Hashimoto plans to form new party in October

http://www.japantoday.com/category/politics/view/hashimoto-plans-to-form-new-party-in-october

OSAKA —

Osaka Mayor Toru Hashimoto, who quit the Japan Innovation Party with co-founder and Osaka Gov Ichiro Matsui last week over differences with the current leadership, told supporters over the weekend that he plans to form a new party based in Osaka.

Hashimoto will step down as Osaka mayor after his term expires in December. However, he said he wants to turn the Osaka Restoration Party into a national force that can make a strong challenge in next summer’s upper house elections, Fuji TV reported Sunday.

Hashimoto said he will not run as a candidate and added that this would be his last job in politics.

Hashimoto said he did not want to bring about the demise of the Japan Innovation Party. Nevertheless, Japanese media have speculated that some of the Japan Innovation Party’s Diet members (40 in the lower house and 11 in the upper house) may jump ship to join Hashimoto’s new party.

Hashimoto said the first big test will be whether Osaka Restoration Party candidates can win the Osaka mayoral and gubernatorial elections on Nov 22.

New lease of life for `Made in HK’

http://www.thestandard.com.hk/news_detail.asp?we_cat=4&art_id=160708&sid=45100449&con_type=1&d_str=20150831&fc=1

Harry Ng

Monday, August 31, 2015

A Hong Kong entrepreneur has moved his garment production from the mainland back to the SAR, in a reverse trend under a new business model to address social issues and generate profit simultaneously.

The business model “Creating Shared Value” was developed by Harvard University. Adopting the model, Grandion Industrial chairman Alan Cheung Yick-lun launched his relocation earlier this year, with the mission to revitalize “Made in Hong Kong” brands.

Cheung set up an 80,000-square-foot garment manufacturing base in Tsuen Wan, where young local designers unleash their creativity and their designs are promoted to Grandion customers.

Designers collaborating with the company for the first time get to keep all the profits from the project after expenses are deducted. It also employs more than 100 retired workers and new migrants with textile experience.

“We mainly hire local designers, older technicians and migrants from the mainland,” Cheung said. “Instead of competing for cheaper labor in the mainland, I am looking for a way to utilize local resources.”

He said his company invested HK$10 million to develop the project, and expects to generate sales of HK$100 million to HK$200 million.

Three of the four production centers are now operating.

The Social Innovation and Entrepreneurship Development Fund will host a forum of 100 local business leaders on September 9 to kick-start the Creating Shared Value initiative in Hong Kong.

The fund, under a Commission on Poverty task force, said only four of the 50 Hang Seng Index constituent companies could be considered for practicing shared value, but none are homegrown companies.

“Corporations practicing CSV do not only serve the shareholders, but they are responsible to all stakeholders in society,” said task force chairman Stephen Cheung Yan-leung.

Ottawa school board indoctrinating kids with transgender foolishness and propaganda

my future kid(s) is going to catholic school

 

https://www.lifesitenews.com/news/radical-ottawa-school-boards-transgender-draft-policy-blasted-as-frightenin

OTTAWA, August 20, 2015 (LifeSiteNews) – A radical draft policy being proposed for the Ottawa Carleton District School Board would inject “transgender” issues in every aspect of the curriculum, while students suffering gender dysphoria will be allowed to use the bathrooms and changerooms of their preferred gender, no matter their biological sex.

The district’s draft “Gender Identity and Gender Expression Guide to Support Our Students” tells Carleton school district staff and students that they will soon have to distinguish among sexual subgroups such as “androgynous, gender creative, gender independent, gender fluid, gender variant, gender diverse, gender non-conforming, intersex, two-spirit, transgender, transsexual or trans.” Students meanwhile, can choose to be referred to by their chosen pronoun, including “they, them, zhe, ze, and hir.”

But it’s the prospect of “transgender” boys who say they are girls sharing washrooms or changerooms with teenage girls that still triggers the most alarm.

“It raises the frightening prospect of putting a 14-year-old girl in a change room next to a trans person who is biologically male, who is attracted to females sexually and who outweighs her by 50 lbs,” James Doak, an Ottawa parent, told LifeSiteNews. “These guidelines are all about accommodating a minority, making its members feel cared for, but show no concern for anyone else.”

A leader of the parents movement to stop the introduction of Premier Kathleen Wynne’s radically pro-LGBTQ sex education curriculum, Jotvinder Sodji, agrees.

