#cambodia — Public Fediverse posts

Svay Chek, Cambodia
A ‘waiting village’ constructed by the government of more than 3,000 houses. The village is the temporary home for people who fled last year’s border conflict with Thailand.

Photograph: Suy Se/AFP/Getty Images

#photography
#Cambodia
#housing
#houses

Svay Chek, Cambodia
A ‘waiting village’ constructed by the government of more than 3,000 houses. The village is the temporary home for people who fled last year’s border conflict with Thailand.

Photograph: Suy Se/AFP/Getty Images

#photography
#Cambodia
#housing
#houses

Svay Chek, Cambodia
A ‘waiting village’ constructed by the government of more than 3,000 houses. The village is the temporary home for people who fled last year’s border conflict with Thailand.

Photograph: Suy Se/AFP/Getty Images

#photography
#Cambodia
#housing
#houses

Svay Chek, Cambodia
A ‘waiting village’ constructed by the government of more than 3,000 houses. The village is the temporary home for people who fled last year’s border conflict with Thailand.

Photograph: Suy Se/AFP/Getty Images

#photography
#Cambodia
#housing
#houses

Svay Chek, Cambodia
A ‘waiting village’ constructed by the government of more than 3,000 houses. The village is the temporary home for people who fled last year’s border conflict with Thailand.

Photograph: Suy Se/AFP/Getty Images

#photography
#Cambodia
#housing
#houses

AVIAREPS named Air Cambodia’s cargo GSSA in Japan

AVIAREPS has been appointed as the Cargo General Sales & Service Agent (Cargo GSSA) for Air Cambodia in…
#EuropeSays #Japan #JP #AirCambodia #aircargo #aircargoGSSA #AVIAREPS #Cambodia #cargoroutes #Cargosales #china #Nippon
https://www.europesays.com/japan/86065/

Cambodian families forced to flee last year's deadly border clashes with Thailand now live in "waiting villages" built by the government, but most of them just want to go home. https://www.japantimes.co.jp/news/2026/09/04/asia-pacific/politics/cambodians-displaced-thailand-border/?utm_medium=Social&utm_source=mastodon #asiapacific #politics #asia #southeastasia #cambodia #thailand

Secondly, look at #Cambodia #Laos #Mongolia #Bangladesh #Bhutan , did anyone expect them to join #EurovisionAsia? It's mainly about a competition about broadcasters.

Think about it. It will cost them a lot. Yet these countries are not afraid to take it head on with powerhouses like the Philippines,

Walking the messed-up Cambodian streets, same broken footpaths as the rest of SEA, but different vibe. Relaxed. Slow. In tune. No more meditating at home with eyes closed.

I do it eyes open in the busy marketplace. Ten months in and I finally feel real rapport. Calm amongst the chaos. Like I belong. What I needed wasn’t to shut the world out. It was to open to it.

https://whothefami.substack.com/p/in-tune-on-messed-up-streets

#SoutheastAsia #Cambodia #OpenAwareness #SlowTravel #Belonging

@threadinburgh.scot
Love these unusual product juxtapositions. Here's one from Kep, Cambodia: "Clean Moto, Cut Hair".

The photo is c.2011.

#Signs #SignPainting #Kep #Cambodia #Khmer

Vietnam Attracts 416,000 Visitors From The Philippines During First 7 Months Of 2026

Among the fourteen million foreign tourists Vietnam attracted during the first seven months of 2026 are visitors from the Philippines totaling 416,000, according to report by VnExpress. The authorities have described the Philippines as having the biggest increase among Southeast Asian markets.

The 416,000 of Philippine visitors is significant as there were over 480,000 Filipinos who visited Vietnam in the entire year of 2025. It is recalled that Filipino interest in visiting Vietnam has been strong and the governments of the two nations agreed to cooperate on tourism and air connectivity. As a tourist destination, the Philippines has been very weak attracting only 5.94 foreign tourists in 2025. Vietnam attracted over 21 million foreign tourists that same year.

To put things in perspective, posted below is an excerpt from the news report of VnExpress. Some parts in boldface…

The number of visitors from the Philippines to Vietnam jumped 63.6% year-on-year between January and July to 416,000, the biggest increase among Southeast Asian markets.

In the region, there were huge increases also in the number of arrivals from Cambodia, Singapore, Indonesia, and Malaysia. They increased by 40.8%, 31%, 27.3%, and 21.6%, according to the General Statistics Office.

The tourism industry attributed the jump in the number of visitors from Southeast Asia to a rapidly expanding flight network and growing demand for intra-regional travel.

Indonesia AirAsia launched a direct flight connecting Bali (Denpasar) and Da Nang on March 20 while Vietjet launched a direct route connecting Da Nang and Jakarta on April 29.

In March, Philippines AirAsia launched a new direct route linking Da Nang with Manila in the Philippines.

Let me end this piece by asking you readers: What is your reaction to this development? Considering the strong Filipino interest on visiting Vietnam, would you be surprised to see Vietnam attract 1,000,000 visitors from the Philippines by the end of this year? What do you think makes Vietnam a special travel destination for Filipinos?

You may answer in the comments below. If you prefer to answer privately, you may do so by sending me a direct message online.

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Thank you for reading. If you find this article engaging, please click the like button below, share this article to others and also please consider making a donation to support my publishing. If you are looking for a copywriter to create content for your special project or business, check out my services and my portfolio. Feel free to contact me with a private message. Also please feel free to visit my Facebook page Author Carlo Carrasco and follow me on Twitter at @CarloCarrascoPH as well as on Tumblr at https://carlocarrasco.tumblr.com/ and on Instagram athttps://www.instagram.com/authorcarlocarrasco

13.9 Million Foreign Tourists Arrived In Vietnam During First 7 Months Of 2026

With tourism industry of Vietnam is undeniably growing rapidly as almost fourteen million foreign tourists arrived there during the first seven months of 2026, according to report by VnExpress.

To put things in perspective, posted below is an excerpt from the news report of VnExpress. Some parts in boldface…

Vietnam welcomed 13.9 million international arrivals during the first seven months this year, up 13.8% from a year earlier, as the country’s image as a safe and stable destination continued to attract travelers amid geopolitical tensions worldwide.

In July alone, the number of foreign visitors to Vietnam reached 1.67 million, down 0.7% year-on-year, according to the General Statistics Office (GSO).

Mainland China remained the largest source of visitors so far this year with 3.08 million, followed by South Korea with 2.38 million.

The rest of the top 10 were Russia, Taiwan, the U.S., Cambodia, India, Japan, the Phillippines and Australia.

Let me end this piece by asking you readers: What is your reaction to this development? Considering how many foreign tourists it attracted so far this year, do you think Vietnam will eventually hit 24 million foreign tourist arrivals by the end of 2026? Do you think the new Long Thanh International Airport will somehow help attract a large number of overseas travelers once it starts operating this December?

You may answer in the comments below. If you prefer to answer privately, you may do so by sending me a direct message online.

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Thank you for reading. If you find this article engaging, please click the like button below, share this article to others and also please consider making a donation to support my publishing. If you are looking for a copywriter to create content for your special project or business, check out my services and my portfolio. Feel free to contact me with a private message. Also please feel free to visit my Facebook page Author Carlo Carrasco and follow me on Twitter at @CarloCarrascoPH as well as on Tumblr at https://carlocarrasco.tumblr.com/ and on Instagram athttps://www.instagram.com/authorcarlocarrasco

The Killing Fields is getting a new 4K release. Details here https://bit.ly/4wCguRZ

#TheKillingFields #film #4K #Cambodia #SamWaterston #HaingSNgor #RolandJoffe #Bluray #JohnMalkovich #JulianSands

#Zoonotic neglected tropical #diseases at the animal-human interface in the Greater #Mekong Subregion: Two decades of surveillance in #Laos and #Cambodia, https://etidiohnew.blogspot.com/2026/07/zoonotic-neglected-tropical-diseases-at.html

Around the World: A Map of Stories

Jump to stories from Ireland, Poland, Germany Romania, Papua New Guinea, Cambodia, Rwanda, United States

Storytelling through the Ages

People have been telling stories for centuries. More than four thousand years ago, in the river valleys of ancient Mesopotamia, someone pressed a reed into wet clay and preserved a story. The names were Enmerkar and Gilgamesh. The cities were Uruk and Aratta. The world around them has altered almost beyond recognition, but the questions within their stories have not. What do we owe one another? What does power cost? What happens when someone we love is taken from us? How do we carry grief, and how do we continue when we cannot undo what has been done?

But that is just where written stories began.

Oral storytelling has no known start date but researchers concur that Aboriginal Australian traditions describe coastal geography that has been underwater for roughly 7,000–10,000 years — sea-level rise after the last Ice Age — with enough accuracy that geologists have used them as data. And then you have the whole Seven Sisters story. It’s about the Pleiades constellation and it appears in very similar forms across Australian, Greek and other cultures. Some researchers argue that, because the form is fairly consistent across cultures, it might have come from a common story told before people left Africa. That could be as old as a hundred thousand years.

Stories have crossed borders since before borders had their present names. They have traveled on clay, papyrus, parchment, paper, memory, breath, and song. Their landscapes change. Their human heart does not. Whether it’s looking up into the night sky and creating tales from the constellations or fingers racing across a keyboard while the rest of civilization sleeps, you might argue that storytelling is part of humans’ DNA.

The word story comes from the Old French word estorie and that means history. The word history comes from Latin historia which means “history” or “account” and, if you trace that, you find that in Ancient Greek, historia means “knowledge gained from inquiry.”

A story, then, originally was a way to share accounts of what happened: births, deaths, war. Births, deaths, war are events that shape who we are both as a culture and as individuals carrying a heartbeat. Births, deaths, war had life-altering consequences for our ancestors and produced the same emotions thousands of years ago as they do today: joy, concern, anxiety, fear, anger, passion, love, sadness. The accounting of these events had meaning to the listener. As stories evolved from a reporting of facts to narratives, they provoked thought, inspired real change (Uncle Tom’s Cabin is one readily available example historically; The Holocaust: A History of the European Jews by Martin Gilbert is a personal example of how a book can change a life), offered an escape from stress, and built connections that lasted long after the final page.

Reading has been foundational for me. Non-fiction works, such as that on the Holocaust, taught me to believe I could survive abuse because others had survived places like Auschwitz. Scripture has given me a lifeline and taught me that, even on my worst of days, I am loved. Early books like The Baby-Sitters Club series taught me that reading can make you laugh hysterically (um…Stacey’s Big Crush was about a girl who had a serious crush on her student teacher and I read this days after I sent a perfume soaked love letter to my teacher, so…) and cry with your whole heart (Claudia Says Goodbye made me think of my great-grandmother, Mama O). Later, Judith McNaught (especially Almost Heaven and Whitney, My Love) and Danielle Steel (The Ring in which Ariana experiences brutality by the Nazis and then falls in love with a Nazi. Light in darkness which is basically my whole universe in a nutshell) would lay out convincing arguments that helped me believe in good men. For a survivor of rape, that feat cannot be underestimated.

Stories matter.

The Map of Stories

Half of my current catalog features stories set in far away lands; half are set within the United States. Below is a brief context of the geographical location during the time of the story I wrote there. I hope it helps connect truth with fiction. This map follows some of the places my own stories have taken me, not because Rwanda is the same as Cambodia, or Poland the same as Papua New Guinea, but because human beings everywhere have loved, feared, endured, betrayed, protected, remembered, and reached for one another in the dark.

Ireland, around 1 BCE

A world measured in cattle, kinship and the price of a face

Ireland in the Iron Age was not one country.

There was no national government, no single throne ruling the whole island, no border separating north from south in the way we understand borders now. The land was divided among many small kingdoms and peoples, each bound to a territory, a ruling family, neighboring allies, inherited enemies and the long memory of who had harmed whom. A person belonged first to kin and place: to a household, a wider family group, a local ruler, a river valley, a grazing ground, a stretch of bog whose paths were learned so early they became part of the body.

Identity did not begin with the individual. It began with whose child you were.

The Ireland of this period was rural, agricultural and dependent upon animals, especially cattle. Cows supplied milk, food, leather and wealth; they could represent payment, status and security. Land mattered, but cattle moved through it, multiplied upon it and made power visible. A wealthy man’s importance could be seen grazing beyond his house. A poorer family’s vulnerability might be counted in the animals it did not possess.

Almost everything could be measured.

A field could be measured. A herd could be counted. An injury could be valued. A life could carry a price.

Much of what we call Brehon law survives in manuscripts written centuries later, largely during the seventh and eighth centuries CE, so we cannot lift those rules whole and lay them unquestioned over a woman living around 1 BCE. The law texts describe a later Ireland, shaped by older custom but also by centuries of change and Christian influence. They are a window, not a photograph. Still, the social world they preserve, one organized through kinship, rank, property, compensation and honor, likely grew from structures with much deeper roots.

There were few prisons waiting behind stone walls. Justice was often concerned less with punishment by the state than with restoring the balance between families. A wrong created a debt. An injury demanded compensation. The amount depended not only upon what had happened, but upon to whom it had happened.

Every free person possessed an honor-price, later called lóg n-enech: literally, the price of the face.

It represented reputation, standing and legal worth. The higher a person’s status, the more costly it was to insult, injure or dishonor him. Rank determined whose word carried weight, which agreements a person could make and how much compensation was owed when that person was harmed. Later law assigned women honor-prices connected to the status of fathers, husbands or guardians, although women with substantial property could possess greater legal authority within marriage. Even worth, then, was not entirely one’s own. It traveled through family lines, marriage arrangements and ownership.

The law could recognize harm done to a woman.

It could demand payment for assault, sexual violence or unlawful injury. It could permit separation under certain conditions. Some forms of marriage allowed a woman property and contractual influence; a woman who entered marriage with wealth might possess considerably more authority than one who brought little. Early Irish law was complicated, sometimes offering women protections unusual beside those found elsewhere, while still locating most women inside a deeply hierarchical and male-governed structure.

The existence of a remedy did not guarantee rescue.

A law could say a woman had been wronged while her father worried about alliance, cattle or reputation. A judgment could assign a fine while leaving her to sleep beside the man who had hurt her. A community might know what happened inside a marriage and still decide that keeping the household intact mattered more than what the household was doing to the woman inside it.

A price is not the same thing as protection. Two thousand years later, America has laws designed to protect those who are hurt within a home. However, some of those protections do not prevent the abused from being harmed even after naming the abuser and seeking legal protection.

In Brehon law, a price merely tells us what must be paid after protection has failed.

Affection may have existed. Desire certainly did. People laughed, flirted, quarreled, touched beneath blankets and chose one another when choice was possible. But marriage could also be strategy.

A daughter might strengthen a relationship between families. Her fertility might ensure heirs. Her labor would sustain the household: preparing food, tending children, milking animals, making and mending textiles, gathering fuel, helping preserve what had to last through winter. Her life was intimate and necessary, yet necessity did not automatically become authority.

A woman could be indispensable and still not be free.

Most people lived in small settlements or dispersed farmsteads rather than cities. Archaeology gives us a quieter Iron Age Ireland than the one later legend would paint, with its great warriors and blazing royal halls. Settlements have left fewer obvious traces than the island’s monumental earlier ages, while major ritual and political landscapes such as Tara and Rathcroghan continued to hold importance. The period’s surviving objects reveal skilled metalwork, imported goods, weapons, feasting equipment, horse gear and ornaments shaped by contact with wider European artistic traditions.

That contact matters.

Iron Age Ireland was an island, but it was not sealed away from the world. Objects, artistic ideas and perhaps people crossed the sea. Roman Britain lay beyond the water. Continental styles reached Irish craftspeople and were made into something distinctly their own. Gold, bronze and iron carried evidence of travel even when the people who touched them left no written names behind.

And everywhere, there was water.

Rivers were roads, boundaries and sources of life. Wetlands supplied reeds, fuel, food and passage, but they also occupied the border between safe ground and ground that moved beneath the feet. Bogs did not behave like ordinary land. They swallowed paths, preserved wood, darkened water and held objects for centuries without returning them.

People placed precious things into watery places: weapons, ornaments, tools, vessels, harness fittings, butter and objects whose value makes accidental loss difficult to believe. Bogs, lakes, rivers and shorelines appear to have held ritual significance, receiving offerings whose precise meanings are now beyond recovery.

Sometimes they received people.

Irish bog bodies bear evidence of violence: wounds, strangulation, cutting, mutilation and deaths that appear deliberate. Older interpretations often connect some of these killings with sacrifice, kingship, failed harvests or ritual boundaries, but every body does not yield one certain explanation. The peat preserves the result more readily than the motive. We can see what was done. We cannot always know why.

In October 2023, workers harvesting peat near Bellaghy in County Derry uncovered human remains.

The body had survived for roughly two thousand years.

Further analysis showed that the remains were likely those of a young woman between seventeen and twenty-two years old, approximately five feet six inches tall. Her throat had been cut. She had been decapitated, and her head was taken away. Her body was placed upon a mossy surface rather than sunk into an open pool; a woven item of plant fiber remained beneath or around her lower body. She is now known as the Ballymacombs More Woman because whatever name her mother once used, whatever name friends called across a field, whatever name she might have whispered when asked who she was, did not survive with her.

We know her age. We know her approximate height. We know how blood left her body. We do not know what made her laugh. We do not know whether she went willingly onto the bog, whether she was carried, chased, condemned, punished or sacrificed. We do not know whether someone mourned her, whether another person searched for the missing head, whether those responsible returned home and ate beside the fire as though an ordinary day had passed.

The bog kept her body.

History did not keep her name.

What makes this story different is that the past does not remain safely buried in the past.

That is where Móin & Marrow  begins: in the space between evidence and imagination, between what history can prove and what story can restore.

Bréaca grows up among the Corcu Móinraige, the fictional seed of the bog, in a valley where cattle mark standing, kinship shapes possibility and a woman’s worth can be spoken as a number. She is tall, fast and wild enough to believe the cliffs belong to anyone brave enough to climb them. She gathers bog cotton, runs the riverbanks and has not yet learned that freedom can be narrowed slowly, through marriage, explanation, reputation and the quiet agreement of people who insist they would help if helping did not cost so much.

When Éogan hurts her, he does not stand outside the order of her world.

He understands it.

He knows which bruises can be explained, which witnesses will look down, which relatives will choose the family name, and how easily a woman’s suffering can be turned into a domestic disagreement that respectable people need not enter. Bréaca’s world has laws. It has judges. It has compensation and rules intricate enough to assign value to nearly everything.

What it does not give her is certainty that anyone will come.

So the river remembers what people forget.

It remembers the child racing beside it before obedience entered her body. It remembers the woman learning to watch a man’s jaw for weather. It remembers every time she stood near the water and imagined that movement might still be possible.

We have always told stories. Before books, before paper, before written language, we carried them through voice, ritual, memory and the objects we left behind. Sometimes the body itself becomes the final page.

Bréaca’s story is fictional, but the questions are not. Who was she before violence reduced her to remains? Who loved her? Who failed her? What did she fear, hope for, believe she might still escape?

The novel cannot give the real young woman back her name.

It can refuse to let her death be the only story she has.

You can follow the tide here

Poland, Late Nineteenth Century

A country kept alive without a border

In the late nineteenth century, Poland existed everywhere except on the map.

More than a hundred years earlier, its neighboring empires had divided the country among themselves, cutting the land into portions claimed by Russia, Prussia and Austria until, in 1795, Poland vanished as an independent state. A person could be born Polish, speak Polish, pray in Polish, sing the old songs and bury generations of family beneath Polish soil, yet carry papers declaring that she belonged to another empire. By the time Whisperroot takes place, no child living there had ever seen an independent Poland. Their grandparents might not have seen one either.

But a country does not disappear merely because someone draws a line through its name.

It survived in language spoken quietly at kitchen tables; in prayers, recipes, lullabies and stories repeated often enough that children could carry them after the adults were gone. It survived in Catholic churches and Jewish synagogues, in village customs, seasonal rituals and folk beliefs older than the governments attempting to replace them. It survived because ordinary people kept choosing to remember themselves.

The experience differed depending upon which power controlled the land. In the Russian partition, Polish political life was restricted and the Russian language pushed into schools and public institutions. In Prussian-controlled regions, Germanization sought to reshape language, education and ownership. Austrian Galicia permitted somewhat more Polish cultural expression, but it remained one of Europe’s poorest regions, where hunger, disease and migration pressed hard against rural families. Poland had been divided not only by borders, but by different laws, currencies, school systems and authorities. A family traveling far enough across its own homeland could cross into another empire without ever believing it had left Poland.

Industrial cities were growing. Railways stitched distant places together. Factories pulled workers from villages, newspapers carried new ideas, and modern political movements began asking what Poland might someday become. Yet beyond those cities, much of life still moved according to older rhythms: planting and harvest, births and funerals, feast days and winter stores, church bells and weather, the health of livestock and the condition of the road.

In a small town, everyone would have known whose cow had gone dry, whose daughter had failed to appear at Mass, whose husband drank too much and which family had begun watering its soup before anyone admitted there was not enough food. Privacy was thin. Reputation could become a kind of currency, and belonging often depended upon obeying rules that had never been written because everyone already knew what happened to those who broke them.

Especially girls.

A girl’s life was shaped by family, faith, work, class and the expectations fastened to her long before she was old enough to understand them. She helped tend younger children, carried water, prepared food, mended clothing and learned which subjects could be discussed aloud and which belonged behind closed doors. Education for girls was expanding in some places, particularly in towns and cities, but opportunity remained uneven, and in poorer or rural communities survival frequently required hands more urgently than it required schooling.

Silence could be mistaken for goodness.

Obedience could be mistaken for virtue.

And a girl who accused a respected man, frightened a powerful family or disturbed the fragile order of a town might discover that communities are often more willing to question a child than to dismantle the story they have built around an adult.

Late nineteenth-century Poland was also a place where the modern world lived beside the ancient one without ever fully replacing it. A train might pass a village in which people still whispered about restless corpses, cursed forests and the dead who returned carrying unfinished business. Newspapers from the period recorded villagers responding to cholera through beliefs involving vampires and disturbed graves, while Polish literature continued drawing deeply from folk customs, spirits, omens and the uneasy boundary between the living and the dead. These beliefs were not merely decorations arranged around a story. They were ways of explaining illness, grief, danger and injustice when official answers failed, or when official answers belonged to people who could not be trusted.

The forest, then, was never only trees.

It was shelter and threat, livelihood and boundary. People gathered wood, berries, herbs and mushrooms beneath its branches, but they also carried generations of warnings into it. Do not wander after dark. Do not answer when something calls your name. Do not disturb what the ground has chosen to keep. In folklore, the land watched human beings. It remembered promises. It punished violations. It gave shape to truths a village might refuse to speak.

And villages did refuse.

They refused because knowing created responsibility. Because naming a wrong might force someone to confront the person who committed it. Because the same man who harmed a girl might also own the mill, employ her father, sit near the altar or carry enough standing that accusing him threatened the entire architecture of daily life.

That is the Poland beneath Whisperroot: not one exact town preserved in an archive, but a fictional place built from the emotional and historical truths of the period. A country had been removed from the map, and its people had learned that what is officially erased can still remain alive beneath the surface.

In Myreska, the girls disappear and the town continues.

Doors open in the morning. Bread is carried home. Church bells ring. Neighbors greet one another and carefully avoid the shape of what is missing.

But the forest does not avoid it.

The whisperroot grows wherever truth has been buried because memory, like Poland itself, does not require permission to survive. It waits beneath the soil, holding every name the living have decided is safer not to say, until silence has been fed so much that it becomes its own kind of haunting.

You can explore Whisperroot: A Hushwood Tale here

Germany, 1933–1945

It did not begin with gas chambers. It began with words. With speeches that made cruelty sound patriotic, newspapers that repeated lies until lies began to feel like common knowledge, and laws written in tidy black ink that told certain people they were no longer citizens of the country in which they had been born. Jewish professors lost their classrooms; doctors lost their patients; children lost their desks beside children who had once been their friends. Businesses were marked, books were burned, windows were shattered, and neighbors learned to look away. Between 1933 and 1939, the Nazi government issued more than four hundred decrees and regulations restricting Jewish life, stripping away rights one piece at a time until persecution no longer looked like an interruption of ordinary life. It had become ordinary life.

That is one of the most frightening truths of the Holocaust: it was not born fully formed.

It grew.

It grew through old antisemitism given new permission, through propaganda repeated from radios and podiums, through fear, ambition, obedience, resentment and silence. It grew because human beings were separated into categories, because ancestry was entered into ledgers and measured through grandparents, because the word Jew was rewritten not as a faith or a culture but as a supposed stain in the blood. Once a person could be reduced to a classification, it became easier to take away a profession, a home, a name, a body. Easier, at least, for those who had decided not to see the person standing there.

War widened the machinery. Germany invaded its neighbors, occupied much of Europe and carried its racial policies across borders, aided by allies, collaborators and people willing to benefit from what was being taken from someone else. Jewish families were forced into ghettos, crowded onto trains and deported to concentration camps and killing centers. Millions of other people were also persecuted, imprisoned and murdered, including Roma, disabled people, Poles, Soviet prisoners of war, political opponents, gay men and others the regime declared dangerous, defective or unwanted. By the time Nazi Germany was defeated in 1945, six million Jewish people had been murdered, nearly two out of every three Jews in Europe.

Auschwitz became the largest and most recognizable wound in that history, although it stood in German-occupied Poland, not within Germany’s modern borders. It was a concentration camp, a forced-labor complex and a killing center, a place where people arrived after days pressed into railway cars and were divided within minutes: useful for labor, or marked for death. Children were pulled from parents. Husbands disappeared from wives. The elderly, the sick and many mothers holding small children were sent toward rooms disguised as bathing facilities, told to undress, told they would be disinfected, and murdered with poison gas. At Auschwitz alone, the Nazis murdered approximately one million Jewish people, along with tens of thousands of Poles, Roma, Soviet prisoners of war and others.

But even those numbers, necessary as they are, can become another form of distance.

Six million is too large to picture. One million is too large to hold in the mind. So we must make ourselves remember what every number contained: a person who had a favorite song, a person who argued with a sibling, a child who hated a certain food, a mother who knew exactly how her daughter’s hair curled after rain. They were not born prisoners. They did not enter the world as photographs behind museum glass. They had homes, jokes, tempers, prayers, schoolwork, recipes, unfinished letters and plans for years they believed they would be given.

The Holocaust was an attempt to erase not only their lives, but the evidence that those lives had ever mattered.

And still, within the machinery built to destroy them, people shared bread. They whispered prayers. They protected children who were not their own. They made music, preserved photographs, told stories and sometimes used the final strength left in their bodies to lift another person from the ground. A baby was born inside Auschwitz only weeks before liberation, so small and silent that her mother could hide her beneath scraps and refuse, feeding her in secret until the gates finally opened. One man escaped a camp carrying its wounds across his body and, when he reached a German farmer whose help he desperately needed, displayed those scars and declared himself the suffering Christ, turning the evidence of what had been done to him into the very thing that persuaded another human being to hide him. Years later, elderly women gathered through a survivors’ club in New York for a beauty pageant, dressing carefully and stepping forward to declare, with lipstick, laughter and the unapologetic fact of their continued lives, that the Nazis had not taken their worth, their womanhood or their beauty. Hope did not defeat the fences or silence the chimneys. It did not undo what had been done or return the people who had vanished. It did something quieter and, perhaps, more defiant. It survived. It grew beneath rubbish in a barracks, crossed a field inside the scarred body of an escaped man, and decades later stood beneath bright lights in the faces of old women who had once been marked for extinction and were still here to be seen. These were not proof that darkness had been conquered. They were proof that darkness had failed to take everything.

That is the world beneath Mountains of Hope and ASH. One story follows a girl whose courage pulls her into danger; the other follows a girl from whom almost everything has already been taken, including her name. Both enter a period in which loyalty could become a death sentence, imagination could become shelter, and keeping one small piece of the self alive could be an act of resistance. I began researching this period as a young teenager. That research changed my life–since then I’ve talked with survivors, visited Auschwitz and spent twenty years finding all the ways the human spirit is stronger than evil.

The history is not important because it belongs to another country or another century. It matters because none of it was done by monsters from outside the human race. It was built by human choices: the choice to invent a lie, the choice to repeat it, the choice to obey, the choice to profit, the choice to remain silent, and, sometimes, the choice to reach through the dark and refuse to let another person disappear.

You can explore Mountains of Hope (my first published work) here
You can explore Ash here.

Romania, 1966–1989

The children the state demanded, then decided it did not want

It began with a decree.

In 1966, Nicolae Ceaușescu’s government decided Romania needed more people: more workers for its factories, more bodies for its economy, more children who would grow into citizens useful to the state. Decree 770 sharply restricted abortion and access to contraception. Divorce became more difficult. Women were subjected to intrusive monitoring, and adults without children could be taxed for failing to reproduce. Motherhood was no longer merely personal. Pregnancy had become an instrument of government policy.

The birth rate surged.

But a government can command that children be born without creating enough food to feed them, homes to shelter them or families able to absorb the consequences. It can praise motherhood from a podium while leaving mothers alone with poverty, disability, illness and more children than they were permitted to choose. When families could not manage, the state offered institutions as a solution. Doctors sometimes encouraged parents to surrender children who were disabled, medically fragile or simply difficult to support, promising that trained professionals and government resources could provide what a struggling household could not.

Many of the children who entered Romania’s orphanages were not orphans at all.

Their mothers were alive. Their fathers had names. Some parents intended the separation to be temporary, a desperate pause until the child was older or the family less poor. They believed they were placing a son or daughter somewhere warm, somewhere fed, somewhere supervised by people who knew how to help.

Instead, the children disappeared behind walls.

The system sorted them.

Infants entered institutions called leagăne, or cradles. At certain ages, children could be transferred again, sometimes without warning and without the familiar adults, beds or small routines through which they had learned to understand their world. They were evaluated not according to who they were, what frightened them or what might help them grow, but according to what the state believed they might someday produce.

Some were called recoverable.

Some were partially recoverable.

Others were declared irrecoverable: children judged incapable of becoming useful workers, children whose bodies or minds supposedly placed them beyond education, investment and hope. That label could include children with profound disabilities, but also children with treatable conditions, speech differences, blindness, hearing loss, epilepsy, cerebral palsy, the effects of malnutrition or the developmental delays caused by the institutions themselves. A child could be neglected until she stopped responding, then classified according to the silence the neglect had created.

By the 1980s, Ceaușescu had imposed punishing austerity measures in an effort to repay Romania’s foreign debt. Heat vanished from buildings. Electricity became unreliable. Food and medicine grew scarce. The shortages reached ordinary households, hospitals and institutions, but children hidden inside residential facilities had few people beyond their walls able to notice what was happening to them, and fewer still with the power to intervene.

In the worst homes, children lay in rows of metal beds.

Their heads were shaved. Their clothes were shared or absent. Some were tied to bedframes or restrained inside their own garments. Some rocked for hours because no one held them; struck their heads against walls because pain was at least a sensation they could create and control; stared through crib bars long after they had learned that crying did not summon a face. Baths could mean several bodies pushed through the same filthy water. Hunger weakened bones. Untreated illness became disability. Minor injuries healed incorrectly. Children who could have walked remained in beds until their muscles forgot the possibility. Older children sometimes learned the violence used against them and passed it downward because cruelty, too, can become a language when it is the language spoken most often.

There were too few caregivers, too little training and, in some institutions, almost no meaningful caregiving at all. A bottle might be propped rather than held. Diapers might remain unchanged. A room might contain dozens of children and no one who knew which child feared thunder, which one swallowed too quickly, which one needed a hand laid gently against her back before she could sleep.

These were not small omissions.

A child’s brain develops through relationship. A baby learns that the world is survivable because hunger brings food, fear brings comfort and a cry brings someone near. When those responses do not come, the absence does not remain outside the body. It enters development itself. Later research involving children raised in Romanian institutions documented profound effects on attachment, cognition, emotional regulation, mental health and brain activity, while also showing that placement in stable, responsive family care could improve outcomes, particularly when it happened early.

The tragedy was not merely that the children lacked toys.

They lacked witnesses.

No one learned the private language of their faces. No one gathered the small evidence of personhood most children accumulate without noticing: the nickname used only at bedtime, the food they pushed to the edge of a plate, the story they asked to hear again, the particular shape their hand made when reaching for someone they trusted. Some children were given numbers. Some shared clothes, beds and histories so thoroughly that individuality became almost an act of rebellion.

And then, in December 1989, the regime fell.

Ceaușescu and his wife were executed after a brief trial. Romania opened, and cameras entered places the outside world had scarcely imagined. Images crossed the former Iron Curtain: rooms crowded with skeletal children, vacant faces behind rails, bodies distorted by starvation and untreated conditions, infants who did not cry when strangers approached because they had already learned the uselessness of asking. The world called them Ceaușescu’s orphans, although many still had living families and had been made parentless not by death, but by policy, poverty and separation. Estimates vary, but roughly 100,000 or more children were living in Romanian institutions when communism collapsed, and many hundreds of thousands may have passed through the system during the regime.

The photographs shocked people because the children appeared to belong to another world.

They did not.

They belonged to Europe at the end of the twentieth century. They lived behind doors maintained by a modern state, inside a system built through legislation, budgets, medical classifications and administrative signatures. No single villain stood beside every bed. The harm accumulated through policy, scarcity, indifference, fear and the repeated decision that certain children required less because they were believed to be less.

More recent investigations have estimated that over 15,000 minors died in communist-era residential institutions, many through neglect, starvation and untreated illness. Their deaths were not accidents wandering loose in a broken system. They were the foreseeable consequence of placing vulnerable children where suffering could remain unseen and where the people responsible for them expected no one to ask their names.

But the institutions did not succeed in making the children empty.

Some protected one another. Some stole food and divided it. Some learned to read another child’s noises when adults heard only disruption. Some invented games with nothing to play with, families among children who had been separated from their own, and futures in places they had never seen. Even rocking, so often photographed as evidence of damage, was also evidence of a child trying to comfort herself when no one else would. A body left alone searched for rhythm. A mind deprived of tenderness made what shelter it could.

That is the Romania beneath Tărâmul Viselor.

Alina, Auner, Ekko and Alizabet live inside a home for children deemed unsalvageable: a word that reveals far more about the adults who used it than about any child forced to carry it. Alina cannot see. Auner has one arm and bears the lasting effects of polio. Ekko has a damaged hand and a voice that does not move easily through words. Alizabet is quiet enough to be underestimated, and imaginative enough to build an entire country where the others might survive. They are children born to women oppressed by the regime, then abandoned to one of its most abusive institutions, where Alizabet tells them of a place filled with talking animals, healing birds and safety.

Tărâmul Viselor means the land of dreams.

