CONTENT
- Don't be German!
- Brainwashing in schools!
- Protect the children!
- Explaining aerosol clouds!
1. Don't be German!
Normalization means the conjunction of the modified sky images with good feelings, beginning with the childhood.
Germans "like ever" pioneer the path! Because "Ordnung muss sein!"! If all have to jump over the clips, the German lemmings have to be the first, deliver the best method and technology "Made in Germany" and have to overtake all the other lemmings.
Germans are so deadly fanatics, that they would do everything to save the climate!
The degree of dumbification correlates with the degree of debt bondage, which is why the US population is leading in both cases, but the Germans still have a high degree of cockiness and arrogance. These bad qualities are less apparent in other nations.
The whole package makes the Germans particularly dangerous and at the same time endangered, as the Germans continually run against their nemesis, with full enthusiasm and derogatory consideration and treatment of the others.
At the moment the Germans are "world champions" in "environmental protection", "climate protection", "spread of democracy", "homophilia", genderism, normalization of perversion, green fascism, "human rights", destruction of industrial culture, which make them the greatest enemies of mankind, the environment, even the whole life on Earth.
Never trust a German who wants to save the world! Repeat Your history lessons!
Carthage Syndrome! Water & Carbon Empire! Island-Mainland concept!
GERMANIAM ESSE DELENDAM!
Ugly face of the Greens! The pedophile agenda of the Greens.
2. Brainwashing in schools!
A very good explanation of the systematic implementation of Climate Agenda can be found in the following document, which I partly quote here:
CLIMATE CONTROL
Brainwashing in schools
Andrew Montford and John Shade
Foreword by Professor Terence Kealey
ISBN 978-0-9573880-4-8, c Copyright 2014 The Global Warming Policy Foundation
"Foreword
Politicians and political activists have always wanted to control the schools, for
obvious reasons. St Francis Xavier of the Jesuits may or may not have said ’give
me the child until he is seven and I’ll give you the man’ but too many politicians
have wanted the child until he or she is seventeen, just to make sure."
"Executive summary
We have found examples of serious errors, misleading claims, and bias through
inadequate treatment of climate issues in school teaching materials. These
include many widely-used textbooks, teaching-support resources, and pupil
projects.
We find instances of eco-activism being given a free rein within schools and at
the events schools encourage their pupils to attend. In every case of concern,
the slant is on scares, on raising fears, followed by the promotion of detailed
guidance on how pupils should live, as well as on what they should think. In
some instances, we find encouragement to create ‘little political activists’ in
schools by creating a burden of responsibility for action on their part to ‘save
the planet’, not least by putting pressure on their parents."
"How did we get to here?
The impetus to put the environment and sustainable development at the centre of the education agenda can be traced back to the early 1970s. In these
early days of the modern environmental movement, the UN’s Stockholm Conference of 1972 concluded that environmental education was ‘essential in order to broaden the basis for. . . enlightened opinion and responsible conduct’. By 1976, such ideas had taken hold, and an international conference on environmental education was held in Belgrade to plan the way forward. At its conclusion, the Belgrade Charter was issued, stating that the aim of environmental education was the development of a world population that was educated
about the environment, had ‘strong feelings of concern for the environment
and the motivation for actively participating in its protection and improvement’.
The implication of the Charter appeared to be that environmental education
should incorporate both provision of information about the environment and
a large element of proselytising, and this impression was reinforced by a joint
10
Climate Control
UNEP/UNESCO conference the following year in Tbilisi, which saw the objective of environmental education as the creation of ‘new patterns of behaviour
of individuals, groups, and society as a whole towards the environment’. It
called for governments to
- ‘sensitise public opinion to environmental problems. . .
- encourage action within the family and
- in. . .pre-primary education. . .
- organise systematic action in primary and secondary education. . .[and]
- seek, by means of environmental education,
- gradually to transform attitudes and behaviour’."
"Children as political tools
This revolution in the purpose of education appears to be not only concerned
with changing the way children think but also about changing the behaviour
of adults, using their children as a lever. The chairman of the IPCC, Rajendra
Pachauri has suggested that a focus on children is the top priority for bringing
about societal change, and that by ‘sensitising’ children to climate change, it
will be possible to get them to ‘shame adults into taking the right steps’. Pachauri’s ideas are echoed in UNICEF’s manual on climate change education,
which, it is claimed, is about helping children to become ‘agents of change’.
The EU, meanwhile, has funded schemes aimed at promoting the standard,
narrow ideas about climate change and its causes in schools. Their explicit
wish is to ‘link students in both primary and secondary schools across Europe
to discuss, engage and commit to undertake actions to limit the change in
climate’.
One result was a programme at the Institute of Education at the University of
Reading, which it described as follows:
The Institute of Education at the University of Reading is welcoming more than 300 school children for an exciting and innovative programme of climate change activities, which combine science, maths, history and modern languages.