“This shows no concern for the rest of the class. If I have a 13- or 14-year-old daughter, and there is some boy pretending to be a girl who wants to change next to her or use the same washroom, I will not accept that as a father. There could be a disaster, there could be an assault. And if there isn’t, this girl is still not mature enough emotionally to deal with being exposed to that. We do not hand our children over to the school system for this.”

The draft guide makes it clear that only the “transgender” student can determine his or her gender—and his or her washroom. “All students,” it states, “have a right to safe restroom facilities and the right to use a washroom that best corresponds to the student’s gender identity and gender expression, regardless of the student’s sex assigned at birth. Requiring students to ‘prove’ their gender (by requiring a doctor’s letter, identity documents, etc.) is not acceptable. A student’s self-identification is the sole measure of the student’s gender. (editor’s emphasis).”

In one passage the guide allows that school administrators must “balance” the student’s needs with other factors, “including: the dignity of the person making the request; the goal of inclusiveness; health and safety concerns; the cost of the accommodation to the district and the effect of the accommodation on the district’s ability to fulfill its duties under district policies, the Education Act, and the Ontario Human Rights Code.”

The rights, needs, modesty and safety of other students are nowhere to be found on this list, or are they anywhere dealt with in the guide.

“This is trying so hard to be sensitive to the needs of so-called transgendered students,” said Gwen Landolt, vice president of REAL Women of Canada, “that it is completely insensitive to the needs of everyone else. It is totalitarian.”

Agrees Doak: “This whole gender ideology they are pushing is completely disrespectful of people of traditional values. It’s radical and not based on biological science.” Doak and Landolt both argue that there is no science behind the ideas that there are more genders than male and female nor that people can change their gender or be born in the “wrong” gender.

“It’s shame and a fraud,” said Landolt. “You can’t change your gender by cutting off parts of your body. Supporting these children in the belief they have a gender different from their biological one is so harmful to them.”

Landolt noted that the vast majority of people confused about their gender in their teens outgrow their uncertainty in a year or two. To redesign the school system to reinforce them in their confusion “for the sake of being trendy, it is very dangerous and could do permanent injury.”

The adroit use of gender-neutral washrooms proposed in one Ottawa Carleton school for male-to-female “transgender” students is by no means mandated for all. According to the draft guide: “Use of an all-gender single stall washroom is an option students may request, but should not be imposed upon a student by the school because of the student’s gender identity.”

The guide also calls for a thorough de-gendering of day-to-day classroom and hallway practices. Lineups and other groupings by gender are to be avoided, for example. But more troubling in the eyes of some may be the decree that “curriculum and classroom materials and activities contain positive images and accurate information about history and culture which reflects the accomplishments and contributions of transgender and gender diverse people.”

Math students will be told that the empirical evidence that there are more males than females to be found among the highest mathematics achievers, and among the lowest, is wrong. According to the guide, they will be assigned to prove that girls are just as good as boys in math.

Language studies will be revamped to enable transgender students to be referred to by the pronouns they prefer. “Students who wish to use gender diverse pronouns such as ‘they,’ ‘them,’ ‘zhe,’ ‘ze,’ ‘hir,’ to identify themselves will be accommodated.”

Meanwhile Native Studies, Shop, Science, and Social Studies must all play their part in supporting belief in “the range of human diversity, including, but not limited to: a range of bodies, a range of sexes, a range of gender identities and gender expressions, and a range of sexual orientations.”

Nobody with the Ottawa Carleton District School Board would discuss the draft gender guide with LifeSiteNews. A communications officer stated, “While a duty of all school districts under the Ontario Human Rights Code, the OCDSB is committed to ensuring that every student feels safe, welcome, and ready to learn in our schools. The document is currently in draft form. It will be shared with trustees and schools in the fall of 2015.”

 

 

Professors at Washington State University threaten bad grades for saying ‘illegal alien,’ ‘male,’ ‘female’

http://www.campusreform.org/?ID=6770

Multiple professors at Washington State University have explicitly told students their grades will suffer if they use terms such as “illegal alien,” “male,” and “female,” or if they fail to “defer” to non-white students.

According to the syllabus for Selena Lester Breikss’ “Women & Popular Culture” class, students risk a failing grade if they use any common descriptors that Breikss considers “oppressive and hateful language.”

The punishment for repeatedly using the banned words, Breikss warns, includes “but [is] not limited to removal from the class without attendance or participation points, failure of the assignment, and— in extreme cases— failure for the semester.”

Breikss is not the only WSU faculty member implementing such policies.