For the children in the novel, that land is not childish fantasy. It is resistance. When every authority around them insists that their bodies are defective, their futures already calculated and their lives worth only what they might produce, imagination allows them to make one dangerous claim:

There may be somewhere else.

There may be something after this.

There may be a world in which blindness is not uselessness, disability is not guilt, silence is not emptiness and a child does not have to prove her value before someone agrees to keep her alive.

Romania’s institutional system tried to reduce children to diagnoses, labor potential and ledgers. The children remained larger than every category written beside their names. They adapted. They attached when given someone safe enough to attach to. They learned, loved, built families and carried lives beyond the walls that were supposed to contain their entire meaning.

That does not redeem what happened.

Light after darkness does not make the darkness necessary.

It proves only that even after a government attempted to manufacture children for the state, discarded those it considered inconvenient and called the most vulnerable among them irrecoverable, the final judgment did not belong to the state.

The children were never beyond recovery.

They had been placed beyond care.

You can explore Taramul Viselor here

Papua New Guinea, late nineteenth century to the present

When fear chooses a body to blame

Papua New Guinea does not hold one culture, one language or one way of understanding the world.

It holds hundreds.

Mountains divide communities that may live only a short distance apart yet speak different languages, follow different customs and carry different explanations for illness, death, weather, fertility and misfortune. In the Highlands, steep ridges and dense forest allowed societies to develop with considerable independence from one another. Kinship held communities together. Land was inheritance, identity and survival. Gardens fed families; pigs carried wealth and obligation; exchanges created alliances; oral histories held what other societies placed into books.

The village remembered through people.

A child learned who she was by listening: to the names of ancestors, the laws of the clan, the stories attached to particular trees and rivers, the warnings repeated beside a fire. Knowledge passed through bodies and voices. A drum could announce death, danger, gathering or celebration. One rhythm might carry farther than a shouted name, making sound into language and the person permitted to control that sound into someone capable of shaping what the entire community understood.

The land now called Papua New Guinea was divided between European powers during the 1880s, with Germany claiming the northeast and Britain controlling the southeast. Yet a flag raised on a coast did not mean distant Highland communities knew they had been claimed. Many people living deep within the interior would not encounter Europeans or colonial officials until decades later. A government could color their land on a foreign map while remaining almost entirely absent from the paths they walked each day.

That distance matters to Echoes of a Wild Girl’s Drum.

Its world is not meant to represent every Papua New Guinean community, nor to suggest that violence defines a country containing extraordinary cultural, linguistic and human complexity. The village is fictional. Its practices are shaped for the story. Its time is deliberately blurred, carrying the textures of a remote Highland community in the late nineteenth century while reaching toward a terror that did not remain there.

Because the accusation at the center of the novel is not purely historical.

In many societies, human beings have searched for a person to blame when death arrives without explanation. Papua New Guinea has its own varied traditions concerning sorcery, spiritual power and the unseen causes of suffering. Belief alone, however, does not inevitably produce violence. Violence emerges when grief becomes accusation, when an influential person claims to know who caused the misfortune, and when a frightened community decides that punishing one body will restore order to everyone else. Researchers describe these accusations as causal stories: narratives that give illness, death or disaster an identifiable human source and then prescribe who must be confronted, expelled or harmed.

The person selected is rarely the safest person to accuse.

Women are frequent targets. So are widows, older people, outsiders, people without powerful relatives, and those already considered difficult or different. Once an accusation takes hold, ordinary evidence may lose its meaning. Denial becomes proof that the accused is hiding something. Fear becomes guilt. Surviving torture can be interpreted as evidence of supernatural power rather than innocence.

A story closes around the victim until there is no answer she can give that allows her to remain human.

That is what happened to a child known publicly as Justice.

Her mother, Kepari Leniata, had been accused of sorcery after the unexplained death of a child and murdered by a mob in 2013. Four years later, the accusation crossed from mother to daughter. In 2017, villagers imprisoned Justice for days, suspended her by her wrists and ankles, and tortured her with heated machetes while demanding that she confess to causing another child’s illness. She survived because people entered the village and removed her while she was still alive.

Her survival did not make what happened smaller.

She liked Frozen. She gathered fallen frangipani blossoms and turned them into tiny decorations. She laughed. Those details matter because accusation tries to replace the person with a symbol: witch, danger, source, curse. To remember what she enjoyed is to return her to herself. It is to insist that before she became a case reported across the world, she was a little girl with favorite things, private habits and a life that belonged to her.

Justice became part of Soryelle.

Not her biography. The story is fictional but it begins instead with the question Justice’s story leaves burning behind it:

What must happen inside a community before adults can look at a child and see evil?

Soryelle is four when her mother burns. Seven when the village turns toward her. The accusation has already been waiting because fear is often inherited more faithfully than truth. Her mother’s supposed guilt enters her name, her touch and her blood until the villagers no longer need evidence. They need only a sick child, a failed crop, a rumor and someone whose suffering will cost them less than questioning the system that taught them to be afraid.

Maikel grows inside that system from the opposite direction.

He is protected. Trained. Given a place beside the drum and taught that rhythm keeps the village safe. The rules make sense to him because the rules have not yet selected his body for punishment. Then Soryelle is tied to the stake, and the beat he has been taught to play becomes the sound of people agreeing that she should die.

So he changes it.

Only for a moment.

Only enough to break the rhythm and reach her.

But systems built upon obedience are threatened by a single missed beat because one interruption proves that the pattern was never inevitable. Someone was always choosing to continue it.

That is the history and the present beneath Echoes of a Wild Girl’s Drum. The novel lives in a fictional past, but its central violence reaches forward into 2017 and beyond. Sorcery accusation-related violence remains a serious human-rights concern in Papua New Guinea, especially for women and girls, while local advocates, faith leaders, researchers, survivors and community organizations continue the dangerous work of intervention, education and change.

The distance between Soryelle and Justice is more than a century.

Violence echoes. So does refusal.

And sometimes history changes because, in the middle of the rhythm everyone else has accepted, one person strikes the wrong note on purpose.

You can explore Echoes of a Wild Girl’s Drum here

Cambodia, late twentieth century into the present

When a promise of rescue becomes the door to captivity

Cambodia entered the modern era carrying absences.

Between 1975 and 1979, the Khmer Rouge emptied cities, separated families, outlawed religion and individual expression, and forced millions of people into agricultural labor. Nearly two million Cambodians died through execution, starvation, disease and exhaustion. Parents lost children. Children were removed from parents and placed into labor brigades. Teachers, doctors, artists, religious leaders and people suspected of education or disloyalty were murdered, leaving not only graves but ruptures in the systems through which a society protects, teaches and remembers itself.

The regime fell. Its consequences did not.

Civil conflict continued. Landmines remained beneath fields and paths. Families rebuilt with missing generations, limited resources and grief that could not always be spoken because nearly everyone had suffered and survival required attention to what had to be done next. A country can be liberated from a government in a day and still spend decades trying to recover the people, institutions and trust that government destroyed.

Children grew inside that recovery.

Many lived in rural communities where family life revolved around fishing, farming, markets, younger siblings and the work required to keep everyone fed. Poverty did not mean an absence of love. It meant love was forced to make decisions beneath pressure. School fees, medical care, transportation and one failed harvest could become impossible weights. A child’s labor might help the family survive. An offer of work in the city might sound less like abandonment than opportunity.

Traffickers understand the difference between taking a child by force and persuading a family to open the door.

They offer domestic work. Education. Money sent home. A respectable employer. A future wider than the village. The lie succeeds because it is shaped like hope.

Children may be recruited through strangers, brokers, employers, acquaintances or people already trusted by the family. Poverty increases vulnerability, but poverty alone does not traffic a child. Someone chooses to exploit it. Someone identifies the medicine a family cannot afford, the debt it cannot repay or the daughter it believes might be safer working elsewhere, then turns that desperation into profit.

That is the world beneath Dance For Me.

Maelea is eleven years old. Before she is trafficked, she fishes with her father, helps her mother prepare food, cares for her younger sister and dances around the family’s hut. Those details matter. She is not introduced as a victim waiting for a terrible thing to happen. She is a child already living a complete life.

Then Srey becomes ill with dengue fever.

Her father leaves to find help and returns with a doctor and a woman who promises Maelea work as a domestic servant, along with the possibility of school. The offer appears to solve several problems at once: medicine for one daughter, employment for another and relief for a family with too few choices.

Instead, Maelea is taken to a brothel.

The distance between those two places, the promised household and the locked room, is the distance trafficking depends upon. By the time the truth becomes visible, the child has been removed from everyone who might recognize her fear. Her documents may be controlled. Her movements are watched. Violence teaches her that resistance has consequences. Shame is placed onto her body until she begins carrying responsibility for crimes committed against her.

Child sexual exploitation is sometimes described with language that makes the violence sound transactional, as though a child has entered an adult marketplace and made an unfortunate bargain.

She has not.

A child cannot consent to being sold.

She cannot owe sexual access because someone transported, fed or housed her. She does not become responsible because money changes hands, because an adult calls the abuse work, or because survival eventually requires her to stop fighting every time.

Cambodia became internationally associated with sexual exploitation in travel and tourism as increased mobility, tourism and uneven law enforcement created opportunities for offenders and traffickers. International and Cambodian organizations have worked for years to strengthen laws, train investigators, support survivors and prevent exploitation, but children continue to face trafficking, sexual abuse, forced labor and newer forms of online exploitation. UNICEF notes that violence often occurs in the very places children should be safest and at the hands of people they know or trust.

That betrayal is central to the harm.

The stranger in the brothel is not the first person Maelea has to make sense of.

Her father placed her in the woman’s care.

He believed the promise, or needed to believe it, or allowed desperation to speak more loudly than danger. Whatever his intention, Maelea is left to reconcile two truths that do not fit easily beside one another: she loved her family, and the path away from them led directly into captivity.

Children often build explanations that protect the adults they need.

Perhaps Papa did not know.

Perhaps he is coming.

Perhaps she has not been good enough.

Perhaps surviving today will allow her to go home tomorrow.

Traffickers exploit that hope, too. They may promise release after a debt is repaid, then increase the debt. They may threaten siblings or parents. They may alternate cruelty with small kindnesses until gratitude and terror become tangled. The child learns that every apparent exit may contain another room.

The title Dance For Me carries that corruption.

Dance belonged to Maelea before anyone commanded it. It was joy moving through her body, something spontaneous and entirely her own. Trafficking takes what belonged to the child and forces it to serve someone else: her body, her movement, her obedience, even the expression on her face.

For two years, Maelea survives a world built to reduce her to usefulness. Survival may not look graceful. It may involve silence, compliance, dissociation, anger, bargaining or the careful conservation of one private thought no one else is permitted to touch. A child does not have to remain visibly defiant to be resisting. Sometimes resistance is simply the part of her that continues to know there was once a river, a sister, a mother’s cooking and a version of dancing that required no command.

The history surrounding Dance For Me is therefore not only Cambodia’s history of political violence or its continuing struggle against child exploitation.

Some promises become traps because the person making them never intended to keep them.

Others become rescue because someone finally does.

Maelea’s story asks what remains after a child has been treated as though every part of her can be purchased, and whether she can reclaim a body that has been made into a place of labor and terror.

Before the room, there was a girl dancing beside the Mekong.

After the room, she is still there.

You can explore Dance For Me here.

Rwanda, 1994 and the years after

When the person holding the machete already knows your name

Rwanda is a small country.

That matters, because the violence of 1994 did not unfold across distances large enough to make strangers of everyone involved. People lived close together. They shared roads, markets, wells, churches, schools and fields. They knew whose cattle had calved, whose child was sick, whose daughter danced beautifully and whose family needed help carrying the harvest home.

Then, for one hundred days, familiarity became a weapon.

The genocide against the Tutsi did not begin on the night the president’s plane fell from the sky. The assassination of President Juvénal Habyarimana on April 6, 1994 became the signal extremists used to begin the killing, but the machinery had already been built: years of political division, organized militias, lists of names, propaganda and repeated language that taught people to see neighbors not as human beings, but as an infestation that had to be removed. Tutsi people were called inyenzi, cockroaches. Moderate Hutus who opposed the killing were marked as enemies too.

Words prepared the ground.

Then the roadblocks appeared.

Identification cards exposed ancestry. Houses were searched. People were pulled from cars, hunted through fields and killed inside the places where they had once expected shelter. Churches, schools and government buildings filled with families who believed walls, priests or international observers might protect them. Some of those sanctuaries became massacre sites. Entire families were killed together, and women were subjected to systematic sexual violence intended not only to injure individual bodies but to terrorize, humiliate and destroy a people.

The weapons were often intimate.

A bomb can fall from a sky without knowing the name of the person beneath it. A machete is held close.

In Rwanda, many people were murdered by neighbors, local officials, militia members, acquaintances and sometimes relatives by marriage. The killer might know which path the family would take, where they kept food, which child could not run quickly and what lie might persuade them to open the door. Approximately 200,000 people are estimated to have participated directly in carrying out the genocide, although there were also Hutus who hid, defended or attempted to rescue Tutsis at terrible risk to themselves.

Between 500,000 and one million people, overwhelmingly Tutsi, were murdered in roughly one hundred days. The number is almost impossible to hold. It becomes easier to say than to understand.

So it must be returned to people.

A girl who had spent the morning carrying milk.

A boy who knew every step of a dance.

A mother with one child tied against her back and another holding her hand.

A friend who had once been welcomed through the same doorway he later entered as an executioner.

That is the Rwanda beneath Remember the Nightingale.

Evariste is fourteen years old in April 1994. She is Tutsi because the world around her has decided that ancestry and cattle can determine what a person is allowed to be. Her family keeps twelve head of cattle, giving them comfort and standing, but also placing them more visibly inside a category that extremists intend to destroy. She loves sunlight, dancing, stories and the quiet choreography of ordinary life. Gaeton is Hutu, three years older, practical where she is fanciful and shaped by earlier violence that took his father and brother. He has known loss. He has also known Evariste nearly all her life, protecting her dreams because her ability to imagine beauty makes his own world larger.

Before the genocide, they are not symbols.

They are two young people who have grown beside one another.

He gives her a rattle, a flower crown and one night in the city to watch the Intore dancers. She gives him a version of himself that is more than grief, anger or the label assigned to him at birth. Their families have managed what the country increasingly insists should be impossible: relationship across the line between Hutu and Tutsi.

Then the line becomes a blade.

Genocide does not merely ask whether Gaeton loves Evariste.

It asks what love is worth when protecting her may require him to oppose his community, betray expectations placed upon him and risk being killed beside her. It asks whether history can enter a relationship so completely that one person becomes both beloved and dangerous to the other. It asks what happens when survival demands a decision no human being should have to make, and what remains when that decision injures both the person who makes it and the person he cannot save.

The killing ended when the Rwandan Patriotic Front captured Kigali and defeated the extremist government in July 1994. But an ending on a calendar is not the same thing as an ending inside a person. Survivors returned to villages where houses were empty, fields had grown wild and the people responsible for the deaths might still live nearby. Many did not know where their relatives had been buried. Some perpetrators fled. Others filled prisons. The justice system faced hundreds of thousands of suspected participants and a country in which nearly every community contained the wounded, the guilty, the grieving and those who belonged to more than one of those categories at once.

Rwanda responded through several forms of justice.

The International Criminal Tribunal for Rwanda prosecuted senior organizers and produced landmark rulings, including the first international judgment recognizing rape as a means of committing genocide. National courts tried other cases. Rwanda also revived community-based courts known as gacaca, where local judges heard testimony, survivors sought information and accused people could confess, show remorse and request reduced sentences. More than a million cases moved through these courts before they closed in 2012.

Gacaca meant that justice often happened in the same communities where the crimes had occurred.

People sat within sight of fields where bodies had been buried. Survivors listened as someone described the final moments of a parent or child. A perpetrator might name accomplices, identify a grave or ask forgiveness from the family whose home he had entered. For some, the process uncovered truth and made burial possible. For others, it reopened terror, exposed them to retaliation or offered answers too incomplete to resemble peace. Gacaca could impose judgment.

It could not restore the dead.

Forgiveness, therefore, could never be simple.

It could not mean pretending that the machete had not fallen, that rape had not been used as a weapon or that a person should be welcomed home merely because the country needed to move forward. Forgiveness could not be demanded without becoming another violence. Reconciliation could not require survivors to erase themselves so everyone else might feel healed.

That tension lives at the center of Remember the Nightingale.

Years after the genocide, one person is released from prison. The other lives ostracized, impoverished and no longer able to trust the dreams that once came so easily. The gacaca trials are ending, and the story turns toward the idea of Jubilee: a time associated with release, restoration and debts set down.

But some debts cannot be repaid.

Some losses cannot be returned.

So the question is not whether love makes atrocity disappear.

It is whether anything human can survive after history has torn through the center of it.

Rwanda’s story after 1994 contains extraordinary acts of rebuilding, remembrance and endurance. Survivors raised children, created organizations, preserved testimony and returned year after year to memorials where the bones of the dead remain visible because forgetting would offer the killers one final victory. Orphaned children became photographers and later interviewed perpetrators, using images to seek understanding without pretending that understanding meant absolution.

That is where the nightingale belongs.

A nightingale does not sing because the darkness is imaginary.

It sings inside it.

Its song does not undo the grave, silence the memory or return the person whose absence has rearranged every remaining life. It proves only that something living remains capable of making sound.

Remember the Nightingale is rooted in Rwanda, in the specific history of the genocide against the Tutsi and in a country forced to ask how victims and perpetrators might ever occupy the same landscape again. But its deepest question crosses every border on this map.

What do we do when the person who wounds us is not a stranger? How do we remember without allowing hatred to become our only inheritance?

And when darkness has taken almost everything, can love still be something more than the last beautiful thing we lost?

Explore Remember the Nightingale here.

United States, 2000 to the present

Stories without a pin

Some stories arrive already fastened to a place.

A bog body belongs to Ireland. Auschwitz belongs to the map of occupied Europe. The orphanages of Ceaușescu’s Romania, the villages of Papua New Guinea and the river communities of Cambodia carry histories shaped by land, government, culture and time.

These stories are different.

They take place somewhere in the United States, but often not somewhere that can be neatly marked. The town may have a name, the house may sit beside train tracks or beyond a stretch of woods, and the characters may travel through schools, hospitals, farms, churches, libraries or quiet residential streets, but the state itself is not always important. The absence is intentional.

Because Haven could live in Florida.

Taya could attend school in Tennessee.

Jessie could sit untouched in a classroom in Ohio. Anna could hide her pain behind the front door of a house in California. Michael and Mary Beth could listen for the change in a parent’s footsteps in Texas, while Aria carries her mother’s songs along an unnamed road somewhere between one temporary home and the next.

Move the pin, and the story remains possible.

The United States of the twenty-first century is enormous, divided into states, counties, cities, suburbs and rural communities that can appear to have very little in common. A child in a small Southern town may grow up within a world far removed from one living in a northern city. Race, poverty, faith, disability, family structure and access to help shape what danger looks like and whether anyone is likely to recognize it. Yet harm crosses every boundary we draw. Abuse occurs in apartments and farmhouses, behind carefully landscaped lawns and inside homes where the electricity is about to be disconnected. Domestic violence can live beside family photographs. Loneliness can sit in a crowded classroom. A child can be surrounded by adults and remain unseen.

The new century has given us faster ways to speak to one another than any generation before us possessed. Phones carry photographs across the country in seconds. A confession can be posted before the person writing it has decided whether she wants anyone to answer. News travels instantly; strangers gather around grief; survivors discover language for experiences they once believed belonged only to them.

But connection is not the same thing as being known.

A child can have a device in her hand and no safe adult to call.

A teenager can be watched by hundreds of people online and still believe her disappearance would make no difference. A family can perform happiness for a camera while learning to recognize the precise silence that falls before violence begins. Contemporary America is full of stories being broadcast and stories being carefully hidden, often by the same people at the same time.

That tension moves through these books.

In River’s Rowan, five girls live within the familiar architecture of an American small town: football, popularity, school journalism, family reputation and the dangerous confidence that everyone knows everyone. When they disappear, the community’s ordinary life becomes camouflage. Their kidnapper does not emerge from a distant wilderness. He watches, plans and builds his violence beside people who would recognize him. The story asks who receives sympathy, who is called a bully, who is believed to be innocent and what a town must overlook before its secrets become a place where someone can be hidden.

In Holding Home, Michael and Mary Beth grow up inside domestic violence, sharing not only a house but the private vocabulary children develop when danger is routine: the sounds that mean leave the room, the moods that mean become quiet, the secrets siblings keep because telling may make everything worse. Home is supposed to be the first place safety is learned. For them, it becomes something they must hold together while the adults fracture it around them.

Haven and Poppy build forts, rescue birds and hang wishes from a willow tree. Their childhood contains beauty because abused children do not stop being children. Haven gathers dandelions and tries to turn them into medicine for what she cannot name; when she realizes her younger sister may be in danger, she attempts a rescue with the heartbreaking logic available to a ten-year-old. Her bravery is real. So are the limits placed upon it by every adult who should have noticed first.

Jessie, in Forget Me Not, is eight years old and never touched. Her story lives inside a different kind of absence: no hand held at a crossing, no comforting arm when she is ill, no ordinary affection through which a child learns that her body can exist safely near another person. She asks not where she is, but whether anyone will see her before time runs out.

Anna survives abuse in The Character and finds something resembling rescue through Ash, a mysterious storyteller. The connection matters because stories can become a bridge where ordinary language has collapsed. A child unable to explain what is happening may still recognize herself in a character, a metaphor, a scar placed onto someone fictional enough to discuss and real enough to love.

In The Storyteller, a girl loses her voice for fourteen years after witnessing her mother’s murder and enduring abuse from her father. Her movement toward safety begins not with a grand institution but with an injured dog, a farmhouse, colored glass, rescued horses and fairy tales. The story understands that safety is often learned through accumulation: one meal made carefully, one night without terror, one person who does not punish fear, one story that permits a different ending to exist.

Taya’s story in Broken begins near its ending. She is fifteen, bullied and abused, and no longer believes she possesses enough courage to continue waking into the same pain. Her voice exposes one of the cruelest misunderstandings surrounding suicide: the idea that a person dies because she has not tried hard enough to live, rather than because suffering has narrowed her world until death appears to be the only remaining door. The novel holds her not as a lesson or statistic, but as a girl who deserved to be reached before hope became something she could no longer imagine.

Aria, in Sing Me Home, loses her mother, passes through relatives and abuse, and carries music as evidence that tenderness once existed. When violence takes her ability to sing, the search for home becomes larger than finding another building. Through strangers, friendship, faith and remembered song, she begins asking whether home might be created wherever a person is finally allowed to become whole.

These stories do not need separate pins because the map is not trying to claim that every American community is identical.

It is saying something more unsettling and more hopeful.

No location possesses all the darkness. No location possesses all the light.

The circumstances change. One child is touched only in ways that hurt; another is starved of touch entirely. One girl loses her voice; another leaves behind a final written one. Some children protect siblings. Some are rescued by strangers. Some build families from animals, stories, songs or other wounded people because the family they were given did not keep them safe.

Still, the need beneath each story is recognizable.

See me.

Believe me.

The United States section belongs on this map not because these books reveal one particular region of the country, but because they reveal how little distance protects us from one another’s experiences. A reader may never have lived in a village in Rwanda, walked beside a Cambodian river or stood near an Irish bog, but she may recognize Haven gathering dandelions, Michael listening through a wall, Jessie flinching from a hand or Taya trying to leave behind an explanation.

That recognition is where geography begins to loosen.

Stories connect us not by pretending every life is the same, but by allowing one life to become real inside another person. They cross state lines without needing to name them. They enter houses we have never seen and ask us to care about children we have never met. They remind us that pain can hide anywhere, but so can the person who notices, the sibling who reaches back, the stranger who offers shelter, the dog who leads someone home, the story that gives a silent child enough language to begin.

There is no single pin for these books.

The point is not where they happened.

The point is that they could happen near any of us, and that once a story has crossed the distance between us, near becomes a word we can no longer use only for geography.

"You don't understand the culture. It means they're waiting for you to leave."

A voice room full of Cambodians goes silent when a stranger comes in rude. I bridged the gap once, then realised I had nothing useful to say either. Why say anything? What good will it do? I'm getting it now.

https://whothefami.substack.com/p/keeping-the-peace

#Cambodia #SoutheastAsia #LanguageLearning #Culture #SoloTravel

"You don't understand the culture. It means they're waiting for you to leave."

A voice room full of Cambodians goes silent when a stranger comes in rude. I bridged the gap once, then realised I had nothing useful to say either. Why say anything? What good will it do? I'm getting it now.

https://whothefami.substack.com/p/keeping-the-peace

#Cambodia #SoutheastAsia #LanguageLearning #Culture #SoloTravel

Verlorene Dschungelstadt Angkor Wat

#fotovorschlag zu 'Weltkulturerbe'

#cambodia #angkorwat #unescoworldheritage #welterbe #worldheritage #travel #travelphotography #photography #panasoniclumix

A gambling empire controlled by a powerful Cambodian tycoon ⁠was the landlord of a compound that was used for industrial-scale scamming and human trafficking operations. https://www.japantimes.co.jp/news/2026/07/15/asia-pacific/crime-legal/cambodia-chinese-scam-human-trafficker/?utm_medium=Social&utm_source=mastodon #asiapacific #crimelegal #china #cambodia #moneylaundering #organizedcrime

"Why get stressed searching for the perfect place to sit when I can be here, watching the world move?"

If only I'd discovered this earlier in Laos and Vietnam. Back then I forced myself into fifteen minutes of meditation. Now all I do is dedicate time to coffee, sitting, and watching local life. Coffee and cultural observation as mindfulness.

https://whothefami.substack.com/p/watching-the-world

#Cambodia #SoloTravel #Mindfulness #SlowTravel #Expat

📰 ⚖️ Judicial Review/Legal case judgement; Adult’s Intimacy with Infant is Sexual, is Sexuality Education ( also known as Child Sexual Exploitation / CSE / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ), that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming, Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange, wanted society to recognise children’s right to certain Sexual freedoms, children to be given Sex education to normalise and desensitise Sex to children, children to be given far more Comprehensive Sexual Education, claimed children can express Consent, in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, Sexual Grooming includes exposure to Sexual information / Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach, Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education, where all Thoughts, Beliefs, Behaviours, Relationships, Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual, based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places, by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities, Education System, Individuals, etc, part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ), while Parents considering Home Education, Boycott The Education System.

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https://youtu.be/ABItTAB5uKM

👇 Please click the images below to view them fullscreen

☝️ Please click the images above to view them fullscreen

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https://youtube.com/watch?v=uSh-DG-s5VM&list=PLJf8u7YOQRlcBvTfHdcqNvfxE2nBY1BwS

https://www.youtube.com/watch?v=Rw2q4ZqbZnQ

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193 member Countries of the United Nations agreed to the Global 2030 Agenda! Sexual Education normalises and desensitises an Individual to Sexual Grooming. Remove kids from the Education System to proactively prevent harm. Is your Country Sexually Grooming you and your kids? Sexual Grooming involves exposure to Sexual information, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, The Education System is dangerous. Boycott The Education System.

Boycotting the Education System results in the State asking ❝ Why ❞ and go into quick action, news story video from https://www.facebook.com/JeremyTRUUTHISTORY/videos/1008378137208471

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Is Your Country Sexually Grooming You and Your Kids?

Sexual Grooming involves exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ).

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ).

The Education System is dangerous ( Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ).

Boycott The Education System.

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Judicial Review/Legal case ( Page 28, 33, 36, 39, 52, 62, 63, 67, 68, 73 — The High Court of Justice — judgment ), about Sexual Grooming ( also known as Sexuality Education / Child Sexual Exploitation / CSE / Comprehensive Sexuality Education ( Page 15 — WHO Collaborating Centre — WHO CC — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments — 2018 ) / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 — United Nations Educational, Scientific and Cultural Organization — UNESCO — The journey towards comprehensive sexuality education, global status report — 2021 ) ),

that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming ( Daily Record — Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ,
The Independent — Teenage boy rapes female classmate shortly after sex education lesson ,
ITV News — Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ,
The Guardian — Fifth of adults in England and Wales abused as children, figures suggest ,
The Independent — Government failing to stop ‘routine and relentless’ sexual harassment of women and girls in public places, MPs warn ,
UK Government Website — Independent Inquiry into Child Sexual Abuse investigation reports ,
Independent Inquiry into Child Sexual Abuse — Child sexual abuse committed in schools was open secret, survivors tell Inquiry ,
Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ),

Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange,

wanted society to recognise children’s right to certain Sexual freedoms,

children to be given Sex education to normalise and desensitise Sex to children,

children to be given far more Comprehensive Sexual Education,

claimed children can express Consent,

in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation ( BBC — News — Paedophile Information Exchange interview from 1983 ),

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ),

Sexual Grooming includes exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ) /

Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach,

Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education,

where all Thoughts, Beliefs, Behaviours, Relationships ( ResearchGate — Childhood Family Correlates of Heterosexual and Homosexual Marriages: A National Cohort Study of Two Million Danes — 2006 ), Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual ( Page 17 — United Nations Educational, Scientific and Cultural Organization — UNESCO — World Health Organization — WHO — International Planned Parenthood Federation — IPFF — German Federal Centre for Health Education — BZgA — a WHO Collaborating Centre — WHO CC — Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists — 2010 ),

based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities ( The Independent — Paedophile police officer kept his job years after being caught taking ‘up-skirt’ photos of children, The Independent — Westminster child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds ), Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ),

while Parents considering Home Education,

Boycott The Education System.

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❝ Pedophilia, in conventional usage, a psychosexual disorder, generally affecting adults, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children. ❞

Britannica Encyclopedia : ❝ Pedophilia | Definition & Facts ❞

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https://youtu.be/ABItTAB5uKM

🔴 Considering in 1983, BBC Newsnight interview showed, Paedophile Information Exchange, a legal group ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), commenting that,

❝ I don’t accept that SEX is a..a. a spontaneously shocking experience ❞, ❝ Not if children are properly educated through out SEX and it’s an obligation on society to see that children are given, a far more Comprehensive Sexual Education, from a far earlier age ❞ and ❝ A child is able to recognize a pleasurable experience, he is able to recognize.. erm.. a.. a.. pleasing emotional experience, erm.. he is able to express consent and to.. to recognize that this is something he wishes to continue, and.. and the responsible and caring Paedophile, always refers to the wishes of the child❞

📺 Watch on YouTube: https://youtu.be/ABItTAB5uKM
🎞️ Watch on Facebook: https://fb.watch/fv8YLMND8x/
💻 Watch on BBC News website: https://www.bbc.co.uk/news/magazine-26372280

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🔴 193 Countries of the United Nations agreed to the Global Education 2030 Agenda for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based Comprehensive Sexuality Education ( CSE ) from Birth delivered in formal or non-formal places.

❝ Within the Sustainable Development Goals (SDGs) agreed by governments in 2015 to guide development priorities globally until 2030, Goal 4 on achieving quality education for all, includes an optional, thematic indicator specifically focusing on sexuality education❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

🔴 United Nations 193 Countriesᵃ.

a Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia (Plurinational State of), Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cabo Verde, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Côte D’Ivoire, Croatia, Cuba, Cyprus, Czechia, Democratic People’s Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia (Republic of The), Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guinea Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People’s Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia (Federated States of), Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands (Kingdom of the), New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Suriname, Sweden, Switzerland, Syrian Arab Republic, Tajikistan, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Türkiye, Turkmenistan, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic of, Viet Nam, Yemen, Zambia, Zimbabwe

Growth in United Nations mmembership | Member States | About Us | United Nations

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🔴 United Nations’ agency United Nations Educational, Scientific and Cultural Organization ( UNESCO ) has coordinated policies or laws in 85 percent of 155 countries, relating to Comprehensive Sexuality Education ( CSE ), which is a process of teaching about the cognitive, emotional, physical and social aspects of sexuality, with the aims to equip children with knowledge, skills, attitudes and values to develop sexual relationships throughout their lives.

❝ The Global Education 2030 Agenda

UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement…❞ ( 2nd Page of document )

❝ Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives.

This report draws on multiple data sources to provide analysis of countries’ progress towards delivering… CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education❞ ( 3rd Page of document )

❝ Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives (UNESCO et al., 2018). CSE can be delivered in formal or non-formal settings.
…
Within the 2030 agenda, the importance of CSE and other forms of transformative education is reflected❞ ( Page 12 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 CSE is known by people in different countries using different names such as Child Sexual Exploitation, according to page 15 of the World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, ( 2018 ).

It is also known as Biology / Ciencias Naturales / Civics Education / Civismo / Comprehensive Sexuality Education / Educación Integral Para La Salud Sexual / Education Sexual Integral / Environment, Culture & Religion / Family Life Education / Family-Life Education / Formación Cívica Y Ética / Habilidades Para La Vida / Health Studies / Healthy Life Styles / Healthy Lifestyle / Healthy Lifestyles / History / HIV & Life Skills Personnal & Social Development /HIV Education / Humanitaarteadus / Kultusministerium / Life Skills / Life Skills Education / Life Skills-Based Education / Pendidikan Kesehatan / PSHE / Prevention Education / Protective Bahaviours / Relationchips Respectful / Respectful Relationships / Relationele En Sexuele Vorming / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / Sexuality Education / Основы Здоровья / Сергек Жашоо Образы / 防性侵教育 / 青春期教育, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Out-Of-School Comprehensive Sexuality Education, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Personal, Social, Health and Economic Education ( PSHE ) / Sex and Relationship education (SRE) / Science, according to page 174 of World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments, ( 2018 ).

It is also known as Health and Physical Education ( HPE ) / Physical and Health Education ( PHE ) / Personal and Social Education ( PSE ) / Physical, Social, Careers, Health, Education ( PSCHE ) / Relationships Education / Relationships and Sex Education ( RSE ) / Relationships and Sexuality Education ( RSE ) / Relationships and Sex Education and Health Education ( RSHE ) / Relationships, Sexual Health and Parenthood ( RSHP ) / Sex Education ( Sex Ed ) / Sexual Education.

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexual behaviour, feelings and cognition from the womb.

❝ the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s ❞, ❝ children are born as sexual beings ❞ ( Page 22 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexuality, as a central aspect of being human throughout life.

❝ Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

The guidelines give guidance for teaching about masturbation from birth and recommends materials such as SIECUS, Right From the Start: Guidelines for Sexuality Issues, Birth to Five Years on page 17, 38 and 60.

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⚫ Judicial Review/Legal case, was about the Sexual Grooming ( also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc

i.e Sexual Exploitation, Paedophilic Whims, Sexual Assault, Sexual Abuse, Sexual Grooming ) from Birth,

Permitted / Committed / Promoted / Worsened / Helped / Forced upon the Public, from Age 3, through the Whole Education System Approach,

delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities, Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ).

