child live in the first place. Even when a father is wiling to pay for all expenses during a pregnancy and take full care of his child afterward, abortion supporters say he should just keep his mouth shut. This guy explains it better than I ever could.
If you’re a dad, wondering if there’s any way you can stop the abortion of your child, check out this article.
6. MYTH: Birth control doesn’t cause abortion or hurt women.
REALITY: Science continues to discover additional harmful effects of hormonal birth control.
From the article in TIME detailing the risk of brain cancer from the pill to this expose in Vanity Fair explaining the death risk of the Nuva Ring, hormonal birth control continues to be revealed as unsafe for women.
In addition, if you go to the manufacturers’ websites, you will discover that one main function of the various forms of hormonal birth control is to strip the uterus of its lining so a preborn baby is prevented from implanting. This – stopping a baby who has already been created during fertilization from implanting – amounts to a chemical abortion.
7. MYTH: Abortion is a basic right.

A baby's hand at only 10 weeks. Killing her is not a right.
A baby’s hand at only 10 weeks. Killing her is not a right.

REALITY: The “right” to kill another human being is never a right.
It’s not a liberty, it’s not private, and it’s not humane. So what is abortion, exactly? How does it kill another human being. You canfind out here, described by the doctors who do it.
8. MYTH: If you’re a feminist, you need to support abortion.
REALITY: True feminism defends the preborn.
Since when should one group of people gain their rights by exalting themselves over another group of people? Can women truly be equal only by stomping over the bodies of their preborn children? Must we spill innocent blood to reach the pinnacles of power?
There’s few things more false than this assertion. Women who truly fight for equality fight for equality for all – including for their own children. Attorney Erika Bachiochi explains it wonderfully here.
9. MYTH: Abortion is a simple, easy procedure.
REALITY: Abortion is anything but.

D&E Abortion Procedure via NRLC.
D&E Abortion Procedure via NRLC.

Consider these quotes and medical facts:
  • “Abortion is, by almost any standards, a violent act.” – Abortion: A Doctor’s Perspective A Woman’s Dilemma by Don Sloan, M.D. with Paula Hart, page 178
  • Suction Curettage: …Once the cervix is dilated, the abortionist inserts tubing into the uterus and attaches the tubing to a suction machine. Suction pulls apart the fetus’ body and out the uterus. After suction, the doctor and nurses must reassemble the fetus’ dismembered parts to ensure they have all the pieces.”
  • “A second-trimester D&E abortion is a blind procedure. The baby can be in any orientation or position inside the uterus. Picture yourself reaching in with the Sopher clamp and grasping anything you can. At twenty weeks’ gestation, the uterus is thin and soft, so be careful not to perforate or puncture the walls. Once you have grasped something inside, squeeze on the clamp to set the jaws and pull hard – really hard. You feel something let go, and out pops a fully formed leg, about 4 to 5 inches long. Reach in again and grasp whatever you can. Set the jaw and pull really hard once again, and out pops an arm about the same length. Reach in again and again with that clamp, and tear out the spine, intestines, heart, and lungs. The toughest part of a D&E abortion is extracting the baby’s head. …” – Dr. Anthony Levatino
  • During a medication abortion: “My bathwater was bright red. It looked like I was sitting in the middle of a crime scene. And I guess it was…I had murdered my child. … As soon as I was completely upright, I felt a pain worse than any other I had experienced. I began to sweat again and felt faint. I grabbed on to the side of the shower wall to steady myself. Then I felt a release…and a splash in the water that was draining beneath me. A blood clot the size of a lemon had fallen into my bath water. Was that my baby?”
NOTE: For anyone who has taken the abortion pill (medication abortion), it can sometimes be reversed. For more information, go here.
10. MYTH: First trimester abortions are better than late-term ones.
REALITY: There is no “better” time to kill a human being.
It’s not “better” to kill a child when’s he’s six months old instead of six years old. And it’s not “better” to have an early abortion simply because the baby’s face might not be as easy to pick out in the bucket of blood and body pieces. And let’s make sure we have the accurate facts. This video shows a suction abortion – the typical first-trimester abortion. The description reads:
…The clip begins with an ultrasound of the fetus (girl) who is about to be aborted. The girl is moving in the womb; displays a heartbeat of 140 per minute; and is at times sucking her thumb. As the abortionist’s suction tip begins to invade the womb, the child rears and moves violently in an attempt to avoid the instrument. Her mouth is visibly open in a “silent scream.” The child’s heart rate speeds up dramatically (to 200 beats per minute) as she senses aggression. She moves violently away in a pathetic attempt to escape the instrument. The abortionist’s suction tip begins to rip the baby’s limbs from its body, ultimately leaving only her head in the uterus (too large to be pulled from the uterus in one piece). The abortionist attempts to crush her head with his forceps, allowing it to be removed. …
And this account describes the true facts of a chemical abortion – done by using the abortion pill – very early on in the first trimester.
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Wednesday, February 11, 2015

Common Core German Lesson:

German Statesman Otto Von Bismarck
Why Famous: Unified most of the German states into a powerful German Empire under Prussian leadership and became the first chancellor of a united Germany.