Much like in Selena Breikss’s classroom, students taking Professor Rebecca Fowler’s “ Introduction to Comparative Ethnic Studies” course will see their grades suffer if they use the term “illegal alien” in their assigned writing.

According to her syllabus, students will lose one point every time they use the words “illegal alien” or “illegals” rather than the preferred terms of “‘undocumented’ migrants/immigrants/persons.” Throughout the course, Fowler says, students will “come to recognize how white privilege functions in everyday social structures and institutions.”

indoctrinating children in Canadian kindergarten

http://www.thespec.com/news-story/5809376-kindergarten-teacher-challenges-gender-norms/

Key Straughan was a kindergartener when he realized he was different.

In one kindergarten classroom, the children sat on a pink carpet. In a neighbouring class, the carpet was blue.

Straughan had been taught that pink was for girls and blue was for boys, but even then, he didn’t identify with either.

“I remember thinking, ‘There are two rooms — one with a pink carpet and one with a blue carpet. And I can play where I want in a way that other kids can’t,'” said Straughan. “I kind of realized that that was different. I totally got the idea that I’m an in-between person. I can play in either room.”

Straughan, who identifies as transgender, is now a kindergarten teacher himself — one of the few openly trans teachers in the Hamilton-Wentworth District School Board.

This month, the Elementary Teachers’ Federation of Ontario awarded Straughan with its 2015 Rainbow Visions Award for his work in developing materials and practices that promote the inclusion of people who are lesbian, gay, bisexual and transgender.

This September will mark the first year Straughan’s students refer to him as “Mr.” when he moves to Queen Mary School with the closure of Roxborough Park. Straughan, who’s biologically a woman but transitioning to a male identity, has always been known to her students as “Ms”.

Though Straughan says he would prefer not to closely identify with either gender — an impossibility when you’re a schoolteacher — he says it’s important to represent the trans community to students. Using “Mr.” makes his trans identity more visible, Straughan says.

“I feel like it’s so important for me to be seen because I didn’t see anyone like me,” he said. “I feel like the people who are gender independent, or just different, can see me and that would be helpful.”

In his classroom, Straughan uses drama to encourage students to think about what gender means. Straughan used costumes, props and dolls — including a princess dressed in a business suit — to help challenge students’ notions of gender.

A key part of this experience was a character Straughan developed named Paul. One day in October 2013, Straughan spontaneously put on some glasses and a bowling shirt with the name “Paul” embroidered on the chest and began speaking in a man’s voice and making funny gestures. In that moment, Straughan’s “kinder drag alter ego” was born.

“I put the shirt on and said I was Paul — and, therefore, I was. It’s the principle of, ‘it’s not how I look, it’s not how closely I fit into your idea of what I should be’ — but what I say I am.”

After that day, Straughan would occasionally dress as Paul — often at the request of his students. Children would ask Straughan to “be Paul today” and would plan surprise parties in his honour to make him appear.

Paul became an entry point into conversations about gender. Straughan encouraged his students to think about what a boy or a girl could look like or what clothing they would choose. They had discussions about how Paul was a boy, but had long hair or wore earrings.

“I didn’t want to do anything that would interfere with their learning or might upset parents. And I have to say that parents have been crazily supportive,” he said.

The Hamilton-Wentworth District School Board has a gender equity directive that outlines the board’s approach to creating a safe and fair environment for students and staff.

It states that the board will “strive to ensure that all forms of stereotyping, prejudice, discrimination, sexism, and violence against all genders, in particular, girls, women and transgender persons, are challenged and eliminated.”

Sharon Stephanian, the superintendent of leadership and learning responsible for equity issues, says there’s no specific policy that governs when students should begin learning about gender issues.

“As an inclusive community, we strive to create environments that represent and celebrate the diversity of our students and staff,” she said.

Often, Straughan’s students asked for Paul when they needed help with typical male activities — building a fort, for example. Straughan would then challenge his students by failing at the task, then telling students that “Ms. Straughan” would have to come back to help.

He also encouraged his students to use their dress to express themselves. Some children came to class dressed in costumes — a lion or a dancer — simply because they “felt like it.”

“It looks like we’re having a party at all times — which in some ways we are. But we’re still doing our math and our reading,” he said.

Paul became so meaningful in Straughan’s life that he changed his middle name to reflect his “kinder drag alter ego.”

“This is so important to my personal development and what I was doing in education,” he said. “And it was the name the kids gave me. So kindergarteners are sort of an integral part of my identity.”