⚫ Judicial Review/Legal case, was intervened by religious leaders, preventing Sexual Exploitation, Sexual Grooming and Paedophilic Whims.

⚫ Judicial Review/Legal case, intervention by religious leaders informs about parents considering home education, preventing Sexual Exploitation, Sexual Grooming and Paedophilic Whims.

⚫ Judicial Review/Legal case judgement, informs that Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects of being human for Sexuality Education, where all Thoughts, Beliefs, Behaviours, Relationships, Intimacy, Roles, Desires, Interests, Identities etc of all human beings such as adults, infants, unborn, etc are considered to be Sexual.

⚫ Judicial Review/Legal case judgement, informs from the Country’s agent, the government, that Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of human being, is Sexuality Education.

⚫ According to the Judicial Review/Legal case judgement; Human Rights permit home education removal and Sexual Exploitation.

⚫ According to the Judicial Review/Legal case judgement; the Country’s laws permit, the Country’s agent, the government, to force the Education System and Sexual Exploitation.

⚫ According to the Judicial Review/Legal case judgement; Country’s agents Permitted / Committed / Promoted / Worsened / Helped / Forced Sexual Exploitation, Sexual Grooming, and Paedophilic Whims.

❝ The Interveners

73. I have also received a joint witness statement from… “religious leaders…”. They express deep concern about the compulsory nature of RSE [ also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc i.e Sexual Exploitation, Sexual Assault, Sexual Abuse, Sexual Grooming ] for children from the age of 3.

” … a significant number of parents are seriously considering home educating their children due to the provided RSE curriculum …
…
This passage highlights the responsibility is with the parents for their children. This responsibility covers many facets including sexual education, gender identification and sexual orientation to name a few.”❞ ( Page 28 )

❝ 78. ….
“Introduction

[G2] Mandatory

Relationships and sexuality education (RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]) … is mandatory for all learners from ages 3 to 16.

[G3] RSE has a… role in learners’ education and plays a vital role in supporting them to realise the four purposes as part of a whole-school approach. Helping learners to form and maintain a range of relationships… is the foundation of RSE. … An understanding of Sexuality… empowers learners to understand themselves, take responsibility for their own decisions and behaviours, and form relationships that are fully inclusive, reflecting diversity…❞ ( Page 33 )

❝ Whole-school approach

[G14] Teaching and learning in RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] should be supported by a whole-school approach to RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]…

[G15] This means effectively linking all aspects of school, including the curriculum, policy, staff, school environment and community to support learners in their relationships and sexuality education. This should support the development of … relationships…

[G16] A whole-school approach should include consideration of leadership and policy around RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]. This should include the participation of the senior leadership team in developing the school’s vision for RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] as well as the designation of a RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] lead within the school. This should also consider how curriculum and pedagogy supports and informs the development of the wider approach. Professional learning is also key. The senior leadership should ensure that all staff participate in professional learning. Schools should also consider how their culture and environment can support RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]. ❞ ( Page 36 )

❝ 79. The embedded definitions in the Guidance include:
..
Relationships: “(Cydberthnasau) can be interpersonal and intrapersonal. Interpersonal relationships refer to the connections and interactions between two or more people. Intrapersonal relationships refers to the relationship that one has with oneself. Both types are inextricably linked, shifting and changing over time. They can be familial, spiritual, romantic, platonic and sexual.”❞ ( Page 38 )

❝ Sexuality: “(Rhywioldeb) a central aspect of being human and encompasses sexual orientation, gender identities and roles, sex, reproduction and intimacy. Sexuality is experienced and expressed through thoughts, beliefs, behaviours and relationships.❞ ( Page 39 )

❝ 126. In my judgment, for the reasons I have given, the case law and texts relied upon by the claimants do not support the existence of a fundamental common law right of excusal. I reject the contention that such a right exists. This conclusion is unsurprising, given the nature of the claimed right, which is conceptually dependent on a pre-existing obligation of school attendance, and which, as defined by the claimants, has the appearance of legislation rather than a common law right.❞ ( Page 52 )

❝ A2P1 [ The Human Rights Act, enforcing European Convention on Human Rights enforcing Universal Declaration of Human Rights ] : the authorities and applicable principles
…
171. In Folgerø, at [84], the Grand Chamber drew together the “major principles” which emerge from the court’s caselaw on the interpretation of A2P1 (omitting the footnotes):
…
(g) However, the setting and planning of the curriculum fall in principle within the competence of the contracting states. This mainly involves questions of expediency on which it is not for the Court to rule and whose solution may legitimately vary according to the country and the era. In particular, the second sentence of Art.2 of Protocol No.1 does not prevent states from imparting through teaching or education information or knowledge of a directly or indirectly religious or philosophical kind. It does not even permit parents to object to the integration of such teaching or education in the school curriculum, for otherwise all institutionalised teaching would run the risk of proving impracticable.❞ ( Page 62 – 63 )

❝ 186. In Konrad, the applicants’ complained that Germany had refused their application to be authorised to educate their children at home, and exempted from compulsory primary school attendance, on grounds of (among other reasons) their religious objection to sex education.❞ ( Page 67 )

❝ 188. Dojan also concerned the German education system in which compulsory elementary school attendance was imposed and home education was, in general, not a permissible option (Dojan, [62]). Mandatory sex education classes formed part of the school curriculum in the fourth year of primary schooling. ❞ ( Page 68 )

❝ (10) … A2P1 [ The Human Rights Act, enforcing European Convention on Human Rights enforcing Universal Declaration of Human Rights ] does not permit parents [ citizens of the member states of United Nations ] to object to the inclusion of such teaching [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] in the curriculum [ from Age 3 ], even where compulsory school attendance with no possibility of home schooling is required (Folgerø, [84(g)], Konrad, Dojan).❞ ( Page 73 )

The High Court of Justice, judgment

⚫ The Human Rights Act

❝ Human Rights Act 1998
1998 CHAPTER 42
An Act to give further effect to rights and freedoms guaranteed under the European Convention on Human Rights…❞

Human Rights Act 1998

⚫ The European Convention on Human Rights

❝ European Convention on Human Rights
… It was the first instrument to give effect to certain of the rights stated in the Universal Declaration of Human Rights and make them binding.❞

European Convention on Human Rights

⚫ The Universal Declaration of Human Rights

❝ Universal Declaration of Human Rights
… It sets out, for the first time, fundamental human rights to be universally protected… ❞

Universal Declaration of Human Rights

📖 Read: The High Court of Justice, judgment
🔗 Link: https://www.judiciary.uk/wp-content/uploads/2022/12/Isherwood-v-Welsh-Ministers-Judgment-221222.pdf
👓 Found at: https://www.judiciary.uk/judgments/isherwood-v-welsh-ministers/

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🔴 Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice, states,

❝ Sexual grooming broadly refers to the behaviors and tactics that perpetrators use to manipulate children, their guardians, and their surroundings to facilitate sexual abuse while decreasing the likelihood of disclosure or detection❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

Adult grooming appears to follow many of the same behavior patterns as child sexual grooming.

❝ Understanding the link between adult sexual grooming and coercive control.

Key points

▪️ Coercive control is a pattern of controlling behaviors that create an unequal power dynamic in a relationship.

▪️ Coercive control is emotional abuse that can cause psychological trauma and may evolve into physical abuse.

▪️ From anecdotal reports, adult grooming appears to follow many of the same behavior patterns as child sexual grooming. ❞

Psychology Today : How Coercive Abusers Engage in Sexual Grooming

Sexual Grooming includes exposure to Sexual information.

❝ Stage 1: Selecting a Victim
…
▪️ Minor is compliant/trusting of adults.
…
Stage 2: Gaining Access and Isolation
…
▪️ Is involved in youth-serving organizations (i.e., school, youth groups, scouts, sports).
…
Stage 3: Trust Development
…
▪️ Has insider status/good reputation/”pillar of the community.”
…
Stage 4: Desensitization to Sexual Content and Physical Contact

This stage usually happens right before abuse occurs. During this fourth stage, the perpetrator prepares the minor for abuse by desensitizing them to sexual content (such as showing them pornography and nudity) and increasing nonsexual touch:
…
▪️ Teaches minor sexual education.
…
Stage 5: Postabuse Maintenance Behaviors
…
▪️ Encourages secrets and secret-keeping.
…
Given that only 5 percent of all those who perpetrate child sexual abuse are already on the sex offender registry at the time of the abuse, this means that 95 percent of all perpetrators are not known to the criminal justice system. As such, our efforts to stop sexual abuse must focus on prevention and identifying sexual grooming behaviors before the abuse occurs, as it may be one of the best ways to stop the abuse before it occurs.

While significant strides have been made in educating the public about what constitutes child sexual grooming, there is still much work to be done. Diluting the meaning of “sexual grooming” or using it to describe behaviors and practices that are not related to child sexual abuse can negatively impact these education and prevention efforts. Therefore, the term “grooming” should only be used in reference to sexual grooming so that we can continue to protect vulnerable children from being sexually abused. ❞

Psychology Today : 99 percent of child sexual abuse involves grooming

Teaching sexual education to minors or using inappropriate sexual language, is an established sexual grooming behaviour, which is upto 6.4 times more likely to be reported, in cases of Child Sexual Abuse ( CSA ).

❝ High Risk Behaviors: These behaviors are 8 times or more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.
…
▪️ The person exposes their naked body to the child (26 times).
▪️ The person watches the child undressing or while naked (11 times).
▪️ The person shows the child pornography magazines, images or videos (8 times).
▪️ The person tells the child about their past sexual experiences (9 times).
▪️ The person separates or isolates the child from their peers and family (19 times).

Moderate Risk Behaviors: These behaviors are between 3.5-6.4 times more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.

▪️ The person asks the child questions about the child’s sexual experiences and relationships (6.4 times).
…
▪️ The person uses inappropriate sexual language or tells dirty jokes around the child (5.7 times).
▪️ The person teaches the child sexual education (4 times).
…
▪️ The person gets close to the child’s family to gain access to the child (3.8 times).
▪️ The child lacks adult supervision (5.5 times).
▪️ The child is not close to their parents, or their parents are not a resource for them (3.8 times).
▪️ The person gives the child rewards or privileges (community member only) (4.8 times).❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

❝ Kinsey’s theories of childhood sexual development were derived largely from the sexual “experiments” of this one deviant — who, incidentally, had sex with more than 800 children, with much of his own family and with “animals of many species.”
…
… Kinsey (together with the National Institute for Mental Health) designated Planned Parenthood medical director Mary Calderone to “implement a planned role” in relation to sex education — she founded SIECUS (Sex Information and Education Council of the United States) for this purpose.❞

The Washington Post : ❝ Alfred Kinsey: Integrity Questions ❞

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🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), established an Independent Inquiry into Child Sexual Abuse (IICSA) ( Country’s agent ), which reported that Schools ( Country’s agent ) reluctant to report child sexual abuse by staff ( Country’s agent ) and pupils,

❝ A new report from the Independent Inquiry into Child Sexual Abuse highlights shocking and horrific instances of child sexual abuse in schools, with some teachers exploiting their positions of trust to groom and abuse children across all types of educational settings examined by the Inquiry. ❞

Independent Inquiry into Child Sexual Abuse: ❝ Schools reluctant to report child sexual abuse by staff and pupils, report finds ❞

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🔴 Considering 2 primary school students sexually assaulted a student, shortly after Sex Education lesson that is Sexual Grooming,

❝ It’s claimed that a pupil was allegedly held down and sexually assaulted by two others from the school.

…

One family member of a student at the school said that one of the alleged perpetrators had been allowed back into the premises under supervision.

They said that they feel the school is a “disgrace” for trying to keep information from parents and have questioned the ethics of senior staff for allowing one of the children allegedly involved to return.

…

It is understood that Police Scotland and officials at Edinburgh City Council have investigated the incident.

…the incident had taken place shortly after a sex education class [ Sexual Grooming ] that was held at the primary. ❞

Daily Record: ❝ Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ❞

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🔴 Considering Male rapes Female classmate, shortly after Sex Education lesson that is Sexual Grooming,

❝ Student, who was 13 at the time of the attack, asked girl if she wanted to ‘try sex’ after luring her to a secluded part of school grounds…

A 13-year-old boy raped a female classmate shortly after they had received a sexual education lesson [ Sexual Grooming ] together.
…
The teenager… was placed under a 12-month referral order and must sign the sexual offenders list for 30 months.

…He received the maximum possible sentence after District Judge … elected not to send him to Crown Court. ❞

The Independent: ❝ Teenage boy rapes female classmate shortly after sex education lesson ❞

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🔴 Considering ITV News reported,

❝ Almost 3,000 schools have been named for the first time by Everyone’s Invited [ website , where 52,622 survivors’ stories submitted so far ] following allegations from students of rape, sexual assault and sexual harassment.
…
Of those 2,962 schools named, 2,556 are secondary schools and 406 are primary schools.

The perpetrators are never named, but increasingly the testimonials name the school or college …❞

ITV News: ❝ Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ❞

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📖 Read: The High Court of Justice, judgment
🔗 Link: https://www.judiciary.uk/wp-content/uploads/2022/12/Isherwood-v-Welsh-Ministers-Judgment-221222.pdf
👓 Found at: https://www.judiciary.uk/judgments/isherwood-v-welsh-ministers/

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Judicial Review/Legal case Reading

📰💡Information: News about the Judicial Review/Legal case, against Sexual Grooming ( also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc i.e Sexual Exploitation, Sexual Assault, Sexual Abuse, Sexual Grooming ) from Birth, forced upon the public from Age 3 through the Whole Education System Approach, by Country’s agents, such as the Education System, authorities, etc, delivered across the environment of formal or non-formal places, 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth. Boycott The Education System.

📰 ⚖️ Judicial Review/Legal case judgement; Country’s Whole Education System Approach to Comprehensive Sexuality Education ( CSE also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; intervention by religious leaders against Comprehensive Sexuality Education ( CSE also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; Human Rights permit home education removal and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Human Rights permit Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial System/Legal case judgement; Country’s laws permit forcing the Education System and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial System/Legal case judgement; Country’s laws permit Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Country’s agents permit forcing of the Education System and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Thoughts are a central aspect of human being, in Sexuality Education ( also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Beliefs are a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Behaviours as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Relationships as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Intimacy as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexuality as a central aspect of human being, …

📖 Further Reading

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places

📰 ⚖️ Judicial System/Legal case judgement; State laws do not prevent, Comprehensive Sexuality Education (CSE) from Birth, where CSE is enforced upon the public, by State backed actors, such as the authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places

📰 Is Your Country Sexually Grooming You and Your Kids? Sexual Grooming involves exposure to Sexual information, Pedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children and Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, by enforcing, United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places. Boycott The Education System.

📰 Independent Inquiry Child Sexual Abuse: ❝Schools reluctant to report child sexual abuse by staff and pupils, report finds❞, Where report by State backed actor the Independent Inquiry into Child Sexual Abuse, Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Guardian: ❝Child sexual abuse in schools often an open secret, says inquiry❞, by State backed actor the Independent Inquiry into Child Sexual Abuse, Where Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 ITV News: ❝Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment❞, Where 2,962 schools named, 2,556 are secondary schools, 406 are primary schools, Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Independent: ❝Unisex changing rooms put women at danger of sexual assault, data reveals❞

📰 The Independent: ❝Teenage boy rapes female classmate shortly after sex education lesson❞ enforced upon the public by United Nations state member UK’s State backed actor, the Education System, Where he received a 12 month referral order, the maximum possible sentence, after the State backed actor, the Judicial System chose not to forward the case to a higher court

📰 Daily Record: ❝Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’❞, Where Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Telegraph: ❝Survey asks schoolchildren as young as 13 when they first had sex❞

📰 International Business Times: ❝School Asks Students to Define Pornography, Soft Porn and Wet Dreams in Home Assignment❞

📰 The Independent: ❝Police officer “groomed [ normalised ] his victim”, “since she was nine years old, exposing himself [ showing nudity ] to her, showing her pornography [ showing sexual activity ] and taking indecent photographs [ Child Sexual Abuse ]”❞

📰 📚 WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞, with Questions raised about the new Sex Ed, utilising ❝Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]❞

📰 🎥 Paedophile Information Exchange member commented that ❝sex with children❞ means ❝erotic contact like touching and masturbation❞ and ❝consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm❞

📰 🎥 United Nations state member UK’s State backed actor, a legal group called Paedophile Information Exchange, wanted society to recognise children’s Right to certain Sexual freedoms, children to be given Sex education to normalise and desensitise Sex to children, children to be given far more Comprehensive Sexual Education, claimed children can express Consent, in the interview by State backed actor, a public service broadcaster called BBC, and Comprehensive Sexuality Education ( CSE ) is enforced upon the public, by State backed actors, such as the authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

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https://youtube.com/watch?v=uSh-DG-s5VM&list=PLJf8u7YOQRlcBvTfHdcqNvfxE2nBY1BwS

https://www.youtube.com/watch?v=Rw2q4ZqbZnQ

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193 member Countries of the United Nations agreed to the Global 2030 Agenda! Sexual Education normalises and desensitises an Individual to Sexual Grooming. Remove kids from the Education System to proactively prevent harm. Is your Country Sexually Grooming you and your kids? Sexual Grooming involves exposure to Sexual information, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, The Education System is dangerous. Boycott The Education System.

Boycotting the Education System results in the State asking ❝ Why ❞ and go into quick action, news story video from https://www.facebook.com/JeremyTRUUTHISTORY/videos/1008378137208471

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Is Your Country Sexually Grooming You and Your Kids?

Sexual Grooming involves exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ).

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ).

The Education System is dangerous ( Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ).

Boycott The Education System.

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Judicial Review/Legal case ( Page 28, 33, 36, 39, 52, 62, 63, 67, 68, 73 — The High Court of Justice — judgment ), about Sexual Grooming ( also known as Sexuality Education / Child Sexual Exploitation / CSE / Comprehensive Sexuality Education ( Page 15 — WHO Collaborating Centre — WHO CC — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments — 2018 ) / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 — United Nations Educational, Scientific and Cultural Organization — UNESCO — The journey towards comprehensive sexuality education, global status report — 2021 ) ),

that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming ( Daily Record — Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ,
The Independent — Teenage boy rapes female classmate shortly after sex education lesson ,
ITV News — Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ,
The Guardian — Fifth of adults in England and Wales abused as children, figures suggest ,
The Independent — Government failing to stop ‘routine and relentless’ sexual harassment of women and girls in public places, MPs warn ,
UK Government Website — Independent Inquiry into Child Sexual Abuse investigation reports ,
Independent Inquiry into Child Sexual Abuse — Child sexual abuse committed in schools was open secret, survivors tell Inquiry ,
Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ),

Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange,

wanted society to recognise children’s right to certain Sexual freedoms,

children to be given Sex education to normalise and desensitise Sex to children,

children to be given far more Comprehensive Sexual Education,

claimed children can express Consent,

in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation ( BBC — News — Paedophile Information Exchange interview from 1983 ),

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ),

Sexual Grooming includes exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ) /

Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach,

Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education,

where all Thoughts, Beliefs, Behaviours, Relationships ( ResearchGate — Childhood Family Correlates of Heterosexual and Homosexual Marriages: A National Cohort Study of Two Million Danes — 2006 ), Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual ( Page 17 — United Nations Educational, Scientific and Cultural Organization — UNESCO — World Health Organization — WHO — International Planned Parenthood Federation — IPFF — German Federal Centre for Health Education — BZgA — a WHO Collaborating Centre — WHO CC — Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists — 2010 ),

based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities ( The Independent — Paedophile police officer kept his job years after being caught taking ‘up-skirt’ photos of children, The Independent — Westminster child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds ), Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ),

while Parents considering Home Education,

Boycott The Education System.

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🚸 CSE
also known as Child Sexual Exploitation ( Page 15 )
— WHO Collaborating Centre ( WHO CC ) — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments ( 2018 )

And also known as
Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 )
— United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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It should be known that:

🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), doesn’t belong to the Public.

❝ How government works
…
The Prime Minister is the leader of His Majesty’s Government…
…
Legislation
…
They can include:
Draft legislation
…
Bills are proposals for new laws or changes to existing ones. Once agreed by Parliament, they have to be approved by the King before becoming law.
Acts of Parliament
These are bills which have been approved by the Commons, the Lords, and the King.❞

UK Government Website : How government works

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🔴 193 Countries of the United Nations agreed to the Global Education 2030 Agenda for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based Comprehensive Sexuality Education ( CSE ) from Birth delivered in formal or non-formal places.

❝ Within the Sustainable Development Goals (SDGs) agreed by governments in 2015 to guide development priorities globally until 2030, Goal 4 on achieving quality education for all, includes an optional, thematic indicator specifically focusing on sexuality education❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 United Nations 193 Countriesᵃ.

a Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia (Plurinational State of), Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cabo Verde, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Côte D’Ivoire, Croatia, Cuba, Cyprus, Czechia, Democratic People’s Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia (Republic of The), Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guinea Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People’s Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia (Federated States of), Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands (Kingdom of the), New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Suriname, Sweden, Switzerland, Syrian Arab Republic, Tajikistan, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Türkiye, Turkmenistan, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic of, Viet Nam, Yemen, Zambia, Zimbabwe

Growth in United Nations mmembership | Member States | About Us | United Nations

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🔴 United Nations’ agency United Nations Educational, Scientific and Cultural Organization ( UNESCO ) has coordinated policies or laws in 85 percent of 155 countries, relating to Comprehensive Sexuality Education ( CSE ), which is a process of teaching about the cognitive, emotional, physical and social aspects of sexuality, with the aims to equip children with knowledge, skills, attitudes and values to develop sexual relationships throughout their lives.

❝ The Global Education 2030 Agenda

UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement…❞ ( 2nd Page of document )

❝ Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives.

This report draws on multiple data sources to provide analysis of countries’ progress towards delivering… CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education❞ ( 3rd Page of document )

❝ Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives (UNESCO et al., 2018). CSE can be delivered in formal or non-formal settings.
…
Within the 2030 agenda, the importance of CSE and other forms of transformative education is reflected❞ ( Page 12 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 CSE is known by people in different countries using different names such as Child Sexual Exploitation, according to page 15 of the World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, ( 2018 ).

It is also known as Biology / Ciencias Naturales / Civics Education / Civismo / Comprehensive Sexuality Education / Educación Integral Para La Salud Sexual / Education Sexual Integral / Environment, Culture & Religion / Family Life Education / Family-Life Education / Formación Cívica Y Ética / Habilidades Para La Vida / Health Studies / Healthy Life Styles / Healthy Lifestyle / Healthy Lifestyles / History / HIV & Life Skills Personnal & Social Development /HIV Education / Humanitaarteadus / Kultusministerium / Life Skills / Life Skills Education / Life Skills-Based Education / Pendidikan Kesehatan / PSHE / Prevention Education / Protective Bahaviours / Relationchips Respectful / Respectful Relationships / Relationele En Sexuele Vorming / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / Sexuality Education / Основы Здоровья / Сергек Жашоо Образы / 防性侵教育 / 青春期教育, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Out-Of-School Comprehensive Sexuality Education, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Personal, Social, Health and Economic Education ( PSHE ) / Sex and Relationship education (SRE) / Science, according to page 174 of World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments, ( 2018 ).

It is also known as Health and Physical Education ( HPE ) / Physical and Health Education ( PHE ) / Personal and Social Education ( PSE ) / Physical, Social, Careers, Health, Education ( PSCHE ) / Relationships Education / Relationships and Sex Education ( RSE ) / Relationships and Sexuality Education ( RSE ) / Relationships and Sex Education and Health Education ( RSHE ) / Relationships, Sexual Health and Parenthood ( RSHP ) / Sex Education ( Sex Ed ) / Sexual Education.

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🔴 Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice, states,

❝ Sexual grooming broadly refers to the behaviors and tactics that perpetrators use to manipulate children, their guardians, and their surroundings to facilitate sexual abuse while decreasing the likelihood of disclosure or detection❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

Adult grooming appears to follow many of the same behavior patterns as child sexual grooming.

❝ Understanding the link between adult sexual grooming and coercive control.

Key points

▪️ Coercive control is a pattern of controlling behaviors that create an unequal power dynamic in a relationship.

▪️ Coercive control is emotional abuse that can cause psychological trauma and may evolve into physical abuse.

▪️ From anecdotal reports, adult grooming appears to follow many of the same behavior patterns as child sexual grooming. ❞

Psychology Today : How Coercive Abusers Engage in Sexual Grooming

Sexual Grooming includes exposure to Sexual information.

❝ Stage 1: Selecting a Victim
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▪️ Minor is compliant/trusting of adults.
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Stage 2: Gaining Access and Isolation
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▪️ Is involved in youth-serving organizations (i.e., school, youth groups, scouts, sports).
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Stage 3: Trust Development
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▪️ Has insider status/good reputation/”pillar of the community.”
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Stage 4: Desensitization to Sexual Content and Physical Contact

This stage usually happens right before abuse occurs. During this fourth stage, the perpetrator prepares the minor for abuse by desensitizing them to sexual content (such as showing them pornography and nudity) and increasing nonsexual touch:
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▪️ Teaches minor sexual education.
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Stage 5: Postabuse Maintenance Behaviors
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▪️ Encourages secrets and secret-keeping.
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Given that only 5 percent of all those who perpetrate child sexual abuse are already on the sex offender registry at the time of the abuse, this means that 95 percent of all perpetrators are not known to the criminal justice system. As such, our efforts to stop sexual abuse must focus on prevention and identifying sexual grooming behaviors before the abuse occurs, as it may be one of the best ways to stop the abuse before it occurs.

While significant strides have been made in educating the public about what constitutes child sexual grooming, there is still much work to be done. Diluting the meaning of “sexual grooming” or using it to describe behaviors and practices that are not related to child sexual abuse can negatively impact these education and prevention efforts. Therefore, the term “grooming” should only be used in reference to sexual grooming so that we can continue to protect vulnerable children from being sexually abused. ❞

Psychology Today : 99 percent of child sexual abuse involves grooming

Teaching sexual education to minors or using inappropriate sexual language, is an established sexual grooming behaviour, which is upto 6.4 times more likely to be reported, in cases of Child Sexual Abuse ( CSA ).

❝ High Risk Behaviors: These behaviors are 8 times or more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.
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▪️ The person exposes their naked body to the child (26 times).
▪️ The person watches the child undressing or while naked (11 times).
▪️ The person shows the child pornography magazines, images or videos (8 times).
▪️ The person tells the child about their past sexual experiences (9 times).
▪️ The person separates or isolates the child from their peers and family (19 times).

Moderate Risk Behaviors: These behaviors are between 3.5-6.4 times more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.

▪️ The person asks the child questions about the child’s sexual experiences and relationships (6.4 times).
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▪️ The person uses inappropriate sexual language or tells dirty jokes around the child (5.7 times).
▪️ The person teaches the child sexual education (4 times).
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▪️ The person gets close to the child’s family to gain access to the child (3.8 times).
▪️ The child lacks adult supervision (5.5 times).
▪️ The child is not close to their parents, or their parents are not a resource for them (3.8 times).
▪️ The person gives the child rewards or privileges (community member only) (4.8 times).❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

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🔴 Judicial Review/Legal case judgement provides from the Country’s agent, the government, Sexuality definition which claims Sexuality as a central aspect of being human for the Mandatory, United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based United Nations’ ( UN ) Global Education 2030 Agenda, Comprehensive Sexuality Education ( CSE ) from Birth in the settings from Age 3.

❝ Sexuality: “(Rhywioldeb) a central aspect of being human and encompasses sexual orientation, gender identities and roles, sex, reproduction and intimacy. Sexuality is experienced and expressed through thoughts, beliefs, behaviours and relationships.” ❞ ( Page 39 )

The High Court of Justice : judgment

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🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), was asked detailed questions on the state of Sexuality education, by the initiative developed by institutions including International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ). Government responded that the FPA ( national IPFF member ) had used their jointly developed guidelines, Standards for Sexuality education ( which starts from Birth ), when advocating for compulsory Sexuality education. On March 1, 2017, the government decided that Sexuality education will indeed become compulsory.

❝ …the FPA (Family Planning Association; national IPFF member) has used the WHO/BZgA Standards for Sexuality Education in Europe (2010) when advocating for comprehensive education with statutory status. On March 1, 2017, the government decided that sexuality education will indeed become ‘statutory’, which means it has to be taught in all schools in the country from 2019 onwards.❞ ( Page 175 )

International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, (2018)

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexuality, as a central aspect of being human throughout life.

❝ Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

The guidelines give guidance for teaching about masturbation from birth and recommends materials such as SIECUS, Right From the Start: Guidelines for Sexuality Issues, Birth to Five Years on page 17, 38 and 60.

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❝ Pedophilia, in conventional usage, a psychosexual disorder, generally affecting adults, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children. ❞

Britannica Encyclopedia : ❝ Pedophilia | Definition & Facts ❞

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🔴 Adolescence phase was brought about as part of the sexual revolution, which removed the boundary between pubescent and not pubescent.

❝ The emergence of “adolescence” in the context of the “sexual revolution” in the 1970s

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These innovations opened up completely new opportunities for separating sexuality from reproduction. …
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These processes also stimulated the emergence of a new, intermediate phase in life between childhood and adulthood, which became known as “adolescence”. This intermediate phase gradually became characterized by increasing independence from parents, engagement in love relationships and sexual contacts (long) before marriage and cohabitation without marriage, and by delaying marriage and the start of family formation. Roughly speaking, at the beginning of the third millennium young people in Europe have their fi rst sexual contacts by age 16-18 on average. They have had several partners before marrying (or permanently cohabiting) around age 25, and they have their fi rst child by age 28-30.² …
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Other factors also contributed to a stronger focus on adolescent sexuality and sexual health.
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Similarly, the “sexualization” of the media and advertising were increasingly felt to be negatively infl uencing the perceptions of sexuality of young people, requiring some form of counterbalancing action.

Sexuality education in schools – as a response of societies to these social changes

All these fundamental social changes, basically the emergence of a new social age group situated between childhood and adulthood, with its own culture, behaviour and needs, required new responses from society. In the area of sexuality, it required new types of health services, or adaptation of existing ones, and new information and education efforts. The call for sexuality education in the second half of the 20th century throughout Europe should primarily be understood from this perspective. Newly emerging visions, particularly human rights perceptions, on the (sexual) rights and roles of this intermediate age group in society added to the perceived need for sexuality education. It is important to note that this process took place in all European countries, although some countries adapted to it earlier or faster than others. Sexuality education, particularly through schools, is an essential component of this adaptation process. The immediate reasons for pleas to introduce sexuality education in schools have changed over the years and they have differed between countries ranging from the prevention of unintended pregnancies to that of HIV and other STI. In addition, sexual abuse scandals gave sexuality education a strong boost in the public sphere and led to calls for sexuality education for younger children. This call has been supported by a change in the perception of the child in general – now perceived as a subject.³ These different motivations have gradually converged in the direction of more holistic views on sexuality education. …

³ The child is thus understood to be an independent person with specifi c competencies and needs, inter alia in respect of his/her forms of expression of closeness, sensuality and (bodily) curiosity. The potential of the child needs to be adequately fostered.❞ ( Page 11 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexual behaviour, feelings and cognition from the womb.

❝ the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s ❞, ❝ children are born as sexual beings ❞ ( Page 22 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education (which starts from from Birth), has been also been jointly developed by institutions such as Sex Education Forum ( National Children’s Bureau, UK, whose partners include NSPCC which is a children’s charity fighting to prevent child abuse in the UK and Channel Islands ).