Councils across the UK have decided to try to use ‘pester power’ as a way of
changing the behaviour of the ratepayers. For example, in Southwark, the
council’s Environment Subcommittee recommended:
That the Executive Member for Environment in collaboration with the Executive Member for Education make use of the potential of schoolchildren’s ‘pester power’ to promote energy efficiency (particularly) in existing homes.
In a leaflet sent to Glasgow schools by the city council, children were encouraged to write to politicians and to pester parents about their use of cars (see
Appendix A18)."
All kinds of perverts, psychopaths, fanatics, greedy, tax-evaders, imperialists and corporatists are always persecuting our children. By manipulation the children, they create yet another fake reality of "new normal".
Climatism propaganda in German-Austrian TV
(3sat nano 22 Juni 2015 )
Brainwashing by "Ministeriums für Umwelt, Naturschutz, Bau und Reaktorsicherheit" [Department of Environment, Nature Protection, Building and Power Plant Security] of BRD (Germany):
Mein Klimaschutzprogramm
Klimaschutz-Videos
Klimaschutz-News
Klima-Quiz
Chemtrail dumbification in Berlin!
That we may consider it as normal! - Chemtrails
Haarp, Chemtrails, they are manipulating our children! Schoolbooks!
ChemTrails HAARP in den NEWS im TV!!! v3
Die PHARaonen ¨kündigen im TV ALLES an!
Chemtrails in der Zeichentrick Serie "The Avengers"
Damit die Kinder auch glauben es wäre normal
Schauerliche Chemtrails O2 Werbung - was wollen sie uns DAMIT sagen
Die Konditionierung Von Kindern In Werbung Spielsachen .Zum Thema Chemtrails
WWF advertisement for Chemtrail-Genocide Part1
WWF advertisement for Chemtrail-Genocide Part2
It is inevitable to assume that "Over the Hedge" is made only for chemtrail marketing, if You concentrate only on the sky images throughout the film. Following three pictures were taken from the TV-screen.
Some examples from the animation film "Avengers" from following blog:
http://actu-chemtrails.over-blog.com/2014/03/chemtrails-subliminaux-dans-avengers-l-équipe-des-super-héros.html
4. Explaining aerosol clouds!
The following pictures show the sky, most of the people already deem as "normal". Do You have a memory how it looked before 1996 ? Look at the old air-show videos, maybe You have Your own image documents from the time frame!
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| Under such a Chemtrail-Blanket at a height beginning at ca. 6km it is not possible for normal thermal clouds to accumulate and grow. |
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| Here You see the perfectly completed Chemtrail-Blanket and in the horizon also its end. The whole sky is patterned with long stable trail-clouds based on chemical condensation cores. |
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| Another view to the Chemtrail-Blanket, which is accumulating the heat beneath itself, like every blanket. |
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| The blue colour of such chemtrails shows their metallic, possibly aluminum material. With a LIDAR scanner the expert could detect every material, without flying into the airspace. Why don't they do that? |
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| A sky full of different stages of Chemtrail-Clouds. Such clouds are similar to the natural Cirrus-Clouds, they could also be called artificial Cirrus-Clouds. It is water-farming in the atmosphere, very similar to the farming on the surface of the earth. |
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| Do You think, that this can be natural, the shape of the cloud and colours. I hope, they You are educated enough to now that this is not a rainbow. |
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| Look, this Chemtrail is not blue, also the dispersion shape is different, possibly sulphur-dioxide. Again the strange colouring of the Chemtrail-Cirrus-Cloud. |
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| A zoom in to the dispersing and growing Chemtrail-Cloud. |
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| Here You see the trimming of such a Chemtrail-Cloud by HAARP-Radiation. Please look at the picture in full-size to see the wave structure. |
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| The next stage in the evolution of a Chemtrail-Cloud. It has collected a lot of humidity and sunk down a few. The next level of the Chemtrail-Blanket is in buildup, new Chemtrail are visible. One non-spraying airplane is flying over. |
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| The artificial Chemtrail-Cirrus-Clouds in a further stage and the new Chemtrails above. |
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| The nice yellow of sulphur?! |
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| The traces of Chemtrails become more visible in the evening. |
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| An older Chemtrail-Blanket! It is serving as a water storage at this stage and will be lifted to a higher level by the next Chemtrail-Blanket. |
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| A pale blue sky, with new Chemtrails. |
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| It this a normal sky for You? Should it not look blue between white clouds? |
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| Don't You wonder about the shape of the clouds? Do You know the difference in the creation of Coummulus and Cirrus? |
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| Look at the HAARP-Waves. Who and how are they made? Why is there a curtain hiding the sun? |
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| Why is the sky so hazy and dirty? Where are the normal thermal cloud? |
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| Don't You miss the direct sunlight? Do You know that the sunlight is nourishing us with vitamin-D, serotonin etc. ? Curtaining the sunlight affects every living creature! |
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Don't deem this sky as normal! Take back Your memory how a natural sky should look! WAKE UP, LOOK UP and LEARN about the basics of METEOROLOGY? Don't let a stupid marketing campaign to FOOL YOU! |
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