 We haven’t heard what the Common Core curriculum has planned for foreign language instruction, if anything. But we offer this German lesson as an introduction and a warning to all those who want central control over what is taught and what it thought in this country: “Wir sind nicht preußischen" We are not Prussians!

Millions of Germans flocked to this country in the nineteenth century. They came here from all regions of that rising European power. They came from disparate backgrounds in Germany. Some were Catholics, fleeing Chancellor Otto von Bismarck’s Kulturkampf. There were also Baptists, Calvinists, Lutherans, and Jews.
All of these Germans wanted greater freedom of religion. They came from various regions of the new unified Germany, too. From Saxony, Bavaria, the Rhineland, and, yes, Prussia, too.

They were a diverse company, especially politically, representing very conservative views and very radical ones. We even had a fair share of Marxists among these immigrants. But whatever their differences, most of these Germans had an aversion to the Blood and Iron (Blut und Eisen) policies of Bismarck, the man they called the “Iron Chancellor.”

Bismarck used his power to crush all domestic opposition. He ruled with an iron rod.

And he used the schools to impose his own brand of discipline on the German people.
He cowed the parents by conscripting their children into government schools taught by government-appointed teachers, following a Berlin curriculum. He legislated all this with his schulaufsichtsgesetz. That’s German for “School Administration Law.” And that’s bureaucratese for Common Core.

Oh, and Bismarck was big on STEM. Science, technology, engineering and math. His new German Reich astonished the world with its technical achievements. Drive your diesel-engine auto to get an X-ray and you’ll be benefiting from the amazing advances in science that Germany provided the world.

Bismarck was not so hot on literature, philosophy, history, and ethics. He said: “This is not a matter of right or wrong, but of force. And we have it.” So much for ethics.

If Americans loved the story of young George Washington and the cherry tree (no matter how much sophisticates snickered at it), Germans were taught to laugh at the cynicism and lies of the Iron Chancellor. He forged a cable from the theatrically absurd Napoleon III. Bismarck got what he wanted, an aggressive war with France. He used the Franco-Prussian War to forcibly unite the squabbling German states under his stern Prussian leadership.

Now what has all this to do with Common Core in America? It’s simple. Much of our criticism of Common Core has to do with the fact that it “dumbs down” the curriculum, that it will impose mediocrity on our students, that it will hamstring their striving for excellence. All this is true.

But what if the centrally-directed curriculum really was a first-rate academic curriculum?

What if those who are pushing us to race to the top could really deliver the goods? What if they kept their promise: If you like your curriculum you can keep it?

Wouldn’t our principled opposition to Common Core fade? No!

We oppose a national curriculum like that of Common Core, we oppose central control of education because it takes power away from local education authorities, from locally elected and responsive school boards, from parents and teachers and students, too.

We oppose the centralizers, the Prussians, because our wisest presidents opposed them. President Eisenhower and President Reagan firmly opposed federal control over education.

And don’t give us the “what about segregation?” rejoinder. Ike sent the 101st Airborne to Arkansas, Bill Clinton’s home state, to ensure that fundamental rights were respected. Apart from that, however, Eisenhower wanted Americans to run their own schools.

Bismarck’s plan of education brought about many advances, it is true. But it also subordinated the German people. Britain’s great prime minister, Benjamin Disraeli, wisely observed: “Bismarck made Germany great by making the Germans small.”

Louisiana Governor Bobby Jindal gets it right. So does Ohio Treasurer Josh Mandel. Both of these officeholders readily admit they were taken to school by the mothers opposing Common Core. These moms who took the trouble to inform themselves about Common Core are leading the opposition to it -- and politicians in both parties are beginning to sit up and take notic
We also admit that Common Core was slithering silently through state education offices on a track well-greased by foundation money before we ever heard of it. Some claim it was a state initiative. It was always a national scheme stealthily inserted into the states. Just Google: Garden, Eden.
  When you hear that 45 states signed up and were “on board” before any opposition arose to Common Core, take note. Does that sound American to you? We are a fractious bunch, to be sure. So were the Americans of the Revolution. So were the Athenians. So were the Florentines of Renaissance Italy. We have this quaint notion that we should govern ourselves.

Ronald Reagan said it well: “We the People” are the three most important words in the Constitution and ours is the only constitution in the world that begins with those powerful words.

“We are a people who have a government; it’s not the other way around,” said the Gipper. Reagan thought the appropriate appropriation for the federal education department was zero. And that’s how much he allotted for it in eight of his eight presidential budgets. You simply cannot say you oppose an unconstitutional, intrusive, and wasteful federal education department and yet support Common Core.

Common Core is dedicated to the idea that Americans, like those Prussians of 150 years ago, are subjects, not citizens. Jefferson disagreed. He was the first to write -- in an early draft of the Declaration of Independence -- that we are Citizens, not Subjects. He crossed out the word Subjects.

So should we. If you would like to remain Citizens of the Great Republic, Oppose Common Core!