❝ Standards for Sexuality Education in Europe was jointly developed by The Federal Centre for Health Education (BZgA), the WHO Regional Office for Europe and an international working group comprising representatives from the following organisations (in alphabetical order):
Austrian Institute for Family Studies: …
Contraception and Sexual Health Service, Nottinghamshire Community Health (UK): …
Department of Women’s and Children’s health, University of Uppsala (Sweden): …
European Society for Contraception: …
…
Federal Centre for Health Education, BZgA (Germany): …
International Centre for Reproductive Health at the University of Ghent (Belgium): …
International Planned Parenthood Federation, IPPF: …
Lucerne University of Applied Sciences and Arts (Switzerland): …
Norwegian Directorate of Health: …
Rutgers Nisso Group (The Netherlands): …
Sex Education Forum, National Children’s Bureau (UK): …
Sexual Health Clinic Väestöliitto, The Family Federation of Finland: …
Swiss Foundation for Sexual and Reproductive Health, PLANeS: …
UNESCO: … World Population Foundation: …❞ ( 2nd last Page of document )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

❝ NSPCC The NSPCC is the leading children’s charity fighting to prevent child abuse in the UK and Channel Islands.❞

Partners | Sex Education Forum

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🔴 📰 ⚖️ WalesOnline: ❝Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales❞

❝ They are part of a campaign… which wants to remove relationship and sex education (RSE) from the mandatory part of the new curriculum…
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…Mr Justice Turner said: “The issues raised on behalf of the claimants involve consideration of complex constitutional matters with potentially very significant consequences for both parents and children….
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Human rights barrister Paul Diamond … will argue that the case raises important legal issues, including the human rights of very young children from “the imposition of ideologies that are transient, and culturally variable”, the campaign group said. ❞

Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales

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🔴 📰 Parliament Petitions: ❝Remove RSE from the mandatory element of the Curriculum Bill 2020❞

❝ Relationships and Sexuality Education (RSE) is part of a Global Roll out of Sexuality Education which is not appropriate for this country. It sexualises children, fails to safeguard, read’s like models of offending, has barriers to disclosure, and the local authority departments involved lack adequate training to spot the signs of Child Sexual Abuse, Exploitation, Harmful Sexual Behaviour, And much, more! In addition to that we have evidence those involved in the Welsh Curriculum lack knowledge of this global roll out,

5,307 signatures❞

Remove RSE from the mandatory element of the Curriculum Bill 2020

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing the Mandatory, World Health Organization (WHO) guidelines based United Nations’ (UN) Global Education 2030 Agenda, Comprehensive Sexuality Education (CSE) from Birth in the settings from Age 3

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📰 🕰️ View post regarding ❝History of Mandatory Global Comprehensive Sexuality Education from Age 3, from Sex Education (Sex Ed) to Personal and Social Education (PSE) to Relationships and Sexuality Education (RSE)❞:
realnewsinformation.wordpress.com/2021/04/20/history-of-uks-global-comprehensive-sexuality-education-from-age-3-from-sex-education-sex-ed-to-personal-and-social-education-pse-to-relationships-and-sexuality-education-rse

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📰 🛑 View post regarding ❝Stop RSE [Mandatory Global Sex Education from Age 3]! Is The Government Grooming Our Children?❞:
realnewsinformation.wordpress.com/2023/04/21/stop-rse-mandatory-global-sex-education-from-age-3-is-the-government-grooming-our-children

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📰 🗺️ View post regarding ❝Urgent Act Now! Mandatory Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/05/01/urgent-act-now-uks-global-sex-education-from-age-3/

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📰 🎥 View post regarding ❝Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent❞:
realnewsinformation.wordpress.com/2023/05/03/paedophile-information-exchange-wanted-sex-education-of-children-to-normalise-sex-to-children-and-claimed-children-can-express-consent

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📰 🎥 View post regarding ❝Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”❞:
realnewsinformation.wordpress.com/2023/05/04/paedophile-information-exchange-member-commented-that-sex-with-children-means-erotic-contact-like-touching-and-masturbation-and-consent-is-acquired-from-a-little-girl-by-complimenting-her-knickers-and/

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📰 📚 View post regarding ❝“Children, six, learn about self-stimulation in new sex ed classes”, with Questions raised about the new Sex Ed utilising “Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]”❞:
realnewsinformation.wordpress.com/2023/05/04/%f0%9f%93%b0-walesonline-children-six-learn-about-self-stimulation-in-new-sex-ed-classes

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📰 View posts regarding ❝UK’s Mandatory, Global Sex Education from Age 3, also known as Relationship Education, Science, Sex Education, Sexuality Education, Comprehensive Sexuality Education, PSHE, RSHE, SRE, RSE, RSHP, CSE❞:

📚 Scotland, England, Wales: realnewsinformation.wordpress.com/2023/05/21/uks-mandatory-global-sex-education-from-age-3-also-known-as-relationships-education-science-sexuality-education-comprehensive-sexuality-education-pshe-rshe-sre-rse-rshp-csetion-pshe-rshe-sre-rse-rshp

📚 Northern Ireland: m.facebook.com/media/set/?set=a.3332872220330732

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📰 🗺️ View post regarding ❝An evidence based summary Of the UK’s Connection to Global Sex Education by Public Child Protection Wales❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3370528246565129

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📰 🖼️ View post regarding ❝UK’s Government content to teach Global Relationships and Sexuality Education (RSE) in lessons, using activities, which draw upon WHO’s definition of Sexuality throughout life❞:
m.facebook.com/RealNewsInfo/posts/pfbid02tva8DSjHYWbLjRho45d1SkTfcMsx1wMxiJhXR4ni54aXXmCt4UmQqy3iuJ2Hmnf6l

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📰 🚨 View post regarding ❝The Independent: “Westminster [ UK Politicians ] child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds”❞:
https://m.facebook.com/RealNewsInfo/photos/a.2915424692075489/2824970754454217

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📰 🚨 View post regarding ❝Police officer “groomed [normalised] his victim” , “since she was nine years old, exposing himself [showing nudity] to her, showing her pornography [showing sexual activity] and taking indecent photographs [Child Sexual Abuse]”❞:
realnewsinformation.wordpress.com/2023/05/06/police-officer-groomed-normalised-his-victim-for-child-sexual-abuse

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📰 View post regarding ❝The Conservative Woman: “Callous move to bankrupt mothers fighting sex indoctrination of three-year-olds by [ Mother, Criminologist, Chair of Public Child Protection Wales ] Kim[berley] Isherwood [ M. A. ]”❞:
realnewsinformation.wordpress.com/2023/01/28/the-conservative-woman-callous-move-to-bankrupt-mothers-fighting-sex-indoctrination-of-three-year-olds-by-mother-criminologist-chair-of-public-child-protection-wales-kimberley-isherwood-m-a

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📰 ⚖️ View post regarding ❝UK Column: “Guest Kim[berley] Isherwood [ M. A., Mother, Criminologist, Chair of Public Child Protection Wales, Lead Claimant in legal case against UK’s Global Sex Education from Age 3 ] … —Standing Up For All Children And Parents”❞:
realnewsinformation.wordpress.com/2023/05/30/uk-column-guest-kimberley-isherwood-m-a-mother-criminologist-chair-of-public-child-protection-wales-lead-claimant-in-legal-case-against-uks-global-sex-education-from-age-3-standing-up-for-all-children

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📰 ⚖️ View post regarding ❝UK’s legal case against Mandatory Global Comprehensive Sexuality Education (CSE) from Birth in the curriculum from Age 3❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3466830606934892

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides Relationships and Sexuality definition from the Global Relationships and Sexuality Education (RSE) UK’s Statutory guidance published for UK’s Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/02/02/uk-legal-case-judgement-provides-relationships-and-sexuality-definition-from-the-rse-statutory-guidance-published-for-uk-sex-ed-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides there is no right to excusal from UK’s Global Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/02/26/uks-legal-case-judgement-provides-there-is-no-right-to-excusal-from-uks-global-sex-indoctrination-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case intervention by “a group of religious leaders of mosques in Wales” regarding Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/01/26/uks-legal-case-intervention-by-a-group-of-religious-leaders-of-mosques-in-wales-regarding-sex-indoctrination-from-age-3

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📰 🎥 View post regarding ❝Recording of talk about “Child Sexual Abuse. What? Who? Why? & How to Protect Your Child” by Dr Kate Godfrey-Faussett❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3066153487002608

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📰 📃 View post regarding ❝WHO’s Global guidelines for Introducing sexuality education: key steps for advocates in❞:
m.facebook.com/media/set/?set=a.2842755776009048

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📂 📰 Browse posts regarding ❝Mandatory Global Sexuality Education❞ in the album:
m.facebook.com/media/set/?set=a.2842755776009048

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🔴 📰 📚 WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞, with Questions raised about the new Sex Ed utilising ❝Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]❞

❝Children, six,❞ [ 6 year olds ] ❝ learn about self-stimulation❞ [ masturbation ] ❝ in new sex ed classes ❞

[🔺 Sexualisation of the adult-child relationship?, Perpetrators of Child Sexual Abuse and Patterns of Sexual Grooming of a Child? ]

❝Lesson plans.. issued to more than 240 schools across England.. sex education programme for children from six to 10.
..include a section on ‘Touching Myself'”..
..
..advises to tell “lots of people like to tickle or stroke themselves as it might feel nice.. touching their “private parts”.❞

[🔺 Advancing of the Sexuality of the Sexualised Adult-child relationship? Shaping of the child’s Sexual preferences? Manipulation of what child finds exciting and extending of the relationship in this way? Child starts to see themselves as a Sexual being and defines the relationship with the adult in Sexual terms? Enticing of a child to commit Sexual activity? ]

❝..Council said lessons.. tell.. how to “distinguish between appropriate and inappropriate touching”.. ❞

[🔺 Advancing of the Sexuality of the Sexualised adult child relationship? Shaping of the child’s Sexual preferences? Manipulating of what child finds exciting and extending the relationship in this way? Child starts to see themselves as a Sexual being and defines the relationship with the adult in Sexual terms? Enticing a child to commit Sexual activity? Sexualisation of a child? Barrier to non verbal disclosure of child Sexual abuse through child acting out? ]

❝..“recognises” the difference between public and private behaviours.❞

[🔺 Abusers use secrecy to maintain control? Barrier to non verbal disclosure of abuse? ]

❝One of the program’s authors.. said: ..children of all ages will self-stimulate from time to time.❞

[🔺 Sexualisation of children? Barrier to non verbal disclosure of child Sexual abuse through child acting out?]

📖 Read: WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞

📖 Read: ❝Child Sexual Abuse: 6 Stages of Grooming❞ By Dr. Michael Welner ( Forensic Psychiatrist )

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🔴 📰 🎥 Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”

📰 Australia, Channel 9’s series 60 Minutes, 19 July 2015: ❝Special Investigation: Spies, Lords and Predators Pt 3
“I smell rats of the highest order.” A 60 Minutes Special Investigation will expose the dark secrets of Britain’s most powerful men.❞

📺 Watch on YouTube: https://youtu.be/TLoYyLkPu8A
🎞️ Watch on Facebook: https://fb.watch/gdMAd9M6I9
📄 Original programme webpage: https://web.archive.org/web/20150721203546/http://www.9jumpin.com.au/show/60minutes/videos/4361755991001

📄 Transcript ( introduction )

🗨️ Interviewer: ❝As we’ve uncovered tonight, the evil network of pedophiles included some of the most powerful and smartest minds in Britain. For years they acted without fear of being caught, which was probably because one of their members was the second in charge of Britain’s Secret Service.

But the origins of their nefarious activities go back to a group called the Peadophile Information Exchange or PIE, which in the early 1970s openly campaigned for the age of sexual consent to be lowered to four.

Now be warned you’re about to meet a member of that group who unbelievably continues to say pedophilia is acceptable❞

📄 Transcript (from 4 minutes 46 seconds, https://youtu.be/TLoYyLkPu8A?t=4m46s)

🗨️ Interviewer: ❝but even today Tom O’Carroll argues, he, and other pedophiles should be allowed to have sex with children❞

🗨️ Tom: ❝you keep saying, by the way, sex with children, it’s not sex with children, it’s sex, most people think, is, sexual intercourse, penis in vagina, and, erm, a guy banging away, until he gets orgasm, that’s not what I mean by sex with children❞

🗨️ Interviewer: ❝what are you talking about❞

🗨️ Tom: ❝and I don’t, I don’t think, I don’t think, we should talk in this, sort of, erm, emotive fashion about sex with children❞

🗨️ Interviewer: ❝what is the least emotive term❞

🗨️ Tom: ❝erotic contact with children❞

🗨️ Interviewer: ❝and what would that involve❞

🗨️ Tom: ❝well it might involve, er, er, touching or masturbation❞

…

🗨️ Interviewer: ❝Can I put to you, there’s something in your book❞

🗨️ Tom: ❝mm-hmm❞

🗨️ Interviewer: ❝there’s a section in your book, where you describe, the scenario of a little girl, sitting on a man’s knee❞

🗨️ Tom: ❝yes❞

🗨️ Interviewer: ❝and he, you, described, approvingly, how sexual relations with that little girl can be, quote “negotiated❞

🗨️ Tom:❝mm-hmm❞

🗨️ Interviewer: ❝by hints❞

🗨️ Tom: ❝yeah❞

🗨️ Interviewer: ❝and signals❞

🗨️ Tom: ❝ahm❞

🗨️ Interviewer: ❝such as complimenting her, on her knickers❞

🗨️ Tom: ❝yeah, yeah❞

🗨️ Interviewer: ❝and testing her response❞

🗨️ Tom: ❝yeah❞

🗨️ Interviewer: ❝and what would be the adequate response from that little girl, Tom❞

🗨️ Tom: ❝enthusiasm❞

🗨️ Interviewer: ❝wa-what would that constitute, how would the little girl show you enthusiasm for you, wanting to have sex with you❞

🗨️ Tom: ❝let’s move away from❞

🗨️ Interviewer: ❝no no, let’s stick to this issue❞

🗨️ Tom: ❝well all right, le-le-le let’s stick with the issue but let me address it in my own way❞

🗨️ Interviewer: ❝okay, little girl sitting on your knee and you’ve just told her, I like your knickers❞

🗨️ Tom: ❝let me address it in my own way❞

🗨️ Interviewer: ❝what does the little girl do, do to indicate that she’s willing to consent to have sex with you, Tom❞

🗨️ Tom: ❝how does somebody indicate willingness to have consent to, anything❞

🗨️ Interviewer: ❝a little girl, cannot possibly be, a consenting partner in that kind of power relationship, she’s sitting on your knee, for God’s sake❞

🗨️ Tom: ❝yes she can❞

🗨️ Interviewer: ❝you’re an adult❞

🗨️ Tom: ❝yes she can❞

🗨️ Interviewer: ❝you used the term enthusiasm, what does that little girl do, to indicate that she’s enthusiastic❞

🗨️ Tom: ❝I think, I think, that, we’re going round and round in circles❞

🗨️ Interviewer: ❝no, what is the answer❞

🗨️ Tom: ❝well, we’re going round and round in circles, I’ve given you my answer multiple times, so I’ll finish there❞

🗨️ Interviewer:❝which is an non answer, so you just can’t answer❞

🗨️ Tom: ❝well you think it’s a non answer, I think it’s an answer, all right❞

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🔴 📰 🎥 Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent

📰 BBC News: ❝Paedophile Information Exchange interview from 1983

For 10 years, the Paedophile Information Exchange openly advocated that adults should be allowed to have sex with children.

In this 1983 Newsnight interview, two members of the group explain their views❞

📺 Watch on YouTube: https://youtu.be/ABItTAB5uKM
🎞️ Watch on Facebook: https://fb.watch/fv8YLMND8x/
💻 Watch on BBC News website: https://www.bbc.co.uk/news/magazine-26372280

📄 Transcript (from 1 m 14 sec, https://youtu.be/ABItTAB5uKM?t=1m14sec )

🗨 Interviewer: ❝But surely, it’s a question of recognising children’s maturity and how can you have an equal relationship, which is what I take a mature Sexual relationship to be, between an adult and a child, who is not mature in body, in mind or personal awareness. It has to be unequal❞

🗨 PIE: ❝I.. I.. I don’t accept that, err.. this concept of maturity at all.. erm.. a.. adults for instance, aren’t necessarily mature. It’s a long process❞

🗨 Interviewer: ❝I take it for granted that no adult is probably ever mature. But nevertheless my stage of maturity or your state of maturity is clearly different from that of a child of 12. How can there be an equal relationship, which allows them SEX, which is usually a shocking experience, they or everybody at some time or other. How can you allow of an equal relationship between two people so unequally positioned at the starting of point❞

🗨 PIE: ❝I don’t the fact. I don’t accept that SEX is a..a. a spontaneously shocking experience❞

🗨 Interviewer: ❝I don’t say. For some stage or other, there is an element of shock in SEX❞

🗨 PIE, ❝Not if children are properly educated through out SEX and it’s an obligation on society to see that children are given, a far more Comprehensive Sexual Education, from a far earlier age❞

…

🗨 Interviewer: ❝Well what is your definition of maturity, in this context. How can a child of 12, make a mature judgment about, something like SEX for the first time, which it has not the first idea about and cannot possibly weigh the consequences of it❞

🗨 PIE: ❝You’re imputing to a Sexual relationship, heavy judgmental issues which are.. are under the… ❞

🗨 Interviewer, ❝No, I am not. I am talking about physical and psychical response❞

🗨 PIE said, ❝Yes..A physical.. A child is able to recognize a pleasurable experience, he is able to recognize.. erm.. a.. a.. pleasing emotional experience, erm.. he is able to express consent and to.. to recognize that this is something he wishes to continue, and.. and the responsible and caring Paedophile, always refers to the wishes of the child❞

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🔴 UK’s government decided in 2017 that sexuality education becomes mandatory, after lobbying had been done using WHO’s guidelines for Sexuality education which gives guidance for Sexuality education from Birth.

❝Laws and policies on school sexuality education
…
… the FPA (Family Planning Association; national IPFF member) has used the WHO/BZgA Standards for Sexuality Education in Europe (2010) when advocating for comprehensive education with statutory status. On March 1, 2017, the government decided that sexuality education will indeed become ‘statutory’, which means it has to be taught in all schools in the country from 2019 onwards.❞ ( Page 175 )

WHO, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments. (2018)

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🔴 WHO’s guidelines for Sexuality education claims the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s lifetime.

❝Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞, (pg 17),

❝the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s lifetime❞ , ❝children are born as sexual beings❞ (pg 22),

❝children have sexual feelings even in early infancy❞ (pg 23),

❝Give information about❞ , including ❝enjoyment and pleasure when touching one’s own body, early childhood masturbation❞ , ❝discovery of own body and own genitals❞ , ❝Enable children to❞ , including ❝express own needs, wishes and boundaries, for example in the context of “playing doctor❞ (pg 38),

❝Materials and tools on various aspects of sexuality education can be found in the Bibliographie, part C❞ (pg 9),

❝SIECUS Right from the start. Guidelines for sexuality issues (birth to five years), (1998)❞ (pg 60)

, pg 9, 17, 23, 37, 60

, WHO Regional Office for Europe and BZgA (2010). Standards for Sexuality Education in Europe. A framework for policymakers, educational and health authorities and specialists. Cologn,

, https://www.bzga-whocc.de/en/publications/standards-for-sexuality-education/

, https://www.bzga-whocc.de/fileadmin/user_upload/BZgA_Standards_English.pdf

❝INFANCY
…
… children are born with the physical capacity for sexual responses … newborn babies have erections or lubricate vaginally. From early infancy, … go through cycles of erection or lubrication … infants have their own specific sexuality which continually evolves from the day they are born.❞

, pg 9

, SIECUS. Right from the start: guidelines for sexuality issues (birth to five years) [1998]
,
https://healtheducationresources.unesco.org/library/documents/right-start-guidelines-sexuality-issues-birth-five-years
, https://healtheducationresources.unesco.org/sites/default/files/resources/bie_rightfromthestart_guielines_siecus.pdf

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🔴 England’s Parliamentary Office of Science and Technology, on 25 June 2018, published a research briefing on Relationships and Sex Education, which was reviewed by the Welsh Government Education. The research briefing utilised the report produced by the SEX and Relationships Expert Panel setup by the Wales government in March 2017 (that used the WHO 2010 Standards for Sexuality education from Birth and recommended compulsory Relationships and Sexuality Education from Age 3) and UNESCO technical guidance for sexuality education.

❝This POSTnote reviews evidence on the potential outcomes of relationships and sex education in schools and how to maximise its effectiveness.

Background
…
International organisations suggest that effective RSE can contribute to improvements in public health by reducing sexually transmitted infections and unplanned pregnancies, promote healthier relationships by teaching young people how to identify abusive behaviour, and equip young people with knowledge about their rights in relationships.³-⁷❞

❝Principles of Effective RSE

… Stakeholders (including Ofsted and UNESCO) have suggested a number of principles for effective RSE teaching.¹ ²³ ⁹⁹…

Timeliness and Age Appropriateness

… RSE has most impact when lessons come prior to young people experiencing situations in real life.¹ ⁴ ¹⁰⁰ … Ofsted and UNESCO have called for age-appropriate teaching about puberty and sexual intercourse before a young person experiences them. ¹ ⁴
…

Endnotes
⁴ UNESCO (2015). Emerging evidence, lessons and practice in comprehensive sexuality education: A global review. UNESCO.

⁵ Welsh Government (2017). The Future of the Sex and Relationships Education curriculum in Wales: Recommendations of the Sex and Relationships❞

, p 1, 4

, Parliamentary Office of Science and Technology, Relationships and Sex Education, (25 June 2018)
, https://post.parliament.uk/research-briefings/post-pn-0576/
, https://researchbriefings.files.parliament.uk/documents/POST-PN-0576/POST-PN-0576.pdf

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🔴 Welsh government’s Cabinet Secretary for Education, setup the Sex and Relationships Expert Panel in March 2017, according to the report ❝The Future of the Sex and Relationships Education Curriculum in Wales❞.

❝This new definition will draw upon the World Health Organisation’s (WHO) definition of ‘sexuality’❞ (page 11),

❝The World Health Organisation (WHO) definition of sexuality is used in this report.

The WHO¹²’s working definition of sexuality is: “…a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships❞ (page 28)

, pg 11, 28

, The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel (December 2017)
, https://gov.wales/future-sex-and-relationships-education-curriculum
, https://gov.wales/sites/default/files/publications/2018-03/the-future-of-the-sex-and-relationships-education-curriculum-in-wales.pdf

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🔴 Scotland’s government published statutory guidance, Conduct of relationships, sexual health and parenthood education in schools, for delivering Relationships, Sexual Health and Parenthood education (RSHP) to, including children, which ❝is a key part of Health and Wellbeing within Curriculum for Excellence❞. Curriculum for Excellence is intended for including all children in Scotland from age 3 to 18. The guidance used the WHO 2010 Standards for Sexuality education from Birth and UNESCO technical guidance for sexuality education to justify RSHP education.

❝50. To ensure consistency and appropriate use of external inputs, the following practice should be in place:

…

• inputs from external partners should provide factual information that is consistent with the WHO definition of sexual health (see Annex B);
  … ❞ (page 11),

❝Annex B

Further to paragraph 36, we are using the World Health Organisation’s (WHO) definitions of sexual health and sexuality.

The WHO defines sexual health as “…

Sexual health requires a positive… approach to sexuality and sexual relationships, as well as the possibility of having pleasurable… sexual experiences,…. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled.”
(WHO, 2006a)

Sexual health cannot be defined, understood or made operational without a broad consideration of sexuality, which underlies important behaviours and outcomes related to sexual health. The working definition of sexuality is “…a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships….. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, legal, historical, religious and spiritual factors.” (WHO, 2006a) ❞ (page 16),

, pg 11, 16

, Conduct of Relationships, Sexual Health and Parenthood Education in Schools (December 2014)
, https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/
, https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2014/12/conduct-relationships-sexual-health-parenthood-education-schools/documents/00465948-pdf/00465948-pdf/govscot%3Adocument/00465948.pdf

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📝 References

📄 Document: House of Parliament (2018). Parliamentary Office of Science and Technology, Relationships and Sex Education.
🔗 Link: https://researchbriefings.files.parliament.uk/documents/POST-PN-0576/POST-PN-0576.pdf
👓 Found at: https://post.parliament.uk/research-briefings/post-pn-0576/

📄 Document: SIECUS (1998). Right from the start. Guidelines for sexuality issues (birth to five years).
🔗 Link: https://healtheducationresources.unesco.org/sites/default/files/resources/bie_rightfromthestart_guielines_siecus.pdf
👓 Found at: https://healtheducationresources.unesco.org/library/documents/right-start-guidelines-sexuality-issues-birth-five-years

📄 Document: The Scottish Government (2014). Conduct of Relationships, Sexual Health and Parenthood Education in Schools.
🔗 Link: https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2014/12/conduct-relationships-sexual-health-parenthood-education-schools/documents/00465948-pdf/00465948-pdf/govscot%3Adocument/00465948.pdf
👓 Found at: https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/

📰 News article: WalesOnline (2019). Children, six, learn about self-stimulation in new sex ed classes.
🔗 Link: https://www.walesonline.co.uk/news/uk-news/children-six-learn-self-stimulation-16984940

📰 News article: WalesOnline (2022). Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales.
🔗 Link: https://www.walesonline.co.uk/news/education/campaigners-succeed-getting-judicial-review-24174384.amp

📄 Document: Welsh Parliament (2017). The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel.
🔗 Link: https://gov.wales/sites/default/files/publications/2018-03/the-future-of-the-sex-and-relationships-education-curriculum-in-wales.pdf
👓 Found at: https://gov.wales/future-sex-and-relationships-education-curriculum

📄 Document: WHO/BZgA (2010). Standards for Sexuality Education in Europe. A framework for policymakers, educational and health authorities and specialists.
🔗 Link: https://www.bzga-whocc.de/fileadmin/user_upload/BZgA_Standards_English.pdf
👓 Found at: https://www.bzga-whocc.de/en/publications/standards-for-sexuality-education/

📄 Document: WHO (2018). Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments.
🔗 Link: https://www.bzga-whocc.de/fileadmin/user_upload/Dokumente/BZgA_ComprehensiveCountryReport_EN.pdf
👓 Found at: https://www.bzga-whocc.de/en/publications/studies/

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing the Mandatory, World Health Organization (WHO) guidelines based United Nations’ (UN) Global Education 2030 Agenda, Comprehensive Sexuality Education (CSE) from Birth in the settings from Age 3

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📰 🕰️ View post regarding ❝History of Mandatory Global Comprehensive Sexuality Education from Age 3, from Sex Education (Sex Ed) to Personal and Social Education (PSE) to Relationships and Sexuality Education (RSE)❞:
realnewsinformation.wordpress.com/2021/04/20/history-of-uks-global-comprehensive-sexuality-education-from-age-3-from-sex-education-sex-ed-to-personal-and-social-education-pse-to-relationships-and-sexuality-education-rse

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📰 🛑 View post regarding ❝Stop RSE [Mandatory Global Sex Education from Age 3]! Is The Government Grooming Our Children?❞:
realnewsinformation.wordpress.com/2023/04/21/stop-rse-mandatory-global-sex-education-from-age-3-is-the-government-grooming-our-children

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📰 🗺️ View post regarding ❝Urgent Act Now! Mandatory Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/05/01/urgent-act-now-uks-global-sex-education-from-age-3/

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📰 🎥 View post regarding ❝Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent❞:
realnewsinformation.wordpress.com/2023/05/03/paedophile-information-exchange-wanted-sex-education-of-children-to-normalise-sex-to-children-and-claimed-children-can-express-consent

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📰 🎥 View post regarding ❝Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”❞:
realnewsinformation.wordpress.com/2023/05/04/paedophile-information-exchange-member-commented-that-sex-with-children-means-erotic-contact-like-touching-and-masturbation-and-consent-is-acquired-from-a-little-girl-by-complimenting-her-knickers-and/

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📰 📚 View post regarding ❝“Children, six, learn about self-stimulation in new sex ed classes”, with Questions raised about the new Sex Ed utilising “Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]”❞:
realnewsinformation.wordpress.com/2023/05/04/%f0%9f%93%b0-walesonline-children-six-learn-about-self-stimulation-in-new-sex-ed-classes

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📰 View posts regarding ❝UK’s Mandatory, Global Sex Education from Age 3, also known as Relationship Education, Science, Sex Education, Sexuality Education, Comprehensive Sexuality Education, PSHE, RSHE, SRE, RSE, RSHP, CSE❞:

📚 Scotland, England, Wales: realnewsinformation.wordpress.com/2023/05/21/uks-mandatory-global-sex-education-from-age-3-also-known-as-relationships-education-science-sexuality-education-comprehensive-sexuality-education-pshe-rshe-sre-rse-rshp-csetion-pshe-rshe-sre-rse-rshp

📚 Northern Ireland: m.facebook.com/media/set/?set=a.3332872220330732

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📰 🗺️ View post regarding ❝An evidence based summary Of the UK’s Connection to Global Sex Education by Public Child Protection Wales❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3370528246565129

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📰 🖼️ View post regarding ❝UK’s Government content to teach Global Relationships and Sexuality Education (RSE) in lessons, using activities, which draw upon WHO’s definition of Sexuality throughout life❞:
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📰 🚨 View post regarding ❝The Independent: “Westminster [ UK Politicians ] child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds”❞:
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📰 🚨 View post regarding ❝Police officer “groomed [normalised] his victim” , “since she was nine years old, exposing himself [showing nudity] to her, showing her pornography [showing sexual activity] and taking indecent photographs [Child Sexual Abuse]”❞:
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📰 View post regarding ❝The Conservative Woman: “Callous move to bankrupt mothers fighting sex indoctrination of three-year-olds by [ Mother, Criminologist, Chair of Public Child Protection Wales ] Kim[berley] Isherwood [ M. A. ]”❞:
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📰 ⚖️ View post regarding ❝UK Column: “Guest Kim[berley] Isherwood [ M. A., Mother, Criminologist, Chair of Public Child Protection Wales, Lead Claimant in legal case against UK’s Global Sex Education from Age 3 ] … —Standing Up For All Children And Parents”❞:
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📰 ⚖️ View post regarding ❝UK’s legal case against Mandatory Global Comprehensive Sexuality Education (CSE) from Birth in the curriculum from Age 3❞:
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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides Relationships and Sexuality definition from the Global Relationships and Sexuality Education (RSE) UK’s Statutory guidance published for UK’s Global Sex Education from Age 3❞:
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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides there is no right to excusal from UK’s Global Sex Indoctrination from Age 3❞:
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📰 ⚖️ View post regarding ❝UK’s legal case intervention by “a group of religious leaders of mosques in Wales” regarding Sex Indoctrination from Age 3❞:
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📰 🎥 View post regarding ❝Recording of talk about “Child Sexual Abuse. What? Who? Why? & How to Protect Your Child” by Dr Kate Godfrey-Faussett❞:
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📰 📃 View post regarding ❝WHO’s Global guidelines for Introducing sexuality education: key steps for advocates in❞:
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📂 📰 Browse posts regarding ❝Mandatory Global Sexuality Education❞ in the album:
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📰 ⚖️ Judicial Review/Legal case judgement; Adult’s Desire for Infant is Sexual, is Sexuality Education ( also known as Child Sexual Exploitation / CSE / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ), that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming, Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange, wanted society to recognise children’s right to certain Sexual freedoms, children to be given Sex education to normalise and desensitise Sex to children, children to be given far more Comprehensive Sexual Education, claimed children can express Consent, in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, Sexual Grooming includes exposure to Sexual information / Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach, Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education, where all Thoughts, Beliefs, Behaviours, Relationships, Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual, based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places, by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities, Education System, Individuals, etc, part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ), while Parents considering Home Education, Boycott The Education System.

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https://youtu.be/ABItTAB5uKM

👇 Please click the images below to view them fullscreen

☝️ Please click the images above to view them fullscreen

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https://youtube.com/watch?v=uSh-DG-s5VM&list=PLJf8u7YOQRlcBvTfHdcqNvfxE2nBY1BwS

https://www.youtube.com/watch?v=Rw2q4ZqbZnQ

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193 member Countries of the United Nations agreed to the Global 2030 Agenda! Sexual Education normalises and desensitises an Individual to Sexual Grooming. Remove kids from the Education System to proactively prevent harm. Is your Country Sexually Grooming you and your kids? Sexual Grooming involves exposure to Sexual information, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, The Education System is dangerous. Boycott The Education System.

Boycotting the Education System results in the State asking ❝ Why ❞ and go into quick action, news story video from https://www.facebook.com/JeremyTRUUTHISTORY/videos/1008378137208471

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Is Your Country Sexually Grooming You and Your Kids?

Sexual Grooming involves exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ).

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ).

The Education System is dangerous ( Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ).

Boycott The Education System.

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Judicial Review/Legal case ( Page 28, 33, 36, 39, 52, 62, 63, 67, 68, 73 — The High Court of Justice — judgment ), about Sexual Grooming ( also known as Sexuality Education / Child Sexual Exploitation / CSE / Comprehensive Sexuality Education ( Page 15 — WHO Collaborating Centre — WHO CC — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments — 2018 ) / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 — United Nations Educational, Scientific and Cultural Organization — UNESCO — The journey towards comprehensive sexuality education, global status report — 2021 ) ),

that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming ( Daily Record — Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ,
The Independent — Teenage boy rapes female classmate shortly after sex education lesson ,
ITV News — Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ,
The Guardian — Fifth of adults in England and Wales abused as children, figures suggest ,
The Independent — Government failing to stop ‘routine and relentless’ sexual harassment of women and girls in public places, MPs warn ,
UK Government Website — Independent Inquiry into Child Sexual Abuse investigation reports ,
Independent Inquiry into Child Sexual Abuse — Child sexual abuse committed in schools was open secret, survivors tell Inquiry ,
Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ),

Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange,

wanted society to recognise children’s right to certain Sexual freedoms,

children to be given Sex education to normalise and desensitise Sex to children,

children to be given far more Comprehensive Sexual Education,

claimed children can express Consent,

in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation ( BBC — News — Paedophile Information Exchange interview from 1983 ),

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ),

Sexual Grooming includes exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ) /

Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach,

Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education,

where all Thoughts, Beliefs, Behaviours, Relationships ( ResearchGate — Childhood Family Correlates of Heterosexual and Homosexual Marriages: A National Cohort Study of Two Million Danes — 2006 ), Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual ( Page 17 — United Nations Educational, Scientific and Cultural Organization — UNESCO — World Health Organization — WHO — International Planned Parenthood Federation — IPFF — German Federal Centre for Health Education — BZgA — a WHO Collaborating Centre — WHO CC — Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists — 2010 ),

based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities ( The Independent — Paedophile police officer kept his job years after being caught taking ‘up-skirt’ photos of children, The Independent — Westminster child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds ), Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ),

while Parents considering Home Education,

Boycott The Education System.

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❝ Pedophilia, in conventional usage, a psychosexual disorder, generally affecting adults, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children. ❞

Britannica Encyclopedia : ❝ Pedophilia | Definition & Facts ❞

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https://youtu.be/ABItTAB5uKM

🔴 Considering in 1983, BBC Newsnight interview showed, Paedophile Information Exchange, a legal group ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), commenting that,

❝ I don’t accept that SEX is a..a. a spontaneously shocking experience ❞, ❝ Not if children are properly educated through out SEX and it’s an obligation on society to see that children are given, a far more Comprehensive Sexual Education, from a far earlier age ❞ and ❝ A child is able to recognize a pleasurable experience, he is able to recognize.. erm.. a.. a.. pleasing emotional experience, erm.. he is able to express consent and to.. to recognize that this is something he wishes to continue, and.. and the responsible and caring Paedophile, always refers to the wishes of the child❞

📺 Watch on YouTube: https://youtu.be/ABItTAB5uKM
🎞️ Watch on Facebook: https://fb.watch/fv8YLMND8x/
💻 Watch on BBC News website: https://www.bbc.co.uk/news/magazine-26372280

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🔴 193 Countries of the United Nations agreed to the Global Education 2030 Agenda for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based Comprehensive Sexuality Education ( CSE ) from Birth delivered in formal or non-formal places.

❝ Within the Sustainable Development Goals (SDGs) agreed by governments in 2015 to guide development priorities globally until 2030, Goal 4 on achieving quality education for all, includes an optional, thematic indicator specifically focusing on sexuality education❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

🔴 United Nations 193 Countriesᵃ.

a Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia (Plurinational State of), Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cabo Verde, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Côte D’Ivoire, Croatia, Cuba, Cyprus, Czechia, Democratic People’s Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia (Republic of The), Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guinea Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People’s Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia (Federated States of), Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands (Kingdom of the), New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Suriname, Sweden, Switzerland, Syrian Arab Republic, Tajikistan, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Türkiye, Turkmenistan, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic of, Viet Nam, Yemen, Zambia, Zimbabwe

Growth in United Nations mmembership | Member States | About Us | United Nations

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🔴 United Nations’ agency United Nations Educational, Scientific and Cultural Organization ( UNESCO ) has coordinated policies or laws in 85 percent of 155 countries, relating to Comprehensive Sexuality Education ( CSE ), which is a process of teaching about the cognitive, emotional, physical and social aspects of sexuality, with the aims to equip children with knowledge, skills, attitudes and values to develop sexual relationships throughout their lives.

❝ The Global Education 2030 Agenda

UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement…❞ ( 2nd Page of document )

❝ Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives.

This report draws on multiple data sources to provide analysis of countries’ progress towards delivering… CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education❞ ( 3rd Page of document )

❝ Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives (UNESCO et al., 2018). CSE can be delivered in formal or non-formal settings.
…
Within the 2030 agenda, the importance of CSE and other forms of transformative education is reflected❞ ( Page 12 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 CSE is known by people in different countries using different names such as Child Sexual Exploitation, according to page 15 of the World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, ( 2018 ).

It is also known as Biology / Ciencias Naturales / Civics Education / Civismo / Comprehensive Sexuality Education / Educación Integral Para La Salud Sexual / Education Sexual Integral / Environment, Culture & Religion / Family Life Education / Family-Life Education / Formación Cívica Y Ética / Habilidades Para La Vida / Health Studies / Healthy Life Styles / Healthy Lifestyle / Healthy Lifestyles / History / HIV & Life Skills Personnal & Social Development /HIV Education / Humanitaarteadus / Kultusministerium / Life Skills / Life Skills Education / Life Skills-Based Education / Pendidikan Kesehatan / PSHE / Prevention Education / Protective Bahaviours / Relationchips Respectful / Respectful Relationships / Relationele En Sexuele Vorming / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / Sexuality Education / Основы Здоровья / Сергек Жашоо Образы / 防性侵教育 / 青春期教育, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Out-Of-School Comprehensive Sexuality Education, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Personal, Social, Health and Economic Education ( PSHE ) / Sex and Relationship education (SRE) / Science, according to page 174 of World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments, ( 2018 ).

It is also known as Health and Physical Education ( HPE ) / Physical and Health Education ( PHE ) / Personal and Social Education ( PSE ) / Physical, Social, Careers, Health, Education ( PSCHE ) / Relationships Education / Relationships and Sex Education ( RSE ) / Relationships and Sexuality Education ( RSE ) / Relationships and Sex Education and Health Education ( RSHE ) / Relationships, Sexual Health and Parenthood ( RSHP ) / Sex Education ( Sex Ed ) / Sexual Education.

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexual behaviour, feelings and cognition from the womb.

❝ the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s ❞, ❝ children are born as sexual beings ❞ ( Page 22 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexuality, as a central aspect of being human throughout life.

❝ Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

The guidelines give guidance for teaching about masturbation from birth and recommends materials such as SIECUS, Right From the Start: Guidelines for Sexuality Issues, Birth to Five Years on page 17, 38 and 60.

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⚫ Judicial Review/Legal case, was about the Sexual Grooming ( also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc

i.e Sexual Exploitation, Paedophilic Whims, Sexual Assault, Sexual Abuse, Sexual Grooming ) from Birth,

Permitted / Committed / Promoted / Worsened / Helped / Forced upon the Public, from Age 3, through the Whole Education System Approach,

delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities, Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ).

⚫ Judicial Review/Legal case, was intervened by religious leaders, preventing Sexual Exploitation, Sexual Grooming and Paedophilic Whims.

⚫ Judicial Review/Legal case, intervention by religious leaders informs about parents considering home education, preventing Sexual Exploitation, Sexual Grooming and Paedophilic Whims.

⚫ Judicial Review/Legal case judgement, informs that Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects of being human for Sexuality Education, where all Thoughts, Beliefs, Behaviours, Relationships, Intimacy, Roles, Desires, Interests, Identities etc of all human beings such as adults, infants, unborn, etc are considered to be Sexual.

⚫ Judicial Review/Legal case judgement, informs from the Country’s agent, the government, that Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of human being, is Sexuality Education.

⚫ According to the Judicial Review/Legal case judgement; Human Rights permit home education removal and Sexual Exploitation.

⚫ According to the Judicial Review/Legal case judgement; the Country’s laws permit, the Country’s agent, the government, to force the Education System and Sexual Exploitation.

⚫ According to the Judicial Review/Legal case judgement; Country’s agents Permitted / Committed / Promoted / Worsened / Helped / Forced Sexual Exploitation, Sexual Grooming, and Paedophilic Whims.

❝ The Interveners

73. I have also received a joint witness statement from… “religious leaders…”. They express deep concern about the compulsory nature of RSE [ also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc i.e Sexual Exploitation, Sexual Assault, Sexual Abuse, Sexual Grooming ] for children from the age of 3.

” … a significant number of parents are seriously considering home educating their children due to the provided RSE curriculum …
…
This passage highlights the responsibility is with the parents for their children. This responsibility covers many facets including sexual education, gender identification and sexual orientation to name a few.”❞ ( Page 28 )

❝ 78. ….
“Introduction

[G2] Mandatory

Relationships and sexuality education (RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]) … is mandatory for all learners from ages 3 to 16.

[G3] RSE has a… role in learners’ education and plays a vital role in supporting them to realise the four purposes as part of a whole-school approach. Helping learners to form and maintain a range of relationships… is the foundation of RSE. … An understanding of Sexuality… empowers learners to understand themselves, take responsibility for their own decisions and behaviours, and form relationships that are fully inclusive, reflecting diversity…❞ ( Page 33 )

❝ Whole-school approach

[G14] Teaching and learning in RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] should be supported by a whole-school approach to RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]…

[G15] This means effectively linking all aspects of school, including the curriculum, policy, staff, school environment and community to support learners in their relationships and sexuality education. This should support the development of … relationships…

[G16] A whole-school approach should include consideration of leadership and policy around RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]. This should include the participation of the senior leadership team in developing the school’s vision for RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] as well as the designation of a RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] lead within the school. This should also consider how curriculum and pedagogy supports and informs the development of the wider approach. Professional learning is also key. The senior leadership should ensure that all staff participate in professional learning. Schools should also consider how their culture and environment can support RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]. ❞ ( Page 36 )

❝ 79. The embedded definitions in the Guidance include:
..
Relationships: “(Cydberthnasau) can be interpersonal and intrapersonal. Interpersonal relationships refer to the connections and interactions between two or more people. Intrapersonal relationships refers to the relationship that one has with oneself. Both types are inextricably linked, shifting and changing over time. They can be familial, spiritual, romantic, platonic and sexual.”❞ ( Page 38 )

❝ Sexuality: “(Rhywioldeb) a central aspect of being human and encompasses sexual orientation, gender identities and roles, sex, reproduction and intimacy. Sexuality is experienced and expressed through thoughts, beliefs, behaviours and relationships.❞ ( Page 39 )

❝ 126. In my judgment, for the reasons I have given, the case law and texts relied upon by the claimants do not support the existence of a fundamental common law right of excusal. I reject the contention that such a right exists. This conclusion is unsurprising, given the nature of the claimed right, which is conceptually dependent on a pre-existing obligation of school attendance, and which, as defined by the claimants, has the appearance of legislation rather than a common law right.❞ ( Page 52 )

❝ A2P1 [ The Human Rights Act, enforcing European Convention on Human Rights enforcing Universal Declaration of Human Rights ] : the authorities and applicable principles
…
171. In Folgerø, at [84], the Grand Chamber drew together the “major principles” which emerge from the court’s caselaw on the interpretation of A2P1 (omitting the footnotes):
…
(g) However, the setting and planning of the curriculum fall in principle within the competence of the contracting states. This mainly involves questions of expediency on which it is not for the Court to rule and whose solution may legitimately vary according to the country and the era. In particular, the second sentence of Art.2 of Protocol No.1 does not prevent states from imparting through teaching or education information or knowledge of a directly or indirectly religious or philosophical kind. It does not even permit parents to object to the integration of such teaching or education in the school curriculum, for otherwise all institutionalised teaching would run the risk of proving impracticable.❞ ( Page 62 – 63 )

❝ 186. In Konrad, the applicants’ complained that Germany had refused their application to be authorised to educate their children at home, and exempted from compulsory primary school attendance, on grounds of (among other reasons) their religious objection to sex education.❞ ( Page 67 )

❝ 188. Dojan also concerned the German education system in which compulsory elementary school attendance was imposed and home education was, in general, not a permissible option (Dojan, [62]). Mandatory sex education classes formed part of the school curriculum in the fourth year of primary schooling. ❞ ( Page 68 )

❝ (10) … A2P1 [ The Human Rights Act, enforcing European Convention on Human Rights enforcing Universal Declaration of Human Rights ] does not permit parents [ citizens of the member states of United Nations ] to object to the inclusion of such teaching [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] in the curriculum [ from Age 3 ], even where compulsory school attendance with no possibility of home schooling is required (Folgerø, [84(g)], Konrad, Dojan).❞ ( Page 73 )

The High Court of Justice, judgment

⚫ The Human Rights Act

❝ Human Rights Act 1998
1998 CHAPTER 42
An Act to give further effect to rights and freedoms guaranteed under the European Convention on Human Rights…❞

Human Rights Act 1998

⚫ The European Convention on Human Rights

❝ European Convention on Human Rights
… It was the first instrument to give effect to certain of the rights stated in the Universal Declaration of Human Rights and make them binding.❞

European Convention on Human Rights

⚫ The Universal Declaration of Human Rights

❝ Universal Declaration of Human Rights
… It sets out, for the first time, fundamental human rights to be universally protected… ❞

Universal Declaration of Human Rights

📖 Read: The High Court of Justice, judgment
🔗 Link: https://www.judiciary.uk/wp-content/uploads/2022/12/Isherwood-v-Welsh-Ministers-Judgment-221222.pdf
👓 Found at: https://www.judiciary.uk/judgments/isherwood-v-welsh-ministers/

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🔴 Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice, states,

❝ Sexual grooming broadly refers to the behaviors and tactics that perpetrators use to manipulate children, their guardians, and their surroundings to facilitate sexual abuse while decreasing the likelihood of disclosure or detection❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

Adult grooming appears to follow many of the same behavior patterns as child sexual grooming.

❝ Understanding the link between adult sexual grooming and coercive control.

Key points

▪️ Coercive control is a pattern of controlling behaviors that create an unequal power dynamic in a relationship.

▪️ Coercive control is emotional abuse that can cause psychological trauma and may evolve into physical abuse.

▪️ From anecdotal reports, adult grooming appears to follow many of the same behavior patterns as child sexual grooming. ❞

Psychology Today : How Coercive Abusers Engage in Sexual Grooming

Sexual Grooming includes exposure to Sexual information.

❝ Stage 1: Selecting a Victim
…
▪️ Minor is compliant/trusting of adults.
…
Stage 2: Gaining Access and Isolation
…
▪️ Is involved in youth-serving organizations (i.e., school, youth groups, scouts, sports).
…
Stage 3: Trust Development
…
▪️ Has insider status/good reputation/”pillar of the community.”
…
Stage 4: Desensitization to Sexual Content and Physical Contact

This stage usually happens right before abuse occurs. During this fourth stage, the perpetrator prepares the minor for abuse by desensitizing them to sexual content (such as showing them pornography and nudity) and increasing nonsexual touch:
…
▪️ Teaches minor sexual education.
…
Stage 5: Postabuse Maintenance Behaviors
…
▪️ Encourages secrets and secret-keeping.
…
Given that only 5 percent of all those who perpetrate child sexual abuse are already on the sex offender registry at the time of the abuse, this means that 95 percent of all perpetrators are not known to the criminal justice system. As such, our efforts to stop sexual abuse must focus on prevention and identifying sexual grooming behaviors before the abuse occurs, as it may be one of the best ways to stop the abuse before it occurs.

While significant strides have been made in educating the public about what constitutes child sexual grooming, there is still much work to be done. Diluting the meaning of “sexual grooming” or using it to describe behaviors and practices that are not related to child sexual abuse can negatively impact these education and prevention efforts. Therefore, the term “grooming” should only be used in reference to sexual grooming so that we can continue to protect vulnerable children from being sexually abused. ❞

Psychology Today : 99 percent of child sexual abuse involves grooming

Teaching sexual education to minors or using inappropriate sexual language, is an established sexual grooming behaviour, which is upto 6.4 times more likely to be reported, in cases of Child Sexual Abuse ( CSA ).

❝ High Risk Behaviors: These behaviors are 8 times or more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.
…
▪️ The person exposes their naked body to the child (26 times).
▪️ The person watches the child undressing or while naked (11 times).
▪️ The person shows the child pornography magazines, images or videos (8 times).
▪️ The person tells the child about their past sexual experiences (9 times).
▪️ The person separates or isolates the child from their peers and family (19 times).

Moderate Risk Behaviors: These behaviors are between 3.5-6.4 times more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.

▪️ The person asks the child questions about the child’s sexual experiences and relationships (6.4 times).
…
▪️ The person uses inappropriate sexual language or tells dirty jokes around the child (5.7 times).
▪️ The person teaches the child sexual education (4 times).
…
▪️ The person gets close to the child’s family to gain access to the child (3.8 times).
▪️ The child lacks adult supervision (5.5 times).
▪️ The child is not close to their parents, or their parents are not a resource for them (3.8 times).
▪️ The person gives the child rewards or privileges (community member only) (4.8 times).❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

❝ Kinsey’s theories of childhood sexual development were derived largely from the sexual “experiments” of this one deviant — who, incidentally, had sex with more than 800 children, with much of his own family and with “animals of many species.”
…
… Kinsey (together with the National Institute for Mental Health) designated Planned Parenthood medical director Mary Calderone to “implement a planned role” in relation to sex education — she founded SIECUS (Sex Information and Education Council of the United States) for this purpose.❞

The Washington Post : ❝ Alfred Kinsey: Integrity Questions ❞

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🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), established an Independent Inquiry into Child Sexual Abuse (IICSA) ( Country’s agent ), which reported that Schools ( Country’s agent ) reluctant to report child sexual abuse by staff ( Country’s agent ) and pupils,

❝ A new report from the Independent Inquiry into Child Sexual Abuse highlights shocking and horrific instances of child sexual abuse in schools, with some teachers exploiting their positions of trust to groom and abuse children across all types of educational settings examined by the Inquiry. ❞

Independent Inquiry into Child Sexual Abuse: ❝ Schools reluctant to report child sexual abuse by staff and pupils, report finds ❞

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🔴 Considering 2 primary school students sexually assaulted a student, shortly after Sex Education lesson that is Sexual Grooming,

❝ It’s claimed that a pupil was allegedly held down and sexually assaulted by two others from the school.

…

One family member of a student at the school said that one of the alleged perpetrators had been allowed back into the premises under supervision.

They said that they feel the school is a “disgrace” for trying to keep information from parents and have questioned the ethics of senior staff for allowing one of the children allegedly involved to return.

…

It is understood that Police Scotland and officials at Edinburgh City Council have investigated the incident.

…the incident had taken place shortly after a sex education class [ Sexual Grooming ] that was held at the primary. ❞

Daily Record: ❝ Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ❞

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🔴 Considering Male rapes Female classmate, shortly after Sex Education lesson that is Sexual Grooming,

❝ Student, who was 13 at the time of the attack, asked girl if she wanted to ‘try sex’ after luring her to a secluded part of school grounds…

A 13-year-old boy raped a female classmate shortly after they had received a sexual education lesson [ Sexual Grooming ] together.
…
The teenager… was placed under a 12-month referral order and must sign the sexual offenders list for 30 months.

…He received the maximum possible sentence after District Judge … elected not to send him to Crown Court. ❞

The Independent: ❝ Teenage boy rapes female classmate shortly after sex education lesson ❞

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🔴 Considering ITV News reported,

❝ Almost 3,000 schools have been named for the first time by Everyone’s Invited [ website , where 52,622 survivors’ stories submitted so far ] following allegations from students of rape, sexual assault and sexual harassment.
…
Of those 2,962 schools named, 2,556 are secondary schools and 406 are primary schools.

The perpetrators are never named, but increasingly the testimonials name the school or college …❞

ITV News: ❝ Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ❞

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📖 Read: The High Court of Justice, judgment
🔗 Link: https://www.judiciary.uk/wp-content/uploads/2022/12/Isherwood-v-Welsh-Ministers-Judgment-221222.pdf
👓 Found at: https://www.judiciary.uk/judgments/isherwood-v-welsh-ministers/

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Judicial Review/Legal case Reading

📰💡Information: News about the Judicial Review/Legal case, against Sexual Grooming ( also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc i.e Sexual Exploitation, Sexual Assault, Sexual Abuse, Sexual Grooming ) from Birth, forced upon the public from Age 3 through the Whole Education System Approach, by Country’s agents, such as the Education System, authorities, etc, delivered across the environment of formal or non-formal places, 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth. Boycott The Education System.

📰 ⚖️ Judicial Review/Legal case judgement; Country’s Whole Education System Approach to Comprehensive Sexuality Education ( CSE also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; intervention by religious leaders against Comprehensive Sexuality Education ( CSE also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; Human Rights permit home education removal and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Human Rights permit Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial System/Legal case judgement; Country’s laws permit forcing the Education System and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial System/Legal case judgement; Country’s laws permit Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Country’s agents permit forcing of the Education System and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Thoughts are a central aspect of human being, in Sexuality Education ( also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Beliefs are a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Behaviours as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Relationships as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Intimacy as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexuality as a central aspect of human being, …

📖 Further Reading

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places

📰 ⚖️ Judicial System/Legal case judgement; State laws do not prevent, Comprehensive Sexuality Education (CSE) from Birth, where CSE is enforced upon the public, by State backed actors, such as the authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places

📰 Is Your Country Sexually Grooming You and Your Kids? Sexual Grooming involves exposure to Sexual information, Pedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children and Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, by enforcing, United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places. Boycott The Education System.

📰 Independent Inquiry Child Sexual Abuse: ❝Schools reluctant to report child sexual abuse by staff and pupils, report finds❞, Where report by State backed actor the Independent Inquiry into Child Sexual Abuse, Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Guardian: ❝Child sexual abuse in schools often an open secret, says inquiry❞, by State backed actor the Independent Inquiry into Child Sexual Abuse, Where Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 ITV News: ❝Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment❞, Where 2,962 schools named, 2,556 are secondary schools, 406 are primary schools, Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Independent: ❝Unisex changing rooms put women at danger of sexual assault, data reveals❞

📰 The Independent: ❝Teenage boy rapes female classmate shortly after sex education lesson❞ enforced upon the public by United Nations state member UK’s State backed actor, the Education System, Where he received a 12 month referral order, the maximum possible sentence, after the State backed actor, the Judicial System chose not to forward the case to a higher court

📰 Daily Record: ❝Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’❞, Where Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Telegraph: ❝Survey asks schoolchildren as young as 13 when they first had sex❞

📰 International Business Times: ❝School Asks Students to Define Pornography, Soft Porn and Wet Dreams in Home Assignment❞

📰 The Independent: ❝Police officer “groomed [ normalised ] his victim”, “since she was nine years old, exposing himself [ showing nudity ] to her, showing her pornography [ showing sexual activity ] and taking indecent photographs [ Child Sexual Abuse ]”❞

📰 📚 WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞, with Questions raised about the new Sex Ed, utilising ❝Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]❞

📰 🎥 Paedophile Information Exchange member commented that ❝sex with children❞ means ❝erotic contact like touching and masturbation❞ and ❝consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm❞

📰 🎥 United Nations state member UK’s State backed actor, a legal group called Paedophile Information Exchange, wanted society to recognise children’s Right to certain Sexual freedoms, children to be given Sex education to normalise and desensitise Sex to children, children to be given far more Comprehensive Sexual Education, claimed children can express Consent, in the interview by State backed actor, a public service broadcaster called BBC, and Comprehensive Sexuality Education ( CSE ) is enforced upon the public, by State backed actors, such as the authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

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https://youtube.com/watch?v=uSh-DG-s5VM&list=PLJf8u7YOQRlcBvTfHdcqNvfxE2nBY1BwS

https://www.youtube.com/watch?v=Rw2q4ZqbZnQ

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193 member Countries of the United Nations agreed to the Global 2030 Agenda! Sexual Education normalises and desensitises an Individual to Sexual Grooming. Remove kids from the Education System to proactively prevent harm. Is your Country Sexually Grooming you and your kids? Sexual Grooming involves exposure to Sexual information, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, The Education System is dangerous. Boycott The Education System.

Boycotting the Education System results in the State asking ❝ Why ❞ and go into quick action, news story video from https://www.facebook.com/JeremyTRUUTHISTORY/videos/1008378137208471

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Is Your Country Sexually Grooming You and Your Kids?

Sexual Grooming involves exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ).

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ).

The Education System is dangerous ( Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ).

Boycott The Education System.

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Judicial Review/Legal case ( Page 28, 33, 36, 39, 52, 62, 63, 67, 68, 73 — The High Court of Justice — judgment ), about Sexual Grooming ( also known as Sexuality Education / Child Sexual Exploitation / CSE / Comprehensive Sexuality Education ( Page 15 — WHO Collaborating Centre — WHO CC — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments — 2018 ) / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 — United Nations Educational, Scientific and Cultural Organization — UNESCO — The journey towards comprehensive sexuality education, global status report — 2021 ) ),

that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming ( Daily Record — Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ,
The Independent — Teenage boy rapes female classmate shortly after sex education lesson ,
ITV News — Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ,
The Guardian — Fifth of adults in England and Wales abused as children, figures suggest ,
The Independent — Government failing to stop ‘routine and relentless’ sexual harassment of women and girls in public places, MPs warn ,
UK Government Website — Independent Inquiry into Child Sexual Abuse investigation reports ,
Independent Inquiry into Child Sexual Abuse — Child sexual abuse committed in schools was open secret, survivors tell Inquiry ,
Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ),

Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange,

wanted society to recognise children’s right to certain Sexual freedoms,

children to be given Sex education to normalise and desensitise Sex to children,

children to be given far more Comprehensive Sexual Education,

claimed children can express Consent,

in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation ( BBC — News — Paedophile Information Exchange interview from 1983 ),

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ),

Sexual Grooming includes exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ) /

Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach,

Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education,

where all Thoughts, Beliefs, Behaviours, Relationships ( ResearchGate — Childhood Family Correlates of Heterosexual and Homosexual Marriages: A National Cohort Study of Two Million Danes — 2006 ), Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual ( Page 17 — United Nations Educational, Scientific and Cultural Organization — UNESCO — World Health Organization — WHO — International Planned Parenthood Federation — IPFF — German Federal Centre for Health Education — BZgA — a WHO Collaborating Centre — WHO CC — Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists — 2010 ),

based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities ( The Independent — Paedophile police officer kept his job years after being caught taking ‘up-skirt’ photos of children, The Independent — Westminster child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds ), Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ),

while Parents considering Home Education,

Boycott The Education System.

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🚸 CSE
also known as Child Sexual Exploitation ( Page 15 )
— WHO Collaborating Centre ( WHO CC ) — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments ( 2018 )

And also known as
Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 )
— United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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It should be known that:

🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), doesn’t belong to the Public.

❝ How government works
…
The Prime Minister is the leader of His Majesty’s Government…
…
Legislation
…
They can include:
Draft legislation
…
Bills are proposals for new laws or changes to existing ones. Once agreed by Parliament, they have to be approved by the King before becoming law.
Acts of Parliament
These are bills which have been approved by the Commons, the Lords, and the King.❞

UK Government Website : How government works

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🔴 193 Countries of the United Nations agreed to the Global Education 2030 Agenda for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based Comprehensive Sexuality Education ( CSE ) from Birth delivered in formal or non-formal places.

❝ Within the Sustainable Development Goals (SDGs) agreed by governments in 2015 to guide development priorities globally until 2030, Goal 4 on achieving quality education for all, includes an optional, thematic indicator specifically focusing on sexuality education❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 United Nations 193 Countriesᵃ.

a Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia (Plurinational State of), Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cabo Verde, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Côte D’Ivoire, Croatia, Cuba, Cyprus, Czechia, Democratic People’s Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia (Republic of The), Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guinea Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People’s Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia (Federated States of), Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands (Kingdom of the), New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Suriname, Sweden, Switzerland, Syrian Arab Republic, Tajikistan, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Türkiye, Turkmenistan, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic of, Viet Nam, Yemen, Zambia, Zimbabwe

Growth in United Nations mmembership | Member States | About Us | United Nations

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🔴 United Nations’ agency United Nations Educational, Scientific and Cultural Organization ( UNESCO ) has coordinated policies or laws in 85 percent of 155 countries, relating to Comprehensive Sexuality Education ( CSE ), which is a process of teaching about the cognitive, emotional, physical and social aspects of sexuality, with the aims to equip children with knowledge, skills, attitudes and values to develop sexual relationships throughout their lives.

❝ The Global Education 2030 Agenda

UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement…❞ ( 2nd Page of document )

❝ Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives.

This report draws on multiple data sources to provide analysis of countries’ progress towards delivering… CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education❞ ( 3rd Page of document )

❝ Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives (UNESCO et al., 2018). CSE can be delivered in formal or non-formal settings.
…
Within the 2030 agenda, the importance of CSE and other forms of transformative education is reflected❞ ( Page 12 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 CSE is known by people in different countries using different names such as Child Sexual Exploitation, according to page 15 of the World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, ( 2018 ).

It is also known as Biology / Ciencias Naturales / Civics Education / Civismo / Comprehensive Sexuality Education / Educación Integral Para La Salud Sexual / Education Sexual Integral / Environment, Culture & Religion / Family Life Education / Family-Life Education / Formación Cívica Y Ética / Habilidades Para La Vida / Health Studies / Healthy Life Styles / Healthy Lifestyle / Healthy Lifestyles / History / HIV & Life Skills Personnal & Social Development /HIV Education / Humanitaarteadus / Kultusministerium / Life Skills / Life Skills Education / Life Skills-Based Education / Pendidikan Kesehatan / PSHE / Prevention Education / Protective Bahaviours / Relationchips Respectful / Respectful Relationships / Relationele En Sexuele Vorming / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / Sexuality Education / Основы Здоровья / Сергек Жашоо Образы / 防性侵教育 / 青春期教育, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Out-Of-School Comprehensive Sexuality Education, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Personal, Social, Health and Economic Education ( PSHE ) / Sex and Relationship education (SRE) / Science, according to page 174 of World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments, ( 2018 ).

It is also known as Health and Physical Education ( HPE ) / Physical and Health Education ( PHE ) / Personal and Social Education ( PSE ) / Physical, Social, Careers, Health, Education ( PSCHE ) / Relationships Education / Relationships and Sex Education ( RSE ) / Relationships and Sexuality Education ( RSE ) / Relationships and Sex Education and Health Education ( RSHE ) / Relationships, Sexual Health and Parenthood ( RSHP ) / Sex Education ( Sex Ed ) / Sexual Education.

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🔴 Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice, states,

❝ Sexual grooming broadly refers to the behaviors and tactics that perpetrators use to manipulate children, their guardians, and their surroundings to facilitate sexual abuse while decreasing the likelihood of disclosure or detection❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

Adult grooming appears to follow many of the same behavior patterns as child sexual grooming.

❝ Understanding the link between adult sexual grooming and coercive control.

Key points

▪️ Coercive control is a pattern of controlling behaviors that create an unequal power dynamic in a relationship.

▪️ Coercive control is emotional abuse that can cause psychological trauma and may evolve into physical abuse.

▪️ From anecdotal reports, adult grooming appears to follow many of the same behavior patterns as child sexual grooming. ❞

Psychology Today : How Coercive Abusers Engage in Sexual Grooming

Sexual Grooming includes exposure to Sexual information.

❝ Stage 1: Selecting a Victim
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▪️ Minor is compliant/trusting of adults.
…
Stage 2: Gaining Access and Isolation
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▪️ Is involved in youth-serving organizations (i.e., school, youth groups, scouts, sports).
…
Stage 3: Trust Development
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▪️ Has insider status/good reputation/”pillar of the community.”
…
Stage 4: Desensitization to Sexual Content and Physical Contact

This stage usually happens right before abuse occurs. During this fourth stage, the perpetrator prepares the minor for abuse by desensitizing them to sexual content (such as showing them pornography and nudity) and increasing nonsexual touch:
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▪️ Teaches minor sexual education.
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Stage 5: Postabuse Maintenance Behaviors
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▪️ Encourages secrets and secret-keeping.
…
Given that only 5 percent of all those who perpetrate child sexual abuse are already on the sex offender registry at the time of the abuse, this means that 95 percent of all perpetrators are not known to the criminal justice system. As such, our efforts to stop sexual abuse must focus on prevention and identifying sexual grooming behaviors before the abuse occurs, as it may be one of the best ways to stop the abuse before it occurs.

While significant strides have been made in educating the public about what constitutes child sexual grooming, there is still much work to be done. Diluting the meaning of “sexual grooming” or using it to describe behaviors and practices that are not related to child sexual abuse can negatively impact these education and prevention efforts. Therefore, the term “grooming” should only be used in reference to sexual grooming so that we can continue to protect vulnerable children from being sexually abused. ❞

Psychology Today : 99 percent of child sexual abuse involves grooming

Teaching sexual education to minors or using inappropriate sexual language, is an established sexual grooming behaviour, which is upto 6.4 times more likely to be reported, in cases of Child Sexual Abuse ( CSA ).

❝ High Risk Behaviors: These behaviors are 8 times or more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.
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▪️ The person exposes their naked body to the child (26 times).
▪️ The person watches the child undressing or while naked (11 times).
▪️ The person shows the child pornography magazines, images or videos (8 times).
▪️ The person tells the child about their past sexual experiences (9 times).
▪️ The person separates or isolates the child from their peers and family (19 times).

Moderate Risk Behaviors: These behaviors are between 3.5-6.4 times more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.

▪️ The person asks the child questions about the child’s sexual experiences and relationships (6.4 times).
…
▪️ The person uses inappropriate sexual language or tells dirty jokes around the child (5.7 times).
▪️ The person teaches the child sexual education (4 times).
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▪️ The person gets close to the child’s family to gain access to the child (3.8 times).
▪️ The child lacks adult supervision (5.5 times).
▪️ The child is not close to their parents, or their parents are not a resource for them (3.8 times).
▪️ The person gives the child rewards or privileges (community member only) (4.8 times).❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

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🔴 Judicial Review/Legal case judgement provides from the Country’s agent, the government, Sexuality definition which claims Sexuality as a central aspect of being human for the Mandatory, United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based United Nations’ ( UN ) Global Education 2030 Agenda, Comprehensive Sexuality Education ( CSE ) from Birth in the settings from Age 3.

❝ Sexuality: “(Rhywioldeb) a central aspect of being human and encompasses sexual orientation, gender identities and roles, sex, reproduction and intimacy. Sexuality is experienced and expressed through thoughts, beliefs, behaviours and relationships.” ❞ ( Page 39 )

The High Court of Justice : judgment

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🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), was asked detailed questions on the state of Sexuality education, by the initiative developed by institutions including International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ). Government responded that the FPA ( national IPFF member ) had used their jointly developed guidelines, Standards for Sexuality education ( which starts from Birth ), when advocating for compulsory Sexuality education. On March 1, 2017, the government decided that Sexuality education will indeed become compulsory.

❝ …the FPA (Family Planning Association; national IPFF member) has used the WHO/BZgA Standards for Sexuality Education in Europe (2010) when advocating for comprehensive education with statutory status. On March 1, 2017, the government decided that sexuality education will indeed become ‘statutory’, which means it has to be taught in all schools in the country from 2019 onwards.❞ ( Page 175 )

International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, (2018)

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexuality, as a central aspect of being human throughout life.

❝ Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

The guidelines give guidance for teaching about masturbation from birth and recommends materials such as SIECUS, Right From the Start: Guidelines for Sexuality Issues, Birth to Five Years on page 17, 38 and 60.

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❝ Pedophilia, in conventional usage, a psychosexual disorder, generally affecting adults, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children. ❞

Britannica Encyclopedia : ❝ Pedophilia | Definition & Facts ❞

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🔴 Adolescence phase was brought about as part of the sexual revolution, which removed the boundary between pubescent and not pubescent.

❝ The emergence of “adolescence” in the context of the “sexual revolution” in the 1970s

…
These innovations opened up completely new opportunities for separating sexuality from reproduction. …
…
These processes also stimulated the emergence of a new, intermediate phase in life between childhood and adulthood, which became known as “adolescence”. This intermediate phase gradually became characterized by increasing independence from parents, engagement in love relationships and sexual contacts (long) before marriage and cohabitation without marriage, and by delaying marriage and the start of family formation. Roughly speaking, at the beginning of the third millennium young people in Europe have their fi rst sexual contacts by age 16-18 on average. They have had several partners before marrying (or permanently cohabiting) around age 25, and they have their fi rst child by age 28-30.² …
…
Other factors also contributed to a stronger focus on adolescent sexuality and sexual health.
…
Similarly, the “sexualization” of the media and advertising were increasingly felt to be negatively infl uencing the perceptions of sexuality of young people, requiring some form of counterbalancing action.

Sexuality education in schools – as a response of societies to these social changes

All these fundamental social changes, basically the emergence of a new social age group situated between childhood and adulthood, with its own culture, behaviour and needs, required new responses from society. In the area of sexuality, it required new types of health services, or adaptation of existing ones, and new information and education efforts. The call for sexuality education in the second half of the 20th century throughout Europe should primarily be understood from this perspective. Newly emerging visions, particularly human rights perceptions, on the (sexual) rights and roles of this intermediate age group in society added to the perceived need for sexuality education. It is important to note that this process took place in all European countries, although some countries adapted to it earlier or faster than others. Sexuality education, particularly through schools, is an essential component of this adaptation process. The immediate reasons for pleas to introduce sexuality education in schools have changed over the years and they have differed between countries ranging from the prevention of unintended pregnancies to that of HIV and other STI. In addition, sexual abuse scandals gave sexuality education a strong boost in the public sphere and led to calls for sexuality education for younger children. This call has been supported by a change in the perception of the child in general – now perceived as a subject.³ These different motivations have gradually converged in the direction of more holistic views on sexuality education. …

³ The child is thus understood to be an independent person with specifi c competencies and needs, inter alia in respect of his/her forms of expression of closeness, sensuality and (bodily) curiosity. The potential of the child needs to be adequately fostered.❞ ( Page 11 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexual behaviour, feelings and cognition from the womb.

❝ the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s ❞, ❝ children are born as sexual beings ❞ ( Page 22 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education (which starts from from Birth), has been also been jointly developed by institutions such as Sex Education Forum ( National Children’s Bureau, UK, whose partners include NSPCC which is a children’s charity fighting to prevent child abuse in the UK and Channel Islands ).

❝ Standards for Sexuality Education in Europe was jointly developed by The Federal Centre for Health Education (BZgA), the WHO Regional Office for Europe and an international working group comprising representatives from the following organisations (in alphabetical order):
Austrian Institute for Family Studies: …
Contraception and Sexual Health Service, Nottinghamshire Community Health (UK): …
Department of Women’s and Children’s health, University of Uppsala (Sweden): …
European Society for Contraception: …
…
Federal Centre for Health Education, BZgA (Germany): …
International Centre for Reproductive Health at the University of Ghent (Belgium): …
International Planned Parenthood Federation, IPPF: …
Lucerne University of Applied Sciences and Arts (Switzerland): …
Norwegian Directorate of Health: …
Rutgers Nisso Group (The Netherlands): …
Sex Education Forum, National Children’s Bureau (UK): …
Sexual Health Clinic Väestöliitto, The Family Federation of Finland: …
Swiss Foundation for Sexual and Reproductive Health, PLANeS: …
UNESCO: … World Population Foundation: …❞ ( 2nd last Page of document )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

❝ NSPCC The NSPCC is the leading children’s charity fighting to prevent child abuse in the UK and Channel Islands.❞

Partners | Sex Education Forum

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🔴 📰 ⚖️ WalesOnline: ❝Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales❞

❝ They are part of a campaign… which wants to remove relationship and sex education (RSE) from the mandatory part of the new curriculum…
…
…Mr Justice Turner said: “The issues raised on behalf of the claimants involve consideration of complex constitutional matters with potentially very significant consequences for both parents and children….
…
Human rights barrister Paul Diamond … will argue that the case raises important legal issues, including the human rights of very young children from “the imposition of ideologies that are transient, and culturally variable”, the campaign group said. ❞

Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales

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🔴 📰 Parliament Petitions: ❝Remove RSE from the mandatory element of the Curriculum Bill 2020❞

❝ Relationships and Sexuality Education (RSE) is part of a Global Roll out of Sexuality Education which is not appropriate for this country. It sexualises children, fails to safeguard, read’s like models of offending, has barriers to disclosure, and the local authority departments involved lack adequate training to spot the signs of Child Sexual Abuse, Exploitation, Harmful Sexual Behaviour, And much, more! In addition to that we have evidence those involved in the Welsh Curriculum lack knowledge of this global roll out,

5,307 signatures❞

Remove RSE from the mandatory element of the Curriculum Bill 2020

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing the Mandatory, World Health Organization (WHO) guidelines based United Nations’ (UN) Global Education 2030 Agenda, Comprehensive Sexuality Education (CSE) from Birth in the settings from Age 3

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📰 🕰️ View post regarding ❝History of Mandatory Global Comprehensive Sexuality Education from Age 3, from Sex Education (Sex Ed) to Personal and Social Education (PSE) to Relationships and Sexuality Education (RSE)❞:
realnewsinformation.wordpress.com/2021/04/20/history-of-uks-global-comprehensive-sexuality-education-from-age-3-from-sex-education-sex-ed-to-personal-and-social-education-pse-to-relationships-and-sexuality-education-rse

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📰 🛑 View post regarding ❝Stop RSE [Mandatory Global Sex Education from Age 3]! Is The Government Grooming Our Children?❞:
realnewsinformation.wordpress.com/2023/04/21/stop-rse-mandatory-global-sex-education-from-age-3-is-the-government-grooming-our-children

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📰 🗺️ View post regarding ❝Urgent Act Now! Mandatory Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/05/01/urgent-act-now-uks-global-sex-education-from-age-3/

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📰 🎥 View post regarding ❝Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent❞:
realnewsinformation.wordpress.com/2023/05/03/paedophile-information-exchange-wanted-sex-education-of-children-to-normalise-sex-to-children-and-claimed-children-can-express-consent

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📰 🎥 View post regarding ❝Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”❞:
realnewsinformation.wordpress.com/2023/05/04/paedophile-information-exchange-member-commented-that-sex-with-children-means-erotic-contact-like-touching-and-masturbation-and-consent-is-acquired-from-a-little-girl-by-complimenting-her-knickers-and/

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📰 📚 View post regarding ❝“Children, six, learn about self-stimulation in new sex ed classes”, with Questions raised about the new Sex Ed utilising “Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]”❞:
realnewsinformation.wordpress.com/2023/05/04/%f0%9f%93%b0-walesonline-children-six-learn-about-self-stimulation-in-new-sex-ed-classes

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📰 View posts regarding ❝UK’s Mandatory, Global Sex Education from Age 3, also known as Relationship Education, Science, Sex Education, Sexuality Education, Comprehensive Sexuality Education, PSHE, RSHE, SRE, RSE, RSHP, CSE❞:

📚 Scotland, England, Wales: realnewsinformation.wordpress.com/2023/05/21/uks-mandatory-global-sex-education-from-age-3-also-known-as-relationships-education-science-sexuality-education-comprehensive-sexuality-education-pshe-rshe-sre-rse-rshp-csetion-pshe-rshe-sre-rse-rshp

📚 Northern Ireland: m.facebook.com/media/set/?set=a.3332872220330732

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📰 🗺️ View post regarding ❝An evidence based summary Of the UK’s Connection to Global Sex Education by Public Child Protection Wales❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3370528246565129

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📰 🖼️ View post regarding ❝UK’s Government content to teach Global Relationships and Sexuality Education (RSE) in lessons, using activities, which draw upon WHO’s definition of Sexuality throughout life❞:
m.facebook.com/RealNewsInfo/posts/pfbid02tva8DSjHYWbLjRho45d1SkTfcMsx1wMxiJhXR4ni54aXXmCt4UmQqy3iuJ2Hmnf6l

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📰 🚨 View post regarding ❝The Independent: “Westminster [ UK Politicians ] child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds”❞:
https://m.facebook.com/RealNewsInfo/photos/a.2915424692075489/2824970754454217

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📰 🚨 View post regarding ❝Police officer “groomed [normalised] his victim” , “since she was nine years old, exposing himself [showing nudity] to her, showing her pornography [showing sexual activity] and taking indecent photographs [Child Sexual Abuse]”❞:
realnewsinformation.wordpress.com/2023/05/06/police-officer-groomed-normalised-his-victim-for-child-sexual-abuse

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📰 View post regarding ❝The Conservative Woman: “Callous move to bankrupt mothers fighting sex indoctrination of three-year-olds by [ Mother, Criminologist, Chair of Public Child Protection Wales ] Kim[berley] Isherwood [ M. A. ]”❞:
realnewsinformation.wordpress.com/2023/01/28/the-conservative-woman-callous-move-to-bankrupt-mothers-fighting-sex-indoctrination-of-three-year-olds-by-mother-criminologist-chair-of-public-child-protection-wales-kimberley-isherwood-m-a

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📰 ⚖️ View post regarding ❝UK Column: “Guest Kim[berley] Isherwood [ M. A., Mother, Criminologist, Chair of Public Child Protection Wales, Lead Claimant in legal case against UK’s Global Sex Education from Age 3 ] … —Standing Up For All Children And Parents”❞:
realnewsinformation.wordpress.com/2023/05/30/uk-column-guest-kimberley-isherwood-m-a-mother-criminologist-chair-of-public-child-protection-wales-lead-claimant-in-legal-case-against-uks-global-sex-education-from-age-3-standing-up-for-all-children

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📰 ⚖️ View post regarding ❝UK’s legal case against Mandatory Global Comprehensive Sexuality Education (CSE) from Birth in the curriculum from Age 3❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3466830606934892

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides Relationships and Sexuality definition from the Global Relationships and Sexuality Education (RSE) UK’s Statutory guidance published for UK’s Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/02/02/uk-legal-case-judgement-provides-relationships-and-sexuality-definition-from-the-rse-statutory-guidance-published-for-uk-sex-ed-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides there is no right to excusal from UK’s Global Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/02/26/uks-legal-case-judgement-provides-there-is-no-right-to-excusal-from-uks-global-sex-indoctrination-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case intervention by “a group of religious leaders of mosques in Wales” regarding Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/01/26/uks-legal-case-intervention-by-a-group-of-religious-leaders-of-mosques-in-wales-regarding-sex-indoctrination-from-age-3

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📰 🎥 View post regarding ❝Recording of talk about “Child Sexual Abuse. What? Who? Why? & How to Protect Your Child” by Dr Kate Godfrey-Faussett❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3066153487002608

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📰 📃 View post regarding ❝WHO’s Global guidelines for Introducing sexuality education: key steps for advocates in❞:
m.facebook.com/media/set/?set=a.2842755776009048

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📂 📰 Browse posts regarding ❝Mandatory Global Sexuality Education❞ in the album:
m.facebook.com/media/set/?set=a.2842755776009048

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🔴 📰 📚 WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞, with Questions raised about the new Sex Ed utilising ❝Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]❞

❝Children, six,❞ [ 6 year olds ] ❝ learn about self-stimulation❞ [ masturbation ] ❝ in new sex ed classes ❞

[🔺 Sexualisation of the adult-child relationship?, Perpetrators of Child Sexual Abuse and Patterns of Sexual Grooming of a Child? ]

❝Lesson plans.. issued to more than 240 schools across England.. sex education programme for children from six to 10.
..include a section on ‘Touching Myself'”..
..
..advises to tell “lots of people like to tickle or stroke themselves as it might feel nice.. touching their “private parts”.❞

[🔺 Advancing of the Sexuality of the Sexualised Adult-child relationship? Shaping of the child’s Sexual preferences? Manipulation of what child finds exciting and extending of the relationship in this way? Child starts to see themselves as a Sexual being and defines the relationship with the adult in Sexual terms? Enticing of a child to commit Sexual activity? ]

❝..Council said lessons.. tell.. how to “distinguish between appropriate and inappropriate touching”.. ❞

[🔺 Advancing of the Sexuality of the Sexualised adult child relationship? Shaping of the child’s Sexual preferences? Manipulating of what child finds exciting and extending the relationship in this way? Child starts to see themselves as a Sexual being and defines the relationship with the adult in Sexual terms? Enticing a child to commit Sexual activity? Sexualisation of a child? Barrier to non verbal disclosure of child Sexual abuse through child acting out? ]

❝..“recognises” the difference between public and private behaviours.❞

[🔺 Abusers use secrecy to maintain control? Barrier to non verbal disclosure of abuse? ]

❝One of the program’s authors.. said: ..children of all ages will self-stimulate from time to time.❞

[🔺 Sexualisation of children? Barrier to non verbal disclosure of child Sexual abuse through child acting out?]

📖 Read: WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞

📖 Read: ❝Child Sexual Abuse: 6 Stages of Grooming❞ By Dr. Michael Welner ( Forensic Psychiatrist )

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🔴 📰 🎥 Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”

📰 Australia, Channel 9’s series 60 Minutes, 19 July 2015: ❝Special Investigation: Spies, Lords and Predators Pt 3
“I smell rats of the highest order.” A 60 Minutes Special Investigation will expose the dark secrets of Britain’s most powerful men.❞

📺 Watch on YouTube: https://youtu.be/TLoYyLkPu8A
🎞️ Watch on Facebook: https://fb.watch/gdMAd9M6I9
📄 Original programme webpage: https://web.archive.org/web/20150721203546/http://www.9jumpin.com.au/show/60minutes/videos/4361755991001

📄 Transcript ( introduction )

🗨️ Interviewer: ❝As we’ve uncovered tonight, the evil network of pedophiles included some of the most powerful and smartest minds in Britain. For years they acted without fear of being caught, which was probably because one of their members was the second in charge of Britain’s Secret Service.

But the origins of their nefarious activities go back to a group called the Peadophile Information Exchange or PIE, which in the early 1970s openly campaigned for the age of sexual consent to be lowered to four.

Now be warned you’re about to meet a member of that group who unbelievably continues to say pedophilia is acceptable❞

📄 Transcript (from 4 minutes 46 seconds, https://youtu.be/TLoYyLkPu8A?t=4m46s)

🗨️ Interviewer: ❝but even today Tom O’Carroll argues, he, and other pedophiles should be allowed to have sex with children❞

🗨️ Tom: ❝you keep saying, by the way, sex with children, it’s not sex with children, it’s sex, most people think, is, sexual intercourse, penis in vagina, and, erm, a guy banging away, until he gets orgasm, that’s not what I mean by sex with children❞

🗨️ Interviewer: ❝what are you talking about❞

🗨️ Tom: ❝and I don’t, I don’t think, I don’t think, we should talk in this, sort of, erm, emotive fashion about sex with children❞

🗨️ Interviewer: ❝what is the least emotive term❞

🗨️ Tom: ❝erotic contact with children❞

🗨️ Interviewer: ❝and what would that involve❞

🗨️ Tom: ❝well it might involve, er, er, touching or masturbation❞

…

🗨️ Interviewer: ❝Can I put to you, there’s something in your book❞

🗨️ Tom: ❝mm-hmm❞

🗨️ Interviewer: ❝there’s a section in your book, where you describe, the scenario of a little girl, sitting on a man’s knee❞

🗨️ Tom: ❝yes❞

🗨️ Interviewer: ❝and he, you, described, approvingly, how sexual relations with that little girl can be, quote “negotiated❞

🗨️ Tom:❝mm-hmm❞

🗨️ Interviewer: ❝by hints❞

🗨️ Tom: ❝yeah❞

🗨️ Interviewer: ❝and signals❞

🗨️ Tom: ❝ahm❞

🗨️ Interviewer: ❝such as complimenting her, on her knickers❞

🗨️ Tom: ❝yeah, yeah❞

🗨️ Interviewer: ❝and testing her response❞

🗨️ Tom: ❝yeah❞

🗨️ Interviewer: ❝and what would be the adequate response from that little girl, Tom❞

🗨️ Tom: ❝enthusiasm❞

🗨️ Interviewer: ❝wa-what would that constitute, how would the little girl show you enthusiasm for you, wanting to have sex with you❞

🗨️ Tom: ❝let’s move away from❞

🗨️ Interviewer: ❝no no, let’s stick to this issue❞

🗨️ Tom: ❝well all right, le-le-le let’s stick with the issue but let me address it in my own way❞

🗨️ Interviewer: ❝okay, little girl sitting on your knee and you’ve just told her, I like your knickers❞

🗨️ Tom: ❝let me address it in my own way❞

🗨️ Interviewer: ❝what does the little girl do, do to indicate that she’s willing to consent to have sex with you, Tom❞

🗨️ Tom: ❝how does somebody indicate willingness to have consent to, anything❞

🗨️ Interviewer: ❝a little girl, cannot possibly be, a consenting partner in that kind of power relationship, she’s sitting on your knee, for God’s sake❞

🗨️ Tom: ❝yes she can❞

🗨️ Interviewer: ❝you’re an adult❞

🗨️ Tom: ❝yes she can❞

🗨️ Interviewer: ❝you used the term enthusiasm, what does that little girl do, to indicate that she’s enthusiastic❞

🗨️ Tom: ❝I think, I think, that, we’re going round and round in circles❞

🗨️ Interviewer: ❝no, what is the answer❞

🗨️ Tom: ❝well, we’re going round and round in circles, I’ve given you my answer multiple times, so I’ll finish there❞

🗨️ Interviewer:❝which is an non answer, so you just can’t answer❞

🗨️ Tom: ❝well you think it’s a non answer, I think it’s an answer, all right❞

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🔴 📰 🎥 Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent

📰 BBC News: ❝Paedophile Information Exchange interview from 1983

For 10 years, the Paedophile Information Exchange openly advocated that adults should be allowed to have sex with children.

In this 1983 Newsnight interview, two members of the group explain their views❞

📺 Watch on YouTube: https://youtu.be/ABItTAB5uKM
🎞️ Watch on Facebook: https://fb.watch/fv8YLMND8x/
💻 Watch on BBC News website: https://www.bbc.co.uk/news/magazine-26372280

📄 Transcript (from 1 m 14 sec, https://youtu.be/ABItTAB5uKM?t=1m14sec )

🗨 Interviewer: ❝But surely, it’s a question of recognising children’s maturity and how can you have an equal relationship, which is what I take a mature Sexual relationship to be, between an adult and a child, who is not mature in body, in mind or personal awareness. It has to be unequal❞

🗨 PIE: ❝I.. I.. I don’t accept that, err.. this concept of maturity at all.. erm.. a.. adults for instance, aren’t necessarily mature. It’s a long process❞

🗨 Interviewer: ❝I take it for granted that no adult is probably ever mature. But nevertheless my stage of maturity or your state of maturity is clearly different from that of a child of 12. How can there be an equal relationship, which allows them SEX, which is usually a shocking experience, they or everybody at some time or other. How can you allow of an equal relationship between two people so unequally positioned at the starting of point❞

🗨 PIE: ❝I don’t the fact. I don’t accept that SEX is a..a. a spontaneously shocking experience❞

🗨 Interviewer: ❝I don’t say. For some stage or other, there is an element of shock in SEX❞

🗨 PIE, ❝Not if children are properly educated through out SEX and it’s an obligation on society to see that children are given, a far more Comprehensive Sexual Education, from a far earlier age❞

…

🗨 Interviewer: ❝Well what is your definition of maturity, in this context. How can a child of 12, make a mature judgment about, something like SEX for the first time, which it has not the first idea about and cannot possibly weigh the consequences of it❞

🗨 PIE: ❝You’re imputing to a Sexual relationship, heavy judgmental issues which are.. are under the… ❞

🗨 Interviewer, ❝No, I am not. I am talking about physical and psychical response❞

🗨 PIE said, ❝Yes..A physical.. A child is able to recognize a pleasurable experience, he is able to recognize.. erm.. a.. a.. pleasing emotional experience, erm.. he is able to express consent and to.. to recognize that this is something he wishes to continue, and.. and the responsible and caring Paedophile, always refers to the wishes of the child❞

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🔴 UK’s government decided in 2017 that sexuality education becomes mandatory, after lobbying had been done using WHO’s guidelines for Sexuality education which gives guidance for Sexuality education from Birth.

❝Laws and policies on school sexuality education
…
… the FPA (Family Planning Association; national IPFF member) has used the WHO/BZgA Standards for Sexuality Education in Europe (2010) when advocating for comprehensive education with statutory status. On March 1, 2017, the government decided that sexuality education will indeed become ‘statutory’, which means it has to be taught in all schools in the country from 2019 onwards.❞ ( Page 175 )

WHO, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments. (2018)

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🔴 WHO’s guidelines for Sexuality education claims the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s lifetime.

❝Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞, (pg 17),

❝the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s lifetime❞ , ❝children are born as sexual beings❞ (pg 22),

❝children have sexual feelings even in early infancy❞ (pg 23),

❝Give information about❞ , including ❝enjoyment and pleasure when touching one’s own body, early childhood masturbation❞ , ❝discovery of own body and own genitals❞ , ❝Enable children to❞ , including ❝express own needs, wishes and boundaries, for example in the context of “playing doctor❞ (pg 38),

❝Materials and tools on various aspects of sexuality education can be found in the Bibliographie, part C❞ (pg 9),

❝SIECUS Right from the start. Guidelines for sexuality issues (birth to five years), (1998)❞ (pg 60)

, pg 9, 17, 23, 37, 60

, WHO Regional Office for Europe and BZgA (2010). Standards for Sexuality Education in Europe. A framework for policymakers, educational and health authorities and specialists. Cologn,

, https://www.bzga-whocc.de/en/publications/standards-for-sexuality-education/

, https://www.bzga-whocc.de/fileadmin/user_upload/BZgA_Standards_English.pdf

❝INFANCY
…
… children are born with the physical capacity for sexual responses … newborn babies have erections or lubricate vaginally. From early infancy, … go through cycles of erection or lubrication … infants have their own specific sexuality which continually evolves from the day they are born.❞

, pg 9

, SIECUS. Right from the start: guidelines for sexuality issues (birth to five years) [1998]
,
https://healtheducationresources.unesco.org/library/documents/right-start-guidelines-sexuality-issues-birth-five-years
, https://healtheducationresources.unesco.org/sites/default/files/resources/bie_rightfromthestart_guielines_siecus.pdf

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🔴 England’s Parliamentary Office of Science and Technology, on 25 June 2018, published a research briefing on Relationships and Sex Education, which was reviewed by the Welsh Government Education. The research briefing utilised the report produced by the SEX and Relationships Expert Panel setup by the Wales government in March 2017 (that used the WHO 2010 Standards for Sexuality education from Birth and recommended compulsory Relationships and Sexuality Education from Age 3) and UNESCO technical guidance for sexuality education.

❝This POSTnote reviews evidence on the potential outcomes of relationships and sex education in schools and how to maximise its effectiveness.

Background
…
International organisations suggest that effective RSE can contribute to improvements in public health by reducing sexually transmitted infections and unplanned pregnancies, promote healthier relationships by teaching young people how to identify abusive behaviour, and equip young people with knowledge about their rights in relationships.³-⁷❞

❝Principles of Effective RSE

… Stakeholders (including Ofsted and UNESCO) have suggested a number of principles for effective RSE teaching.¹ ²³ ⁹⁹…

Timeliness and Age Appropriateness

… RSE has most impact when lessons come prior to young people experiencing situations in real life.¹ ⁴ ¹⁰⁰ … Ofsted and UNESCO have called for age-appropriate teaching about puberty and sexual intercourse before a young person experiences them. ¹ ⁴
…

Endnotes
⁴ UNESCO (2015). Emerging evidence, lessons and practice in comprehensive sexuality education: A global review. UNESCO.

⁵ Welsh Government (2017). The Future of the Sex and Relationships Education curriculum in Wales: Recommendations of the Sex and Relationships❞

, p 1, 4

, Parliamentary Office of Science and Technology, Relationships and Sex Education, (25 June 2018)
, https://post.parliament.uk/research-briefings/post-pn-0576/
, https://researchbriefings.files.parliament.uk/documents/POST-PN-0576/POST-PN-0576.pdf

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🔴 Welsh government’s Cabinet Secretary for Education, setup the Sex and Relationships Expert Panel in March 2017, according to the report ❝The Future of the Sex and Relationships Education Curriculum in Wales❞.

❝This new definition will draw upon the World Health Organisation’s (WHO) definition of ‘sexuality’❞ (page 11),

❝The World Health Organisation (WHO) definition of sexuality is used in this report.

The WHO¹²’s working definition of sexuality is: “…a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships❞ (page 28)

, pg 11, 28

, The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel (December 2017)
, https://gov.wales/future-sex-and-relationships-education-curriculum
, https://gov.wales/sites/default/files/publications/2018-03/the-future-of-the-sex-and-relationships-education-curriculum-in-wales.pdf

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🔴 Scotland’s government published statutory guidance, Conduct of relationships, sexual health and parenthood education in schools, for delivering Relationships, Sexual Health and Parenthood education (RSHP) to, including children, which ❝is a key part of Health and Wellbeing within Curriculum for Excellence❞. Curriculum for Excellence is intended for including all children in Scotland from age 3 to 18. The guidance used the WHO 2010 Standards for Sexuality education from Birth and UNESCO technical guidance for sexuality education to justify RSHP education.

❝50. To ensure consistency and appropriate use of external inputs, the following practice should be in place:

…

• inputs from external partners should provide factual information that is consistent with the WHO definition of sexual health (see Annex B);
  … ❞ (page 11),

❝Annex B

Further to paragraph 36, we are using the World Health Organisation’s (WHO) definitions of sexual health and sexuality.

The WHO defines sexual health as “…

Sexual health requires a positive… approach to sexuality and sexual relationships, as well as the possibility of having pleasurable… sexual experiences,…. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled.”
(WHO, 2006a)

Sexual health cannot be defined, understood or made operational without a broad consideration of sexuality, which underlies important behaviours and outcomes related to sexual health. The working definition of sexuality is “…a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships….. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, legal, historical, religious and spiritual factors.” (WHO, 2006a) ❞ (page 16),

, pg 11, 16

, Conduct of Relationships, Sexual Health and Parenthood Education in Schools (December 2014)
, https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/
, https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2014/12/conduct-relationships-sexual-health-parenthood-education-schools/documents/00465948-pdf/00465948-pdf/govscot%3Adocument/00465948.pdf

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📝 References

📄 Document: House of Parliament (2018). Parliamentary Office of Science and Technology, Relationships and Sex Education.
🔗 Link: https://researchbriefings.files.parliament.uk/documents/POST-PN-0576/POST-PN-0576.pdf
👓 Found at: https://post.parliament.uk/research-briefings/post-pn-0576/

📄 Document: SIECUS (1998). Right from the start. Guidelines for sexuality issues (birth to five years).
🔗 Link: https://healtheducationresources.unesco.org/sites/default/files/resources/bie_rightfromthestart_guielines_siecus.pdf
👓 Found at: https://healtheducationresources.unesco.org/library/documents/right-start-guidelines-sexuality-issues-birth-five-years

📄 Document: The Scottish Government (2014). Conduct of Relationships, Sexual Health and Parenthood Education in Schools.
🔗 Link: https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2014/12/conduct-relationships-sexual-health-parenthood-education-schools/documents/00465948-pdf/00465948-pdf/govscot%3Adocument/00465948.pdf
👓 Found at: https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/

📰 News article: WalesOnline (2019). Children, six, learn about self-stimulation in new sex ed classes.
🔗 Link: https://www.walesonline.co.uk/news/uk-news/children-six-learn-self-stimulation-16984940

📰 News article: WalesOnline (2022). Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales.
🔗 Link: https://www.walesonline.co.uk/news/education/campaigners-succeed-getting-judicial-review-24174384.amp

📄 Document: Welsh Parliament (2017). The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel.
🔗 Link: https://gov.wales/sites/default/files/publications/2018-03/the-future-of-the-sex-and-relationships-education-curriculum-in-wales.pdf
👓 Found at: https://gov.wales/future-sex-and-relationships-education-curriculum

📄 Document: WHO/BZgA (2010). Standards for Sexuality Education in Europe. A framework for policymakers, educational and health authorities and specialists.
🔗 Link: https://www.bzga-whocc.de/fileadmin/user_upload/BZgA_Standards_English.pdf
👓 Found at: https://www.bzga-whocc.de/en/publications/standards-for-sexuality-education/

📄 Document: WHO (2018). Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments.
🔗 Link: https://www.bzga-whocc.de/fileadmin/user_upload/Dokumente/BZgA_ComprehensiveCountryReport_EN.pdf
👓 Found at: https://www.bzga-whocc.de/en/publications/studies/

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing the Mandatory, World Health Organization (WHO) guidelines based United Nations’ (UN) Global Education 2030 Agenda, Comprehensive Sexuality Education (CSE) from Birth in the settings from Age 3

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📰 🕰️ View post regarding ❝History of Mandatory Global Comprehensive Sexuality Education from Age 3, from Sex Education (Sex Ed) to Personal and Social Education (PSE) to Relationships and Sexuality Education (RSE)❞:
realnewsinformation.wordpress.com/2021/04/20/history-of-uks-global-comprehensive-sexuality-education-from-age-3-from-sex-education-sex-ed-to-personal-and-social-education-pse-to-relationships-and-sexuality-education-rse

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📰 🛑 View post regarding ❝Stop RSE [Mandatory Global Sex Education from Age 3]! Is The Government Grooming Our Children?❞:
realnewsinformation.wordpress.com/2023/04/21/stop-rse-mandatory-global-sex-education-from-age-3-is-the-government-grooming-our-children

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📰 🗺️ View post regarding ❝Urgent Act Now! Mandatory Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/05/01/urgent-act-now-uks-global-sex-education-from-age-3/

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📰 🎥 View post regarding ❝Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent❞:
realnewsinformation.wordpress.com/2023/05/03/paedophile-information-exchange-wanted-sex-education-of-children-to-normalise-sex-to-children-and-claimed-children-can-express-consent

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📰 🎥 View post regarding ❝Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”❞:
realnewsinformation.wordpress.com/2023/05/04/paedophile-information-exchange-member-commented-that-sex-with-children-means-erotic-contact-like-touching-and-masturbation-and-consent-is-acquired-from-a-little-girl-by-complimenting-her-knickers-and/

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📰 📚 View post regarding ❝“Children, six, learn about self-stimulation in new sex ed classes”, with Questions raised about the new Sex Ed utilising “Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]”❞:
realnewsinformation.wordpress.com/2023/05/04/%f0%9f%93%b0-walesonline-children-six-learn-about-self-stimulation-in-new-sex-ed-classes

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📰 View posts regarding ❝UK’s Mandatory, Global Sex Education from Age 3, also known as Relationship Education, Science, Sex Education, Sexuality Education, Comprehensive Sexuality Education, PSHE, RSHE, SRE, RSE, RSHP, CSE❞:

📚 Scotland, England, Wales: realnewsinformation.wordpress.com/2023/05/21/uks-mandatory-global-sex-education-from-age-3-also-known-as-relationships-education-science-sexuality-education-comprehensive-sexuality-education-pshe-rshe-sre-rse-rshp-csetion-pshe-rshe-sre-rse-rshp

📚 Northern Ireland: m.facebook.com/media/set/?set=a.3332872220330732

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📰 🗺️ View post regarding ❝An evidence based summary Of the UK’s Connection to Global Sex Education by Public Child Protection Wales❞:
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📰 🖼️ View post regarding ❝UK’s Government content to teach Global Relationships and Sexuality Education (RSE) in lessons, using activities, which draw upon WHO’s definition of Sexuality throughout life❞:
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📰 🚨 View post regarding ❝The Independent: “Westminster [ UK Politicians ] child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds”❞:
https://m.facebook.com/RealNewsInfo/photos/a.2915424692075489/2824970754454217

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📰 🚨 View post regarding ❝Police officer “groomed [normalised] his victim” , “since she was nine years old, exposing himself [showing nudity] to her, showing her pornography [showing sexual activity] and taking indecent photographs [Child Sexual Abuse]”❞:
realnewsinformation.wordpress.com/2023/05/06/police-officer-groomed-normalised-his-victim-for-child-sexual-abuse

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📰 View post regarding ❝The Conservative Woman: “Callous move to bankrupt mothers fighting sex indoctrination of three-year-olds by [ Mother, Criminologist, Chair of Public Child Protection Wales ] Kim[berley] Isherwood [ M. A. ]”❞:
realnewsinformation.wordpress.com/2023/01/28/the-conservative-woman-callous-move-to-bankrupt-mothers-fighting-sex-indoctrination-of-three-year-olds-by-mother-criminologist-chair-of-public-child-protection-wales-kimberley-isherwood-m-a

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📰 ⚖️ View post regarding ❝UK Column: “Guest Kim[berley] Isherwood [ M. A., Mother, Criminologist, Chair of Public Child Protection Wales, Lead Claimant in legal case against UK’s Global Sex Education from Age 3 ] … —Standing Up For All Children And Parents”❞:
realnewsinformation.wordpress.com/2023/05/30/uk-column-guest-kimberley-isherwood-m-a-mother-criminologist-chair-of-public-child-protection-wales-lead-claimant-in-legal-case-against-uks-global-sex-education-from-age-3-standing-up-for-all-children

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📰 ⚖️ View post regarding ❝UK’s legal case against Mandatory Global Comprehensive Sexuality Education (CSE) from Birth in the curriculum from Age 3❞:
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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides Relationships and Sexuality definition from the Global Relationships and Sexuality Education (RSE) UK’s Statutory guidance published for UK’s Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/02/02/uk-legal-case-judgement-provides-relationships-and-sexuality-definition-from-the-rse-statutory-guidance-published-for-uk-sex-ed-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides there is no right to excusal from UK’s Global Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/02/26/uks-legal-case-judgement-provides-there-is-no-right-to-excusal-from-uks-global-sex-indoctrination-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case intervention by “a group of religious leaders of mosques in Wales” regarding Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/01/26/uks-legal-case-intervention-by-a-group-of-religious-leaders-of-mosques-in-wales-regarding-sex-indoctrination-from-age-3

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📰 🎥 View post regarding ❝Recording of talk about “Child Sexual Abuse. What? Who? Why? & How to Protect Your Child” by Dr Kate Godfrey-Faussett❞:
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📰 📃 View post regarding ❝WHO’s Global guidelines for Introducing sexuality education: key steps for advocates in❞:
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📂 📰 Browse posts regarding ❝Mandatory Global Sexuality Education❞ in the album:
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📰 ⚖️ Judicial Review/Legal case judgement; Infant’s Role with Adult is Sexual, is Sexuality Education ( also known as Child Sexual Exploitation / CSE / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ), that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming, Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange, wanted society to recognise children’s right to certain Sexual freedoms, children to be given Sex education to normalise and desensitise Sex to children, children to be given far more Comprehensive Sexual Education, claimed children can express Consent, in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, Sexual Grooming includes exposure to Sexual information / Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach, Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education, where all Thoughts, Beliefs, Behaviours, Relationships, Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual, based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places, by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities, Education System, Individuals, etc, part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ), while Parents considering Home Education, Boycott The Education System.

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https://youtu.be/ABItTAB5uKM

👇 Please click the images below to view them fullscreen

☝️ Please click the images above to view them fullscreen

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https://youtube.com/watch?v=uSh-DG-s5VM&list=PLJf8u7YOQRlcBvTfHdcqNvfxE2nBY1BwS

https://www.youtube.com/watch?v=Rw2q4ZqbZnQ

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193 member Countries of the United Nations agreed to the Global 2030 Agenda! Sexual Education normalises and desensitises an Individual to Sexual Grooming. Remove kids from the Education System to proactively prevent harm. Is your Country Sexually Grooming you and your kids? Sexual Grooming involves exposure to Sexual information, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, The Education System is dangerous. Boycott The Education System.

Boycotting the Education System results in the State asking ❝ Why ❞ and go into quick action, news story video from https://www.facebook.com/JeremyTRUUTHISTORY/videos/1008378137208471

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Is Your Country Sexually Grooming You and Your Kids?

Sexual Grooming involves exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ).

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ).

The Education System is dangerous ( Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ).

Boycott The Education System.

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Judicial Review/Legal case ( Page 28, 33, 36, 39, 52, 62, 63, 67, 68, 73 — The High Court of Justice — judgment ), about Sexual Grooming ( also known as Sexuality Education / Child Sexual Exploitation / CSE / Comprehensive Sexuality Education ( Page 15 — WHO Collaborating Centre — WHO CC — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments — 2018 ) / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 — United Nations Educational, Scientific and Cultural Organization — UNESCO — The journey towards comprehensive sexuality education, global status report — 2021 ) ),

that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming ( Daily Record — Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ,
The Independent — Teenage boy rapes female classmate shortly after sex education lesson ,
ITV News — Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ,
The Guardian — Fifth of adults in England and Wales abused as children, figures suggest ,
The Independent — Government failing to stop ‘routine and relentless’ sexual harassment of women and girls in public places, MPs warn ,
UK Government Website — Independent Inquiry into Child Sexual Abuse investigation reports ,
Independent Inquiry into Child Sexual Abuse — Child sexual abuse committed in schools was open secret, survivors tell Inquiry ,
Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ),

Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange,

wanted society to recognise children’s right to certain Sexual freedoms,

children to be given Sex education to normalise and desensitise Sex to children,

children to be given far more Comprehensive Sexual Education,

claimed children can express Consent,

in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation ( BBC — News — Paedophile Information Exchange interview from 1983 ),

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ),

Sexual Grooming includes exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ) /

Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach,

Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education,

where all Thoughts, Beliefs, Behaviours, Relationships ( ResearchGate — Childhood Family Correlates of Heterosexual and Homosexual Marriages: A National Cohort Study of Two Million Danes — 2006 ), Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual ( Page 17 — United Nations Educational, Scientific and Cultural Organization — UNESCO — World Health Organization — WHO — International Planned Parenthood Federation — IPFF — German Federal Centre for Health Education — BZgA — a WHO Collaborating Centre — WHO CC — Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists — 2010 ),

based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities ( The Independent — Paedophile police officer kept his job years after being caught taking ‘up-skirt’ photos of children, The Independent — Westminster child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds ), Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ),

while Parents considering Home Education,

Boycott The Education System.

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❝ Pedophilia, in conventional usage, a psychosexual disorder, generally affecting adults, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children. ❞

Britannica Encyclopedia : ❝ Pedophilia | Definition & Facts ❞

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https://youtu.be/ABItTAB5uKM

🔴 Considering in 1983, BBC Newsnight interview showed, Paedophile Information Exchange, a legal group ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), commenting that,

❝ I don’t accept that SEX is a..a. a spontaneously shocking experience ❞, ❝ Not if children are properly educated through out SEX and it’s an obligation on society to see that children are given, a far more Comprehensive Sexual Education, from a far earlier age ❞ and ❝ A child is able to recognize a pleasurable experience, he is able to recognize.. erm.. a.. a.. pleasing emotional experience, erm.. he is able to express consent and to.. to recognize that this is something he wishes to continue, and.. and the responsible and caring Paedophile, always refers to the wishes of the child❞

📺 Watch on YouTube: https://youtu.be/ABItTAB5uKM
🎞️ Watch on Facebook: https://fb.watch/fv8YLMND8x/
💻 Watch on BBC News website: https://www.bbc.co.uk/news/magazine-26372280

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🔴 193 Countries of the United Nations agreed to the Global Education 2030 Agenda for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based Comprehensive Sexuality Education ( CSE ) from Birth delivered in formal or non-formal places.

❝ Within the Sustainable Development Goals (SDGs) agreed by governments in 2015 to guide development priorities globally until 2030, Goal 4 on achieving quality education for all, includes an optional, thematic indicator specifically focusing on sexuality education❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

🔴 United Nations 193 Countriesᵃ.

a Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia (Plurinational State of), Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cabo Verde, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Côte D’Ivoire, Croatia, Cuba, Cyprus, Czechia, Democratic People’s Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia (Republic of The), Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guinea Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People’s Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia (Federated States of), Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands (Kingdom of the), New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Suriname, Sweden, Switzerland, Syrian Arab Republic, Tajikistan, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Türkiye, Turkmenistan, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic of, Viet Nam, Yemen, Zambia, Zimbabwe

Growth in United Nations mmembership | Member States | About Us | United Nations

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🔴 United Nations’ agency United Nations Educational, Scientific and Cultural Organization ( UNESCO ) has coordinated policies or laws in 85 percent of 155 countries, relating to Comprehensive Sexuality Education ( CSE ), which is a process of teaching about the cognitive, emotional, physical and social aspects of sexuality, with the aims to equip children with knowledge, skills, attitudes and values to develop sexual relationships throughout their lives.

❝ The Global Education 2030 Agenda

UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement…❞ ( 2nd Page of document )

❝ Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives.

This report draws on multiple data sources to provide analysis of countries’ progress towards delivering… CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education❞ ( 3rd Page of document )

❝ Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives (UNESCO et al., 2018). CSE can be delivered in formal or non-formal settings.
…
Within the 2030 agenda, the importance of CSE and other forms of transformative education is reflected❞ ( Page 12 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 CSE is known by people in different countries using different names such as Child Sexual Exploitation, according to page 15 of the World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, ( 2018 ).

It is also known as Biology / Ciencias Naturales / Civics Education / Civismo / Comprehensive Sexuality Education / Educación Integral Para La Salud Sexual / Education Sexual Integral / Environment, Culture & Religion / Family Life Education / Family-Life Education / Formación Cívica Y Ética / Habilidades Para La Vida / Health Studies / Healthy Life Styles / Healthy Lifestyle / Healthy Lifestyles / History / HIV & Life Skills Personnal & Social Development /HIV Education / Humanitaarteadus / Kultusministerium / Life Skills / Life Skills Education / Life Skills-Based Education / Pendidikan Kesehatan / PSHE / Prevention Education / Protective Bahaviours / Relationchips Respectful / Respectful Relationships / Relationele En Sexuele Vorming / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / Sexuality Education / Основы Здоровья / Сергек Жашоо Образы / 防性侵教育 / 青春期教育, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Out-Of-School Comprehensive Sexuality Education, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Personal, Social, Health and Economic Education ( PSHE ) / Sex and Relationship education (SRE) / Science, according to page 174 of World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments, ( 2018 ).

It is also known as Health and Physical Education ( HPE ) / Physical and Health Education ( PHE ) / Personal and Social Education ( PSE ) / Physical, Social, Careers, Health, Education ( PSCHE ) / Relationships Education / Relationships and Sex Education ( RSE ) / Relationships and Sexuality Education ( RSE ) / Relationships and Sex Education and Health Education ( RSHE ) / Relationships, Sexual Health and Parenthood ( RSHP ) / Sex Education ( Sex Ed ) / Sexual Education.

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexual behaviour, feelings and cognition from the womb.

❝ the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s ❞, ❝ children are born as sexual beings ❞ ( Page 22 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexuality, as a central aspect of being human throughout life.

❝ Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

The guidelines give guidance for teaching about masturbation from birth and recommends materials such as SIECUS, Right From the Start: Guidelines for Sexuality Issues, Birth to Five Years on page 17, 38 and 60.

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⚫ Judicial Review/Legal case, was about the Sexual Grooming ( also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc

i.e Sexual Exploitation, Paedophilic Whims, Sexual Assault, Sexual Abuse, Sexual Grooming ) from Birth,

Permitted / Committed / Promoted / Worsened / Helped / Forced upon the Public, from Age 3, through the Whole Education System Approach,

delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities, Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ).

⚫ Judicial Review/Legal case, was intervened by religious leaders, preventing Sexual Exploitation, Sexual Grooming and Paedophilic Whims.

⚫ Judicial Review/Legal case, intervention by religious leaders informs about parents considering home education, preventing Sexual Exploitation, Sexual Grooming and Paedophilic Whims.

⚫ Judicial Review/Legal case judgement, informs that Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects of being human for Sexuality Education, where all Thoughts, Beliefs, Behaviours, Relationships, Intimacy, Roles, Desires, Interests, Identities etc of all human beings such as adults, infants, unborn, etc are considered to be Sexual.

⚫ Judicial Review/Legal case judgement, informs from the Country’s agent, the government, that Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of human being, is Sexuality Education.

⚫ According to the Judicial Review/Legal case judgement; Human Rights permit home education removal and Sexual Exploitation.

⚫ According to the Judicial Review/Legal case judgement; the Country’s laws permit, the Country’s agent, the government, to force the Education System and Sexual Exploitation.

⚫ According to the Judicial Review/Legal case judgement; Country’s agents Permitted / Committed / Promoted / Worsened / Helped / Forced Sexual Exploitation, Sexual Grooming, and Paedophilic Whims.

❝ The Interveners

73. I have also received a joint witness statement from… “religious leaders…”. They express deep concern about the compulsory nature of RSE [ also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc i.e Sexual Exploitation, Sexual Assault, Sexual Abuse, Sexual Grooming ] for children from the age of 3.

” … a significant number of parents are seriously considering home educating their children due to the provided RSE curriculum …
…
This passage highlights the responsibility is with the parents for their children. This responsibility covers many facets including sexual education, gender identification and sexual orientation to name a few.”❞ ( Page 28 )

❝ 78. ….
“Introduction

[G2] Mandatory

Relationships and sexuality education (RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]) … is mandatory for all learners from ages 3 to 16.

[G3] RSE has a… role in learners’ education and plays a vital role in supporting them to realise the four purposes as part of a whole-school approach. Helping learners to form and maintain a range of relationships… is the foundation of RSE. … An understanding of Sexuality… empowers learners to understand themselves, take responsibility for their own decisions and behaviours, and form relationships that are fully inclusive, reflecting diversity…❞ ( Page 33 )

❝ Whole-school approach

[G14] Teaching and learning in RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] should be supported by a whole-school approach to RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]…

[G15] This means effectively linking all aspects of school, including the curriculum, policy, staff, school environment and community to support learners in their relationships and sexuality education. This should support the development of … relationships…

[G16] A whole-school approach should include consideration of leadership and policy around RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]. This should include the participation of the senior leadership team in developing the school’s vision for RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] as well as the designation of a RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] lead within the school. This should also consider how curriculum and pedagogy supports and informs the development of the wider approach. Professional learning is also key. The senior leadership should ensure that all staff participate in professional learning. Schools should also consider how their culture and environment can support RSE [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ]. ❞ ( Page 36 )

❝ 79. The embedded definitions in the Guidance include:
..
Relationships: “(Cydberthnasau) can be interpersonal and intrapersonal. Interpersonal relationships refer to the connections and interactions between two or more people. Intrapersonal relationships refers to the relationship that one has with oneself. Both types are inextricably linked, shifting and changing over time. They can be familial, spiritual, romantic, platonic and sexual.”❞ ( Page 38 )

❝ Sexuality: “(Rhywioldeb) a central aspect of being human and encompasses sexual orientation, gender identities and roles, sex, reproduction and intimacy. Sexuality is experienced and expressed through thoughts, beliefs, behaviours and relationships.❞ ( Page 39 )

❝ 126. In my judgment, for the reasons I have given, the case law and texts relied upon by the claimants do not support the existence of a fundamental common law right of excusal. I reject the contention that such a right exists. This conclusion is unsurprising, given the nature of the claimed right, which is conceptually dependent on a pre-existing obligation of school attendance, and which, as defined by the claimants, has the appearance of legislation rather than a common law right.❞ ( Page 52 )

❝ A2P1 [ The Human Rights Act, enforcing European Convention on Human Rights enforcing Universal Declaration of Human Rights ] : the authorities and applicable principles
…
171. In Folgerø, at [84], the Grand Chamber drew together the “major principles” which emerge from the court’s caselaw on the interpretation of A2P1 (omitting the footnotes):
…
(g) However, the setting and planning of the curriculum fall in principle within the competence of the contracting states. This mainly involves questions of expediency on which it is not for the Court to rule and whose solution may legitimately vary according to the country and the era. In particular, the second sentence of Art.2 of Protocol No.1 does not prevent states from imparting through teaching or education information or knowledge of a directly or indirectly religious or philosophical kind. It does not even permit parents to object to the integration of such teaching or education in the school curriculum, for otherwise all institutionalised teaching would run the risk of proving impracticable.❞ ( Page 62 – 63 )

❝ 186. In Konrad, the applicants’ complained that Germany had refused their application to be authorised to educate their children at home, and exempted from compulsory primary school attendance, on grounds of (among other reasons) their religious objection to sex education.❞ ( Page 67 )

❝ 188. Dojan also concerned the German education system in which compulsory elementary school attendance was imposed and home education was, in general, not a permissible option (Dojan, [62]). Mandatory sex education classes formed part of the school curriculum in the fourth year of primary schooling. ❞ ( Page 68 )

❝ (10) … A2P1 [ The Human Rights Act, enforcing European Convention on Human Rights enforcing Universal Declaration of Human Rights ] does not permit parents [ citizens of the member states of United Nations ] to object to the inclusion of such teaching [ Mandatory, WHO guidelines based Comprehensive Sexuality Education (CSE) from Birth in the education system from Age 3 ] in the curriculum [ from Age 3 ], even where compulsory school attendance with no possibility of home schooling is required (Folgerø, [84(g)], Konrad, Dojan).❞ ( Page 73 )

The High Court of Justice, judgment

⚫ The Human Rights Act

❝ Human Rights Act 1998
1998 CHAPTER 42
An Act to give further effect to rights and freedoms guaranteed under the European Convention on Human Rights…❞

Human Rights Act 1998

⚫ The European Convention on Human Rights

❝ European Convention on Human Rights
… It was the first instrument to give effect to certain of the rights stated in the Universal Declaration of Human Rights and make them binding.❞

European Convention on Human Rights

⚫ The Universal Declaration of Human Rights

❝ Universal Declaration of Human Rights
… It sets out, for the first time, fundamental human rights to be universally protected… ❞

Universal Declaration of Human Rights

📖 Read: The High Court of Justice, judgment
🔗 Link: https://www.judiciary.uk/wp-content/uploads/2022/12/Isherwood-v-Welsh-Ministers-Judgment-221222.pdf
👓 Found at: https://www.judiciary.uk/judgments/isherwood-v-welsh-ministers/

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🔴 Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice, states,

❝ Sexual grooming broadly refers to the behaviors and tactics that perpetrators use to manipulate children, their guardians, and their surroundings to facilitate sexual abuse while decreasing the likelihood of disclosure or detection❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

Adult grooming appears to follow many of the same behavior patterns as child sexual grooming.

❝ Understanding the link between adult sexual grooming and coercive control.

Key points

▪️ Coercive control is a pattern of controlling behaviors that create an unequal power dynamic in a relationship.

▪️ Coercive control is emotional abuse that can cause psychological trauma and may evolve into physical abuse.

▪️ From anecdotal reports, adult grooming appears to follow many of the same behavior patterns as child sexual grooming. ❞

Psychology Today : How Coercive Abusers Engage in Sexual Grooming

Sexual Grooming includes exposure to Sexual information.

❝ Stage 1: Selecting a Victim
…
▪️ Minor is compliant/trusting of adults.
…
Stage 2: Gaining Access and Isolation
…
▪️ Is involved in youth-serving organizations (i.e., school, youth groups, scouts, sports).
…
Stage 3: Trust Development
…
▪️ Has insider status/good reputation/”pillar of the community.”
…
Stage 4: Desensitization to Sexual Content and Physical Contact

This stage usually happens right before abuse occurs. During this fourth stage, the perpetrator prepares the minor for abuse by desensitizing them to sexual content (such as showing them pornography and nudity) and increasing nonsexual touch:
…
▪️ Teaches minor sexual education.
…
Stage 5: Postabuse Maintenance Behaviors
…
▪️ Encourages secrets and secret-keeping.
…
Given that only 5 percent of all those who perpetrate child sexual abuse are already on the sex offender registry at the time of the abuse, this means that 95 percent of all perpetrators are not known to the criminal justice system. As such, our efforts to stop sexual abuse must focus on prevention and identifying sexual grooming behaviors before the abuse occurs, as it may be one of the best ways to stop the abuse before it occurs.

While significant strides have been made in educating the public about what constitutes child sexual grooming, there is still much work to be done. Diluting the meaning of “sexual grooming” or using it to describe behaviors and practices that are not related to child sexual abuse can negatively impact these education and prevention efforts. Therefore, the term “grooming” should only be used in reference to sexual grooming so that we can continue to protect vulnerable children from being sexually abused. ❞

Psychology Today : 99 percent of child sexual abuse involves grooming

Teaching sexual education to minors or using inappropriate sexual language, is an established sexual grooming behaviour, which is upto 6.4 times more likely to be reported, in cases of Child Sexual Abuse ( CSA ).

❝ High Risk Behaviors: These behaviors are 8 times or more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.
…
▪️ The person exposes their naked body to the child (26 times).
▪️ The person watches the child undressing or while naked (11 times).
▪️ The person shows the child pornography magazines, images or videos (8 times).
▪️ The person tells the child about their past sexual experiences (9 times).
▪️ The person separates or isolates the child from their peers and family (19 times).

Moderate Risk Behaviors: These behaviors are between 3.5-6.4 times more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.

▪️ The person asks the child questions about the child’s sexual experiences and relationships (6.4 times).
…
▪️ The person uses inappropriate sexual language or tells dirty jokes around the child (5.7 times).
▪️ The person teaches the child sexual education (4 times).
…
▪️ The person gets close to the child’s family to gain access to the child (3.8 times).
▪️ The child lacks adult supervision (5.5 times).
▪️ The child is not close to their parents, or their parents are not a resource for them (3.8 times).
▪️ The person gives the child rewards or privileges (community member only) (4.8 times).❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

❝ Kinsey’s theories of childhood sexual development were derived largely from the sexual “experiments” of this one deviant — who, incidentally, had sex with more than 800 children, with much of his own family and with “animals of many species.”
…
… Kinsey (together with the National Institute for Mental Health) designated Planned Parenthood medical director Mary Calderone to “implement a planned role” in relation to sex education — she founded SIECUS (Sex Information and Education Council of the United States) for this purpose.❞

The Washington Post : ❝ Alfred Kinsey: Integrity Questions ❞

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🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), established an Independent Inquiry into Child Sexual Abuse (IICSA) ( Country’s agent ), which reported that Schools ( Country’s agent ) reluctant to report child sexual abuse by staff ( Country’s agent ) and pupils,

❝ A new report from the Independent Inquiry into Child Sexual Abuse highlights shocking and horrific instances of child sexual abuse in schools, with some teachers exploiting their positions of trust to groom and abuse children across all types of educational settings examined by the Inquiry. ❞

Independent Inquiry into Child Sexual Abuse: ❝ Schools reluctant to report child sexual abuse by staff and pupils, report finds ❞

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🔴 Considering 2 primary school students sexually assaulted a student, shortly after Sex Education lesson that is Sexual Grooming,

❝ It’s claimed that a pupil was allegedly held down and sexually assaulted by two others from the school.

…

One family member of a student at the school said that one of the alleged perpetrators had been allowed back into the premises under supervision.

They said that they feel the school is a “disgrace” for trying to keep information from parents and have questioned the ethics of senior staff for allowing one of the children allegedly involved to return.

…

It is understood that Police Scotland and officials at Edinburgh City Council have investigated the incident.

…the incident had taken place shortly after a sex education class [ Sexual Grooming ] that was held at the primary. ❞

Daily Record: ❝ Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ❞

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🔴 Considering Male rapes Female classmate, shortly after Sex Education lesson that is Sexual Grooming,

❝ Student, who was 13 at the time of the attack, asked girl if she wanted to ‘try sex’ after luring her to a secluded part of school grounds…

A 13-year-old boy raped a female classmate shortly after they had received a sexual education lesson [ Sexual Grooming ] together.
…
The teenager… was placed under a 12-month referral order and must sign the sexual offenders list for 30 months.

…He received the maximum possible sentence after District Judge … elected not to send him to Crown Court. ❞

The Independent: ❝ Teenage boy rapes female classmate shortly after sex education lesson ❞

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🔴 Considering ITV News reported,

❝ Almost 3,000 schools have been named for the first time by Everyone’s Invited [ website , where 52,622 survivors’ stories submitted so far ] following allegations from students of rape, sexual assault and sexual harassment.
…
Of those 2,962 schools named, 2,556 are secondary schools and 406 are primary schools.

The perpetrators are never named, but increasingly the testimonials name the school or college …❞

ITV News: ❝ Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ❞

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📖 Read: The High Court of Justice, judgment
🔗 Link: https://www.judiciary.uk/wp-content/uploads/2022/12/Isherwood-v-Welsh-Ministers-Judgment-221222.pdf
👓 Found at: https://www.judiciary.uk/judgments/isherwood-v-welsh-ministers/

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Judicial Review/Legal case Reading

📰💡Information: News about the Judicial Review/Legal case, against Sexual Grooming ( also known as Sexuality Education / CSE / Child Sexual Exploitation / Comprehensive Sexuality Education / Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / etc i.e Sexual Exploitation, Sexual Assault, Sexual Abuse, Sexual Grooming ) from Birth, forced upon the public from Age 3 through the Whole Education System Approach, by Country’s agents, such as the Education System, authorities, etc, delivered across the environment of formal or non-formal places, 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth. Boycott The Education System.

📰 ⚖️ Judicial Review/Legal case judgement; Country’s Whole Education System Approach to Comprehensive Sexuality Education ( CSE also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; intervention by religious leaders against Comprehensive Sexuality Education ( CSE also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; Human Rights permit home education removal and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Human Rights permit Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial System/Legal case judgement; Country’s laws permit forcing the Education System and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial System/Legal case judgement; Country’s laws permit Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Country’s agents permit forcing of the Education System and Sexual Grooming ( also known as Sexuality Education / …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Thoughts are a central aspect of human being, in Sexuality Education ( also known as Child Sexual Exploitation / …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Beliefs are a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Behaviours as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Relationships as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexual Intimacy as a central aspect of human being, …

📰 ⚖️ Judicial Review/Legal case judgement; Sexuality as a central aspect of human being, …

📖 Further Reading

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places

📰 ⚖️ Judicial System/Legal case judgement; State laws do not prevent, Comprehensive Sexuality Education (CSE) from Birth, where CSE is enforced upon the public, by State backed actors, such as the authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places

📰 Is Your Country Sexually Grooming You and Your Kids? Sexual Grooming involves exposure to Sexual information, Pedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children and Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, by enforcing, United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal places. Boycott The Education System.

📰 Independent Inquiry Child Sexual Abuse: ❝Schools reluctant to report child sexual abuse by staff and pupils, report finds❞, Where report by State backed actor the Independent Inquiry into Child Sexual Abuse, Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Guardian: ❝Child sexual abuse in schools often an open secret, says inquiry❞, by State backed actor the Independent Inquiry into Child Sexual Abuse, Where Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 ITV News: ❝Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment❞, Where 2,962 schools named, 2,556 are secondary schools, 406 are primary schools, Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Independent: ❝Unisex changing rooms put women at danger of sexual assault, data reveals❞

📰 The Independent: ❝Teenage boy rapes female classmate shortly after sex education lesson❞ enforced upon the public by United Nations state member UK’s State backed actor, the Education System, Where he received a 12 month referral order, the maximum possible sentence, after the State backed actor, the Judicial System chose not to forward the case to a higher court

📰 Daily Record: ❝Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’❞, Where Comprehensive Sexuality Education ( CSE ) from Age 3, enforced upon the public, by State backed actors, such as the Education System, authorities, of United Nations state member UK, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

📰 The Telegraph: ❝Survey asks schoolchildren as young as 13 when they first had sex❞

📰 International Business Times: ❝School Asks Students to Define Pornography, Soft Porn and Wet Dreams in Home Assignment❞

📰 The Independent: ❝Police officer “groomed [ normalised ] his victim”, “since she was nine years old, exposing himself [ showing nudity ] to her, showing her pornography [ showing sexual activity ] and taking indecent photographs [ Child Sexual Abuse ]”❞

📰 📚 WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞, with Questions raised about the new Sex Ed, utilising ❝Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]❞

📰 🎥 Paedophile Information Exchange member commented that ❝sex with children❞ means ❝erotic contact like touching and masturbation❞ and ❝consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm❞

📰 🎥 United Nations state member UK’s State backed actor, a legal group called Paedophile Information Exchange, wanted society to recognise children’s Right to certain Sexual freedoms, children to be given Sex education to normalise and desensitise Sex to children, children to be given far more Comprehensive Sexual Education, claimed children can express Consent, in the interview by State backed actor, a public service broadcaster called BBC, and Comprehensive Sexuality Education ( CSE ) is enforced upon the public, by State backed actors, such as the authorities, by enforcing, United Nations’ (UN) Global Education 2030 Agenda, for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based CSE from Birth delivered in formal or non-formal settings

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https://youtube.com/watch?v=uSh-DG-s5VM&list=PLJf8u7YOQRlcBvTfHdcqNvfxE2nBY1BwS

https://www.youtube.com/watch?v=Rw2q4ZqbZnQ

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193 member Countries of the United Nations agreed to the Global 2030 Agenda! Sexual Education normalises and desensitises an Individual to Sexual Grooming. Remove kids from the Education System to proactively prevent harm. Is your Country Sexually Grooming you and your kids? Sexual Grooming involves exposure to Sexual information, Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children, The Education System is dangerous. Boycott The Education System.

Boycotting the Education System results in the State asking ❝ Why ❞ and go into quick action, news story video from https://www.facebook.com/JeremyTRUUTHISTORY/videos/1008378137208471

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Is Your Country Sexually Grooming You and Your Kids?

Sexual Grooming involves exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ).

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ).

The Education System is dangerous ( Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ).

Boycott The Education System.

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Judicial Review/Legal case ( Page 28, 33, 36, 39, 52, 62, 63, 67, 68, 73 — The High Court of Justice — judgment ), about Sexual Grooming ( also known as Sexuality Education / Child Sexual Exploitation / CSE / Comprehensive Sexuality Education ( Page 15 — WHO Collaborating Centre — WHO CC — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments — 2018 ) / Out-Of-School Comprehensive Sexuality Education / Biology /

HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 — United Nations Educational, Scientific and Cultural Organization — UNESCO — The journey towards comprehensive sexuality education, global status report — 2021 ) ),

that is Sexual Exploitation / Paedophilic Whims / Sexual Assault / Sexual Abuse / Sexual Grooming ( Daily Record — Scots primary school pupil ‘sexually abused in toilet’ after sex education class leaving parents ‘disgusted’ ,
The Independent — Teenage boy rapes female classmate shortly after sex education lesson ,
ITV News — Everyone’s Invited names almost 3,000 schools following claims of sexual assault, rape and harassment ,
The Guardian — Fifth of adults in England and Wales abused as children, figures suggest ,
The Independent — Government failing to stop ‘routine and relentless’ sexual harassment of women and girls in public places, MPs warn ,
UK Government Website — Independent Inquiry into Child Sexual Abuse investigation reports ,
Independent Inquiry into Child Sexual Abuse — Child sexual abuse committed in schools was open secret, survivors tell Inquiry ,
Independent Inquiry into Child Sexual Abuse — Schools reluctant to report child sexual abuse by staff and pupils, report finds ),

Where United Nations’ Country member UK ( also known as the British Empire ) Country’s agent, a legal group called Paedophile Information Exchange,

wanted society to recognise children’s right to certain Sexual freedoms,

children to be given Sex education to normalise and desensitise Sex to children,

children to be given far more Comprehensive Sexual Education,

claimed children can express Consent,

in the interview by Country’s agent, a public service broadcaster called British Broadcasting Corporation ( BBC — News — Paedophile Information Exchange interview from 1983 ),

Paedophilia, in conventional usage, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children ( Britannica Encyclopedia — Pedophilia — Definition & Facts ),

Sexual Grooming includes exposure to Sexual information ( Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice — Psychology Today — 99 percent of child sexual abuse involves Grooming ) /

Proactively / Covered Up / Preferred / Wilfully / Permitted / Committed / Promoted / Worsened / Praised / Certified / Profited / Warranted / Disguised / Encouraged / Facilitated / Helped / Used / Forced upon the Public, from Age 3, through the Whole Education System Approach,

Forcing Sexual Thoughts, Sexual Beliefs, Sexual Behaviours, Sexual Relationships, Sexual Intimacy, Sexual Roles, Sexual Desires, Sexual Interests, Sexual Identities, Reproduction, Sexuality etc are central aspects, of being human, is Sexuality Education,

where all Thoughts, Beliefs, Behaviours, Relationships ( ResearchGate — Childhood Family Correlates of Heterosexual and Homosexual Marriages: A National Cohort Study of Two Million Danes — 2006 ), Intimacy, Roles, Desires, Interests, Identities, existence etc of all human beings such as adults, infants, unborn, etc are presumed to be Sexual ( Page 17 — United Nations Educational, Scientific and Cultural Organization — UNESCO — World Health Organization — WHO — International Planned Parenthood Federation — IPFF — German Federal Centre for Health Education — BZgA — a WHO Collaborating Centre — WHO CC — Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists — 2010 ),

based Sexuality Education from Birth, that is Sexual Exploitation from Birth, delivered across the environment of formal or non-formal places,

by Country’s Tools / Agents, such as the Human Rights laws, Country’s laws, Authorities ( The Independent — Paedophile police officer kept his job years after being caught taking ‘up-skirt’ photos of children, The Independent — Westminster child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds ), Education System, Individuals, etc,

part of the 193 Countries of United Nations’ ( UN ) Global Education 2030 Agenda, for education for all, which includes jointly developed guidelines by United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ),

while Parents considering Home Education,

Boycott The Education System.

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🚸 CSE
also known as Child Sexual Exploitation ( Page 15 )
— WHO Collaborating Centre ( WHO CC ) — Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments ( 2018 )

And also known as
Out-Of-School Comprehensive Sexuality Education / Biology / HIV & Life Skills / Personnal & Social Development / PSHE / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education, etc ( Page 14 )
— United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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It should be known that:

🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), doesn’t belong to the Public.

❝ How government works
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The Prime Minister is the leader of His Majesty’s Government…
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Legislation
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They can include:
Draft legislation
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Bills are proposals for new laws or changes to existing ones. Once agreed by Parliament, they have to be approved by the King before becoming law.
Acts of Parliament
These are bills which have been approved by the Commons, the Lords, and the King.❞

UK Government Website : How government works

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🔴 193 Countries of the United Nations agreed to the Global Education 2030 Agenda for education for all, which includes United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based Comprehensive Sexuality Education ( CSE ) from Birth delivered in formal or non-formal places.

❝ Within the Sustainable Development Goals (SDGs) agreed by governments in 2015 to guide development priorities globally until 2030, Goal 4 on achieving quality education for all, includes an optional, thematic indicator specifically focusing on sexuality education❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 United Nations 193 Countriesᵃ.

a Afghanistan, Albania, Algeria, Andorra, Angola, Antigua and Barbuda, Argentina, Armenia, Australia, Austria, Azerbaijan, Bahamas, Bahrain, Bangladesh, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia (Plurinational State of), Bosnia and Herzegovina, Botswana, Brazil, Brunei Darussalam, Bulgaria, Burkina Faso, Burundi, Cabo Verde, Cambodia, Cameroon, Canada, Central African Republic, Chad, Chile, China, Colombia, Comoros, Congo, Costa Rica, Côte D’Ivoire, Croatia, Cuba, Cyprus, Czechia, Democratic People’s Republic of Korea, Democratic Republic of the Congo, Denmark, Djibouti, Dominica, Dominican Republic, Ecuador, Egypt, El Salvador, Equatorial Guinea, Eritrea, Estonia, Eswatini, Ethiopia, Fiji, Finland, France, Gabon, Gambia (Republic of The), Georgia, Germany, Ghana, Greece, Grenada, Guatemala, Guinea, Guinea Bissau, Guyana, Haiti, Honduras, Hungary, Iceland, India, Indonesia, Iran (Islamic Republic of), Iraq, Ireland, Israel, Italy, Jamaica, Japan, Jordan, Kazakhstan, Kenya, Kiribati, Kuwait, Kyrgyzstan, Lao People’s Democratic Republic, Latvia, Lebanon, Lesotho, Liberia, Libya, Liechtenstein, Lithuania, Luxembourg, Madagascar, Malawi, Malaysia, Maldives, Mali, Malta, Marshall Islands, Mauritania, Mauritius, Mexico, Micronesia (Federated States of), Monaco, Mongolia, Montenegro, Morocco, Mozambique, Myanmar, Namibia, Nauru, Nepal, Netherlands (Kingdom of the), New Zealand, Nicaragua, Niger, Nigeria, North Macedonia, Norway, Oman, Pakistan, Palau, Panama, Papua New Guinea, Paraguay, Peru, Philippines, Poland, Portugal, Qatar, Republic of Korea, Republic of Moldova, Romania, Russian Federation, Rwanda, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Samoa, San Marino, Sao Tome and Principe, Saudi Arabia, Senegal, Serbia, Seychelles, Sierra Leone, Singapore, Slovakia, Slovenia, Solomon Islands, Somalia, South Africa, South Sudan, Spain, Sri Lanka, Sudan, Suriname, Sweden, Switzerland, Syrian Arab Republic, Tajikistan, Thailand, Timor-Leste, Togo, Tonga, Trinidad and Tobago, Tunisia, Türkiye, Turkmenistan, Tuvalu, Uganda, Ukraine, United Arab Emirates, United Kingdom of Great Britain and Northern Ireland, United Republic of Tanzania, United States of America, Uruguay, Uzbekistan, Vanuatu, Venezuela, Bolivarian Republic of, Viet Nam, Yemen, Zambia, Zimbabwe

Growth in United Nations mmembership | Member States | About Us | United Nations

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🔴 United Nations’ agency United Nations Educational, Scientific and Cultural Organization ( UNESCO ) has coordinated policies or laws in 85 percent of 155 countries, relating to Comprehensive Sexuality Education ( CSE ), which is a process of teaching about the cognitive, emotional, physical and social aspects of sexuality, with the aims to equip children with knowledge, skills, attitudes and values to develop sexual relationships throughout their lives.

❝ The Global Education 2030 Agenda

UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement…❞ ( 2nd Page of document )

❝ Comprehensive sexuality education (CSE) is central to children and young people’s well-being, equipping them with the knowledge and skills they need to make healthy and responsible choices in their lives.

This report draws on multiple data sources to provide analysis of countries’ progress towards delivering… CSE to all learners. 85 per cent of 155 countries surveyed have policies or laws relating to sexuality education❞ ( 3rd Page of document )

❝ Comprehensive sexuality education is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives (UNESCO et al., 2018). CSE can be delivered in formal or non-formal settings.
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Within the 2030 agenda, the importance of CSE and other forms of transformative education is reflected❞ ( Page 12 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education, global status report ( 2021 )

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🔴 CSE is known by people in different countries using different names such as Child Sexual Exploitation, according to page 15 of the World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, ( 2018 ).

It is also known as Biology / Ciencias Naturales / Civics Education / Civismo / Comprehensive Sexuality Education / Educación Integral Para La Salud Sexual / Education Sexual Integral / Environment, Culture & Religion / Family Life Education / Family-Life Education / Formación Cívica Y Ética / Habilidades Para La Vida / Health Studies / Healthy Life Styles / Healthy Lifestyle / Healthy Lifestyles / History / HIV & Life Skills Personnal & Social Development /HIV Education / Humanitaarteadus / Kultusministerium / Life Skills / Life Skills Education / Life Skills-Based Education / Pendidikan Kesehatan / PSHE / Prevention Education / Protective Bahaviours / Relationchips Respectful / Respectful Relationships / Relationele En Sexuele Vorming / RSE / Sex & Relationships Education / Sexual Abuse Prevention Education / Sexuality Education / Основы Здоровья / Сергек Жашоо Образы / 防性侵教育 / 青春期教育, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Out-Of-School Comprehensive Sexuality Education, according to page 14 of United Nations Educational, Scientific and Cultural Organization ( UNESCO ) : The journey towards comprehensive sexuality education: global status report, ( 2021 ).

It is also known as Personal, Social, Health and Economic Education ( PSHE ) / Sex and Relationship education (SRE) / Science, according to page 174 of World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly conducted assessment report, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments, ( 2018 ).

It is also known as Health and Physical Education ( HPE ) / Physical and Health Education ( PHE ) / Personal and Social Education ( PSE ) / Physical, Social, Careers, Health, Education ( PSCHE ) / Relationships Education / Relationships and Sex Education ( RSE ) / Relationships and Sexuality Education ( RSE ) / Relationships and Sex Education and Health Education ( RSHE ) / Relationships, Sexual Health and Parenthood ( RSHP ) / Sex Education ( Sex Ed ) / Sexual Education.

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🔴 Dr Elizabeth L. Jeglic Ph.D., an internationally renowned sexual violence prevention expert, researcher and a professor of psychology at John Jay College of Criminal Justice, states,

❝ Sexual grooming broadly refers to the behaviors and tactics that perpetrators use to manipulate children, their guardians, and their surroundings to facilitate sexual abuse while decreasing the likelihood of disclosure or detection❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

Adult grooming appears to follow many of the same behavior patterns as child sexual grooming.

❝ Understanding the link between adult sexual grooming and coercive control.

Key points

▪️ Coercive control is a pattern of controlling behaviors that create an unequal power dynamic in a relationship.

▪️ Coercive control is emotional abuse that can cause psychological trauma and may evolve into physical abuse.

▪️ From anecdotal reports, adult grooming appears to follow many of the same behavior patterns as child sexual grooming. ❞

Psychology Today : How Coercive Abusers Engage in Sexual Grooming

Sexual Grooming includes exposure to Sexual information.

❝ Stage 1: Selecting a Victim
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▪️ Minor is compliant/trusting of adults.
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Stage 2: Gaining Access and Isolation
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▪️ Is involved in youth-serving organizations (i.e., school, youth groups, scouts, sports).
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Stage 3: Trust Development
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▪️ Has insider status/good reputation/”pillar of the community.”
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Stage 4: Desensitization to Sexual Content and Physical Contact

This stage usually happens right before abuse occurs. During this fourth stage, the perpetrator prepares the minor for abuse by desensitizing them to sexual content (such as showing them pornography and nudity) and increasing nonsexual touch:
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▪️ Teaches minor sexual education.
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Stage 5: Postabuse Maintenance Behaviors
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▪️ Encourages secrets and secret-keeping.
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Given that only 5 percent of all those who perpetrate child sexual abuse are already on the sex offender registry at the time of the abuse, this means that 95 percent of all perpetrators are not known to the criminal justice system. As such, our efforts to stop sexual abuse must focus on prevention and identifying sexual grooming behaviors before the abuse occurs, as it may be one of the best ways to stop the abuse before it occurs.

While significant strides have been made in educating the public about what constitutes child sexual grooming, there is still much work to be done. Diluting the meaning of “sexual grooming” or using it to describe behaviors and practices that are not related to child sexual abuse can negatively impact these education and prevention efforts. Therefore, the term “grooming” should only be used in reference to sexual grooming so that we can continue to protect vulnerable children from being sexually abused. ❞

Psychology Today : 99 percent of child sexual abuse involves grooming

Teaching sexual education to minors or using inappropriate sexual language, is an established sexual grooming behaviour, which is upto 6.4 times more likely to be reported, in cases of Child Sexual Abuse ( CSA ).

❝ High Risk Behaviors: These behaviors are 8 times or more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.
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▪️ The person exposes their naked body to the child (26 times).
▪️ The person watches the child undressing or while naked (11 times).
▪️ The person shows the child pornography magazines, images or videos (8 times).
▪️ The person tells the child about their past sexual experiences (9 times).
▪️ The person separates or isolates the child from their peers and family (19 times).

Moderate Risk Behaviors: These behaviors are between 3.5-6.4 times more likely to be reported in cases of [ Child Sexual Abuse ] CSA. The number in parentheses represents how many times more likely these behaviors were reported in cases of CSA compared to non-CSA.

▪️ The person asks the child questions about the child’s sexual experiences and relationships (6.4 times).
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▪️ The person uses inappropriate sexual language or tells dirty jokes around the child (5.7 times).
▪️ The person teaches the child sexual education (4 times).
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▪️ The person gets close to the child’s family to gain access to the child (3.8 times).
▪️ The child lacks adult supervision (5.5 times).
▪️ The child is not close to their parents, or their parents are not a resource for them (3.8 times).
▪️ The person gives the child rewards or privileges (community member only) (4.8 times).❞

Psychology Today : Identification of Red-Flag Sexual Grooming Behaviors

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🔴 Judicial Review/Legal case judgement provides from the Country’s agent, the government, Sexuality definition which claims Sexuality as a central aspect of being human for the Mandatory, United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, based United Nations’ ( UN ) Global Education 2030 Agenda, Comprehensive Sexuality Education ( CSE ) from Birth in the settings from Age 3.

❝ Sexuality: “(Rhywioldeb) a central aspect of being human and encompasses sexual orientation, gender identities and roles, sex, reproduction and intimacy. Sexuality is experienced and expressed through thoughts, beliefs, behaviours and relationships.” ❞ ( Page 39 )

The High Court of Justice : judgment

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🔴 The government ( Country’s agent ), of UK ( a United Nations member Country, also known as the British Empire ), was asked detailed questions on the state of Sexuality education, by the initiative developed by institutions including International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ). Government responded that the FPA ( national IPFF member ) had used their jointly developed guidelines, Standards for Sexuality education ( which starts from Birth ), when advocating for compulsory Sexuality education. On March 1, 2017, the government decided that Sexuality education will indeed become compulsory.

❝ …the FPA (Family Planning Association; national IPFF member) has used the WHO/BZgA Standards for Sexuality Education in Europe (2010) when advocating for comprehensive education with statutory status. On March 1, 2017, the government decided that sexuality education will indeed become ‘statutory’, which means it has to be taught in all schools in the country from 2019 onwards.❞ ( Page 175 )

International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Sexuality Education in Europe and Central Asia, State of the Art and Recent Developments, (2018)

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexuality, as a central aspect of being human throughout life.

❝ Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞ ( Page 17 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

The guidelines give guidance for teaching about masturbation from birth and recommends materials such as SIECUS, Right From the Start: Guidelines for Sexuality Issues, Birth to Five Years on page 17, 38 and 60.

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❝ Pedophilia, in conventional usage, a psychosexual disorder, generally affecting adults, characterized by sexual interest in prepubescent children or attempts to engage in sexual acts with prepubescent children. ❞

Britannica Encyclopedia : ❝ Pedophilia | Definition & Facts ❞

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🔴 Adolescence phase was brought about as part of the sexual revolution, which removed the boundary between pubescent and not pubescent.

❝ The emergence of “adolescence” in the context of the “sexual revolution” in the 1970s

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These innovations opened up completely new opportunities for separating sexuality from reproduction. …
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These processes also stimulated the emergence of a new, intermediate phase in life between childhood and adulthood, which became known as “adolescence”. This intermediate phase gradually became characterized by increasing independence from parents, engagement in love relationships and sexual contacts (long) before marriage and cohabitation without marriage, and by delaying marriage and the start of family formation. Roughly speaking, at the beginning of the third millennium young people in Europe have their fi rst sexual contacts by age 16-18 on average. They have had several partners before marrying (or permanently cohabiting) around age 25, and they have their fi rst child by age 28-30.² …
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Other factors also contributed to a stronger focus on adolescent sexuality and sexual health.
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Similarly, the “sexualization” of the media and advertising were increasingly felt to be negatively infl uencing the perceptions of sexuality of young people, requiring some form of counterbalancing action.

Sexuality education in schools – as a response of societies to these social changes

All these fundamental social changes, basically the emergence of a new social age group situated between childhood and adulthood, with its own culture, behaviour and needs, required new responses from society. In the area of sexuality, it required new types of health services, or adaptation of existing ones, and new information and education efforts. The call for sexuality education in the second half of the 20th century throughout Europe should primarily be understood from this perspective. Newly emerging visions, particularly human rights perceptions, on the (sexual) rights and roles of this intermediate age group in society added to the perceived need for sexuality education. It is important to note that this process took place in all European countries, although some countries adapted to it earlier or faster than others. Sexuality education, particularly through schools, is an essential component of this adaptation process. The immediate reasons for pleas to introduce sexuality education in schools have changed over the years and they have differed between countries ranging from the prevention of unintended pregnancies to that of HIV and other STI. In addition, sexual abuse scandals gave sexuality education a strong boost in the public sphere and led to calls for sexuality education for younger children. This call has been supported by a change in the perception of the child in general – now perceived as a subject.³ These different motivations have gradually converged in the direction of more holistic views on sexuality education. …

³ The child is thus understood to be an independent person with specifi c competencies and needs, inter alia in respect of his/her forms of expression of closeness, sensuality and (bodily) curiosity. The potential of the child needs to be adequately fostered.❞ ( Page 11 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education, claims Sexual behaviour, feelings and cognition from the womb.

❝ the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s ❞, ❝ children are born as sexual beings ❞ ( Page 22 )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

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🔴 United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) jointly developed guidelines, Standards for Sexuality Education (which starts from from Birth), has been also been jointly developed by institutions such as Sex Education Forum ( National Children’s Bureau, UK, whose partners include NSPCC which is a children’s charity fighting to prevent child abuse in the UK and Channel Islands ).

❝ Standards for Sexuality Education in Europe was jointly developed by The Federal Centre for Health Education (BZgA), the WHO Regional Office for Europe and an international working group comprising representatives from the following organisations (in alphabetical order):
Austrian Institute for Family Studies: …
Contraception and Sexual Health Service, Nottinghamshire Community Health (UK): …
Department of Women’s and Children’s health, University of Uppsala (Sweden): …
European Society for Contraception: …
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Federal Centre for Health Education, BZgA (Germany): …
International Centre for Reproductive Health at the University of Ghent (Belgium): …
International Planned Parenthood Federation, IPPF: …
Lucerne University of Applied Sciences and Arts (Switzerland): …
Norwegian Directorate of Health: …
Rutgers Nisso Group (The Netherlands): …
Sex Education Forum, National Children’s Bureau (UK): …
Sexual Health Clinic Väestöliitto, The Family Federation of Finland: …
Swiss Foundation for Sexual and Reproductive Health, PLANeS: …
UNESCO: … World Population Foundation: …❞ ( 2nd last Page of document )

United Nations Educational, Scientific and Cultural Organization ( UNESCO ) / World Health Organization ( WHO ) / International Planned Parenthood Federation ( IPFF ) / German Federal Centre for Health Education ( BZgA ), a WHO Collaborating Centre ( WHO CC ) : Standards for Sexuality Education in Europe, A framework for policymakers, educational and health authorities and specialists, ( 2010 )

❝ NSPCC The NSPCC is the leading children’s charity fighting to prevent child abuse in the UK and Channel Islands.❞

Partners | Sex Education Forum

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🔴 📰 ⚖️ WalesOnline: ❝Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales❞

❝ They are part of a campaign… which wants to remove relationship and sex education (RSE) from the mandatory part of the new curriculum…
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…Mr Justice Turner said: “The issues raised on behalf of the claimants involve consideration of complex constitutional matters with potentially very significant consequences for both parents and children….
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Human rights barrister Paul Diamond … will argue that the case raises important legal issues, including the human rights of very young children from “the imposition of ideologies that are transient, and culturally variable”, the campaign group said. ❞

Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales

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🔴 📰 Parliament Petitions: ❝Remove RSE from the mandatory element of the Curriculum Bill 2020❞

❝ Relationships and Sexuality Education (RSE) is part of a Global Roll out of Sexuality Education which is not appropriate for this country. It sexualises children, fails to safeguard, read’s like models of offending, has barriers to disclosure, and the local authority departments involved lack adequate training to spot the signs of Child Sexual Abuse, Exploitation, Harmful Sexual Behaviour, And much, more! In addition to that we have evidence those involved in the Welsh Curriculum lack knowledge of this global roll out,

5,307 signatures❞

Remove RSE from the mandatory element of the Curriculum Bill 2020

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing the Mandatory, World Health Organization (WHO) guidelines based United Nations’ (UN) Global Education 2030 Agenda, Comprehensive Sexuality Education (CSE) from Birth in the settings from Age 3

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📰 🕰️ View post regarding ❝History of Mandatory Global Comprehensive Sexuality Education from Age 3, from Sex Education (Sex Ed) to Personal and Social Education (PSE) to Relationships and Sexuality Education (RSE)❞:
realnewsinformation.wordpress.com/2021/04/20/history-of-uks-global-comprehensive-sexuality-education-from-age-3-from-sex-education-sex-ed-to-personal-and-social-education-pse-to-relationships-and-sexuality-education-rse

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📰 🛑 View post regarding ❝Stop RSE [Mandatory Global Sex Education from Age 3]! Is The Government Grooming Our Children?❞:
realnewsinformation.wordpress.com/2023/04/21/stop-rse-mandatory-global-sex-education-from-age-3-is-the-government-grooming-our-children

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📰 🗺️ View post regarding ❝Urgent Act Now! Mandatory Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/05/01/urgent-act-now-uks-global-sex-education-from-age-3/

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📰 🎥 View post regarding ❝Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent❞:
realnewsinformation.wordpress.com/2023/05/03/paedophile-information-exchange-wanted-sex-education-of-children-to-normalise-sex-to-children-and-claimed-children-can-express-consent

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📰 🎥 View post regarding ❝Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”❞:
realnewsinformation.wordpress.com/2023/05/04/paedophile-information-exchange-member-commented-that-sex-with-children-means-erotic-contact-like-touching-and-masturbation-and-consent-is-acquired-from-a-little-girl-by-complimenting-her-knickers-and/

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📰 📚 View post regarding ❝“Children, six, learn about self-stimulation in new sex ed classes”, with Questions raised about the new Sex Ed utilising “Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]”❞:
realnewsinformation.wordpress.com/2023/05/04/%f0%9f%93%b0-walesonline-children-six-learn-about-self-stimulation-in-new-sex-ed-classes

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📰 View posts regarding ❝UK’s Mandatory, Global Sex Education from Age 3, also known as Relationship Education, Science, Sex Education, Sexuality Education, Comprehensive Sexuality Education, PSHE, RSHE, SRE, RSE, RSHP, CSE❞:

📚 Scotland, England, Wales: realnewsinformation.wordpress.com/2023/05/21/uks-mandatory-global-sex-education-from-age-3-also-known-as-relationships-education-science-sexuality-education-comprehensive-sexuality-education-pshe-rshe-sre-rse-rshp-csetion-pshe-rshe-sre-rse-rshp

📚 Northern Ireland: m.facebook.com/media/set/?set=a.3332872220330732

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📰 🗺️ View post regarding ❝An evidence based summary Of the UK’s Connection to Global Sex Education by Public Child Protection Wales❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3370528246565129

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📰 🖼️ View post regarding ❝UK’s Government content to teach Global Relationships and Sexuality Education (RSE) in lessons, using activities, which draw upon WHO’s definition of Sexuality throughout life❞:
m.facebook.com/RealNewsInfo/posts/pfbid02tva8DSjHYWbLjRho45d1SkTfcMsx1wMxiJhXR4ni54aXXmCt4UmQqy3iuJ2Hmnf6l

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📰 🚨 View post regarding ❝The Independent: “Westminster [ UK Politicians ] child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds”❞:
https://m.facebook.com/RealNewsInfo/photos/a.2915424692075489/2824970754454217

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📰 🚨 View post regarding ❝Police officer “groomed [normalised] his victim” , “since she was nine years old, exposing himself [showing nudity] to her, showing her pornography [showing sexual activity] and taking indecent photographs [Child Sexual Abuse]”❞:
realnewsinformation.wordpress.com/2023/05/06/police-officer-groomed-normalised-his-victim-for-child-sexual-abuse

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📰 View post regarding ❝The Conservative Woman: “Callous move to bankrupt mothers fighting sex indoctrination of three-year-olds by [ Mother, Criminologist, Chair of Public Child Protection Wales ] Kim[berley] Isherwood [ M. A. ]”❞:
realnewsinformation.wordpress.com/2023/01/28/the-conservative-woman-callous-move-to-bankrupt-mothers-fighting-sex-indoctrination-of-three-year-olds-by-mother-criminologist-chair-of-public-child-protection-wales-kimberley-isherwood-m-a

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📰 ⚖️ View post regarding ❝UK Column: “Guest Kim[berley] Isherwood [ M. A., Mother, Criminologist, Chair of Public Child Protection Wales, Lead Claimant in legal case against UK’s Global Sex Education from Age 3 ] … —Standing Up For All Children And Parents”❞:
realnewsinformation.wordpress.com/2023/05/30/uk-column-guest-kimberley-isherwood-m-a-mother-criminologist-chair-of-public-child-protection-wales-lead-claimant-in-legal-case-against-uks-global-sex-education-from-age-3-standing-up-for-all-children

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📰 ⚖️ View post regarding ❝UK’s legal case against Mandatory Global Comprehensive Sexuality Education (CSE) from Birth in the curriculum from Age 3❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3466830606934892

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides Relationships and Sexuality definition from the Global Relationships and Sexuality Education (RSE) UK’s Statutory guidance published for UK’s Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/02/02/uk-legal-case-judgement-provides-relationships-and-sexuality-definition-from-the-rse-statutory-guidance-published-for-uk-sex-ed-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides there is no right to excusal from UK’s Global Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/02/26/uks-legal-case-judgement-provides-there-is-no-right-to-excusal-from-uks-global-sex-indoctrination-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case intervention by “a group of religious leaders of mosques in Wales” regarding Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/01/26/uks-legal-case-intervention-by-a-group-of-religious-leaders-of-mosques-in-wales-regarding-sex-indoctrination-from-age-3

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📰 🎥 View post regarding ❝Recording of talk about “Child Sexual Abuse. What? Who? Why? & How to Protect Your Child” by Dr Kate Godfrey-Faussett❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3066153487002608

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📰 📃 View post regarding ❝WHO’s Global guidelines for Introducing sexuality education: key steps for advocates in❞:
m.facebook.com/media/set/?set=a.2842755776009048

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📂 📰 Browse posts regarding ❝Mandatory Global Sexuality Education❞ in the album:
m.facebook.com/media/set/?set=a.2842755776009048

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🔴 📰 📚 WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞, with Questions raised about the new Sex Ed utilising ❝Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]❞

❝Children, six,❞ [ 6 year olds ] ❝ learn about self-stimulation❞ [ masturbation ] ❝ in new sex ed classes ❞

[🔺 Sexualisation of the adult-child relationship?, Perpetrators of Child Sexual Abuse and Patterns of Sexual Grooming of a Child? ]

❝Lesson plans.. issued to more than 240 schools across England.. sex education programme for children from six to 10.
..include a section on ‘Touching Myself'”..
..
..advises to tell “lots of people like to tickle or stroke themselves as it might feel nice.. touching their “private parts”.❞

[🔺 Advancing of the Sexuality of the Sexualised Adult-child relationship? Shaping of the child’s Sexual preferences? Manipulation of what child finds exciting and extending of the relationship in this way? Child starts to see themselves as a Sexual being and defines the relationship with the adult in Sexual terms? Enticing of a child to commit Sexual activity? ]

❝..Council said lessons.. tell.. how to “distinguish between appropriate and inappropriate touching”.. ❞

[🔺 Advancing of the Sexuality of the Sexualised adult child relationship? Shaping of the child’s Sexual preferences? Manipulating of what child finds exciting and extending the relationship in this way? Child starts to see themselves as a Sexual being and defines the relationship with the adult in Sexual terms? Enticing a child to commit Sexual activity? Sexualisation of a child? Barrier to non verbal disclosure of child Sexual abuse through child acting out? ]

❝..“recognises” the difference between public and private behaviours.❞

[🔺 Abusers use secrecy to maintain control? Barrier to non verbal disclosure of abuse? ]

❝One of the program’s authors.. said: ..children of all ages will self-stimulate from time to time.❞

[🔺 Sexualisation of children? Barrier to non verbal disclosure of child Sexual abuse through child acting out?]

📖 Read: WalesOnline: ❝Children, six, learn about self-stimulation in new sex ed classes❞

📖 Read: ❝Child Sexual Abuse: 6 Stages of Grooming❞ By Dr. Michael Welner ( Forensic Psychiatrist )

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🔴 📰 🎥 Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”

📰 Australia, Channel 9’s series 60 Minutes, 19 July 2015: ❝Special Investigation: Spies, Lords and Predators Pt 3
“I smell rats of the highest order.” A 60 Minutes Special Investigation will expose the dark secrets of Britain’s most powerful men.❞

📺 Watch on YouTube: https://youtu.be/TLoYyLkPu8A
🎞️ Watch on Facebook: https://fb.watch/gdMAd9M6I9
📄 Original programme webpage: https://web.archive.org/web/20150721203546/http://www.9jumpin.com.au/show/60minutes/videos/4361755991001

📄 Transcript ( introduction )

🗨️ Interviewer: ❝As we’ve uncovered tonight, the evil network of pedophiles included some of the most powerful and smartest minds in Britain. For years they acted without fear of being caught, which was probably because one of their members was the second in charge of Britain’s Secret Service.

But the origins of their nefarious activities go back to a group called the Peadophile Information Exchange or PIE, which in the early 1970s openly campaigned for the age of sexual consent to be lowered to four.

Now be warned you’re about to meet a member of that group who unbelievably continues to say pedophilia is acceptable❞

📄 Transcript (from 4 minutes 46 seconds, https://youtu.be/TLoYyLkPu8A?t=4m46s)

🗨️ Interviewer: ❝but even today Tom O’Carroll argues, he, and other pedophiles should be allowed to have sex with children❞

🗨️ Tom: ❝you keep saying, by the way, sex with children, it’s not sex with children, it’s sex, most people think, is, sexual intercourse, penis in vagina, and, erm, a guy banging away, until he gets orgasm, that’s not what I mean by sex with children❞

🗨️ Interviewer: ❝what are you talking about❞

🗨️ Tom: ❝and I don’t, I don’t think, I don’t think, we should talk in this, sort of, erm, emotive fashion about sex with children❞

🗨️ Interviewer: ❝what is the least emotive term❞

🗨️ Tom: ❝erotic contact with children❞

🗨️ Interviewer: ❝and what would that involve❞

🗨️ Tom: ❝well it might involve, er, er, touching or masturbation❞

…

🗨️ Interviewer: ❝Can I put to you, there’s something in your book❞

🗨️ Tom: ❝mm-hmm❞

🗨️ Interviewer: ❝there’s a section in your book, where you describe, the scenario of a little girl, sitting on a man’s knee❞

🗨️ Tom: ❝yes❞

🗨️ Interviewer: ❝and he, you, described, approvingly, how sexual relations with that little girl can be, quote “negotiated❞

🗨️ Tom:❝mm-hmm❞

🗨️ Interviewer: ❝by hints❞

🗨️ Tom: ❝yeah❞

🗨️ Interviewer: ❝and signals❞

🗨️ Tom: ❝ahm❞

🗨️ Interviewer: ❝such as complimenting her, on her knickers❞

🗨️ Tom: ❝yeah, yeah❞

🗨️ Interviewer: ❝and testing her response❞

🗨️ Tom: ❝yeah❞

🗨️ Interviewer: ❝and what would be the adequate response from that little girl, Tom❞

🗨️ Tom: ❝enthusiasm❞

🗨️ Interviewer: ❝wa-what would that constitute, how would the little girl show you enthusiasm for you, wanting to have sex with you❞

🗨️ Tom: ❝let’s move away from❞

🗨️ Interviewer: ❝no no, let’s stick to this issue❞

🗨️ Tom: ❝well all right, le-le-le let’s stick with the issue but let me address it in my own way❞

🗨️ Interviewer: ❝okay, little girl sitting on your knee and you’ve just told her, I like your knickers❞

🗨️ Tom: ❝let me address it in my own way❞

🗨️ Interviewer: ❝what does the little girl do, do to indicate that she’s willing to consent to have sex with you, Tom❞

🗨️ Tom: ❝how does somebody indicate willingness to have consent to, anything❞

🗨️ Interviewer: ❝a little girl, cannot possibly be, a consenting partner in that kind of power relationship, she’s sitting on your knee, for God’s sake❞

🗨️ Tom: ❝yes she can❞

🗨️ Interviewer: ❝you’re an adult❞

🗨️ Tom: ❝yes she can❞

🗨️ Interviewer: ❝you used the term enthusiasm, what does that little girl do, to indicate that she’s enthusiastic❞

🗨️ Tom: ❝I think, I think, that, we’re going round and round in circles❞

🗨️ Interviewer: ❝no, what is the answer❞

🗨️ Tom: ❝well, we’re going round and round in circles, I’ve given you my answer multiple times, so I’ll finish there❞

🗨️ Interviewer:❝which is an non answer, so you just can’t answer❞

🗨️ Tom: ❝well you think it’s a non answer, I think it’s an answer, all right❞

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🔴 📰 🎥 Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent

📰 BBC News: ❝Paedophile Information Exchange interview from 1983

For 10 years, the Paedophile Information Exchange openly advocated that adults should be allowed to have sex with children.

In this 1983 Newsnight interview, two members of the group explain their views❞

📺 Watch on YouTube: https://youtu.be/ABItTAB5uKM
🎞️ Watch on Facebook: https://fb.watch/fv8YLMND8x/
💻 Watch on BBC News website: https://www.bbc.co.uk/news/magazine-26372280

📄 Transcript (from 1 m 14 sec, https://youtu.be/ABItTAB5uKM?t=1m14sec )

🗨 Interviewer: ❝But surely, it’s a question of recognising children’s maturity and how can you have an equal relationship, which is what I take a mature Sexual relationship to be, between an adult and a child, who is not mature in body, in mind or personal awareness. It has to be unequal❞

🗨 PIE: ❝I.. I.. I don’t accept that, err.. this concept of maturity at all.. erm.. a.. adults for instance, aren’t necessarily mature. It’s a long process❞

🗨 Interviewer: ❝I take it for granted that no adult is probably ever mature. But nevertheless my stage of maturity or your state of maturity is clearly different from that of a child of 12. How can there be an equal relationship, which allows them SEX, which is usually a shocking experience, they or everybody at some time or other. How can you allow of an equal relationship between two people so unequally positioned at the starting of point❞

🗨 PIE: ❝I don’t the fact. I don’t accept that SEX is a..a. a spontaneously shocking experience❞

🗨 Interviewer: ❝I don’t say. For some stage or other, there is an element of shock in SEX❞

🗨 PIE, ❝Not if children are properly educated through out SEX and it’s an obligation on society to see that children are given, a far more Comprehensive Sexual Education, from a far earlier age❞

…

🗨 Interviewer: ❝Well what is your definition of maturity, in this context. How can a child of 12, make a mature judgment about, something like SEX for the first time, which it has not the first idea about and cannot possibly weigh the consequences of it❞

🗨 PIE: ❝You’re imputing to a Sexual relationship, heavy judgmental issues which are.. are under the… ❞

🗨 Interviewer, ❝No, I am not. I am talking about physical and psychical response❞

🗨 PIE said, ❝Yes..A physical.. A child is able to recognize a pleasurable experience, he is able to recognize.. erm.. a.. a.. pleasing emotional experience, erm.. he is able to express consent and to.. to recognize that this is something he wishes to continue, and.. and the responsible and caring Paedophile, always refers to the wishes of the child❞

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🔴 UK’s government decided in 2017 that sexuality education becomes mandatory, after lobbying had been done using WHO’s guidelines for Sexuality education which gives guidance for Sexuality education from Birth.

❝Laws and policies on school sexuality education
…
… the FPA (Family Planning Association; national IPFF member) has used the WHO/BZgA Standards for Sexuality Education in Europe (2010) when advocating for comprehensive education with statutory status. On March 1, 2017, the government decided that sexuality education will indeed become ‘statutory’, which means it has to be taught in all schools in the country from 2019 onwards.❞ ( Page 175 )

WHO, Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments. (2018)

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🔴 WHO’s guidelines for Sexuality education claims the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s lifetime.

❝Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships.❞, (pg 17),

❝the development of sexual behaviour, feelings and cognitions begins in the womb and continues throughout a person’s lifetime❞ , ❝children are born as sexual beings❞ (pg 22),

❝children have sexual feelings even in early infancy❞ (pg 23),

❝Give information about❞ , including ❝enjoyment and pleasure when touching one’s own body, early childhood masturbation❞ , ❝discovery of own body and own genitals❞ , ❝Enable children to❞ , including ❝express own needs, wishes and boundaries, for example in the context of “playing doctor❞ (pg 38),

❝Materials and tools on various aspects of sexuality education can be found in the Bibliographie, part C❞ (pg 9),

❝SIECUS Right from the start. Guidelines for sexuality issues (birth to five years), (1998)❞ (pg 60)

, pg 9, 17, 23, 37, 60

, WHO Regional Office for Europe and BZgA (2010). Standards for Sexuality Education in Europe. A framework for policymakers, educational and health authorities and specialists. Cologn,

, https://www.bzga-whocc.de/en/publications/standards-for-sexuality-education/

, https://www.bzga-whocc.de/fileadmin/user_upload/BZgA_Standards_English.pdf

❝INFANCY
…
… children are born with the physical capacity for sexual responses … newborn babies have erections or lubricate vaginally. From early infancy, … go through cycles of erection or lubrication … infants have their own specific sexuality which continually evolves from the day they are born.❞

, pg 9

, SIECUS. Right from the start: guidelines for sexuality issues (birth to five years) [1998]
,
https://healtheducationresources.unesco.org/library/documents/right-start-guidelines-sexuality-issues-birth-five-years
, https://healtheducationresources.unesco.org/sites/default/files/resources/bie_rightfromthestart_guielines_siecus.pdf

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🔴 England’s Parliamentary Office of Science and Technology, on 25 June 2018, published a research briefing on Relationships and Sex Education, which was reviewed by the Welsh Government Education. The research briefing utilised the report produced by the SEX and Relationships Expert Panel setup by the Wales government in March 2017 (that used the WHO 2010 Standards for Sexuality education from Birth and recommended compulsory Relationships and Sexuality Education from Age 3) and UNESCO technical guidance for sexuality education.

❝This POSTnote reviews evidence on the potential outcomes of relationships and sex education in schools and how to maximise its effectiveness.

Background
…
International organisations suggest that effective RSE can contribute to improvements in public health by reducing sexually transmitted infections and unplanned pregnancies, promote healthier relationships by teaching young people how to identify abusive behaviour, and equip young people with knowledge about their rights in relationships.³-⁷❞

❝Principles of Effective RSE

… Stakeholders (including Ofsted and UNESCO) have suggested a number of principles for effective RSE teaching.¹ ²³ ⁹⁹…

Timeliness and Age Appropriateness

… RSE has most impact when lessons come prior to young people experiencing situations in real life.¹ ⁴ ¹⁰⁰ … Ofsted and UNESCO have called for age-appropriate teaching about puberty and sexual intercourse before a young person experiences them. ¹ ⁴
…

Endnotes
⁴ UNESCO (2015). Emerging evidence, lessons and practice in comprehensive sexuality education: A global review. UNESCO.

⁵ Welsh Government (2017). The Future of the Sex and Relationships Education curriculum in Wales: Recommendations of the Sex and Relationships❞

, p 1, 4

, Parliamentary Office of Science and Technology, Relationships and Sex Education, (25 June 2018)
, https://post.parliament.uk/research-briefings/post-pn-0576/
, https://researchbriefings.files.parliament.uk/documents/POST-PN-0576/POST-PN-0576.pdf

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🔴 Welsh government’s Cabinet Secretary for Education, setup the Sex and Relationships Expert Panel in March 2017, according to the report ❝The Future of the Sex and Relationships Education Curriculum in Wales❞.

❝This new definition will draw upon the World Health Organisation’s (WHO) definition of ‘sexuality’❞ (page 11),

❝The World Health Organisation (WHO) definition of sexuality is used in this report.

The WHO¹²’s working definition of sexuality is: “…a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships❞ (page 28)

, pg 11, 28

, The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel (December 2017)
, https://gov.wales/future-sex-and-relationships-education-curriculum
, https://gov.wales/sites/default/files/publications/2018-03/the-future-of-the-sex-and-relationships-education-curriculum-in-wales.pdf

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🔴 Scotland’s government published statutory guidance, Conduct of relationships, sexual health and parenthood education in schools, for delivering Relationships, Sexual Health and Parenthood education (RSHP) to, including children, which ❝is a key part of Health and Wellbeing within Curriculum for Excellence❞. Curriculum for Excellence is intended for including all children in Scotland from age 3 to 18. The guidance used the WHO 2010 Standards for Sexuality education from Birth and UNESCO technical guidance for sexuality education to justify RSHP education.

❝50. To ensure consistency and appropriate use of external inputs, the following practice should be in place:

…

• inputs from external partners should provide factual information that is consistent with the WHO definition of sexual health (see Annex B);
  … ❞ (page 11),

❝Annex B

Further to paragraph 36, we are using the World Health Organisation’s (WHO) definitions of sexual health and sexuality.

The WHO defines sexual health as “…

Sexual health requires a positive… approach to sexuality and sexual relationships, as well as the possibility of having pleasurable… sexual experiences,…. For sexual health to be attained and maintained, the sexual rights of all persons must be respected, protected and fulfilled.”
(WHO, 2006a)

Sexual health cannot be defined, understood or made operational without a broad consideration of sexuality, which underlies important behaviours and outcomes related to sexual health. The working definition of sexuality is “…a central aspect of being human throughout life encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships….. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, legal, historical, religious and spiritual factors.” (WHO, 2006a) ❞ (page 16),

, pg 11, 16

, Conduct of Relationships, Sexual Health and Parenthood Education in Schools (December 2014)
, https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/
, https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2014/12/conduct-relationships-sexual-health-parenthood-education-schools/documents/00465948-pdf/00465948-pdf/govscot%3Adocument/00465948.pdf

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📝 References

📄 Document: House of Parliament (2018). Parliamentary Office of Science and Technology, Relationships and Sex Education.
🔗 Link: https://researchbriefings.files.parliament.uk/documents/POST-PN-0576/POST-PN-0576.pdf
👓 Found at: https://post.parliament.uk/research-briefings/post-pn-0576/

📄 Document: SIECUS (1998). Right from the start. Guidelines for sexuality issues (birth to five years).
🔗 Link: https://healtheducationresources.unesco.org/sites/default/files/resources/bie_rightfromthestart_guielines_siecus.pdf
👓 Found at: https://healtheducationresources.unesco.org/library/documents/right-start-guidelines-sexuality-issues-birth-five-years

📄 Document: The Scottish Government (2014). Conduct of Relationships, Sexual Health and Parenthood Education in Schools.
🔗 Link: https://www.gov.scot/binaries/content/documents/govscot/publications/advice-and-guidance/2014/12/conduct-relationships-sexual-health-parenthood-education-schools/documents/00465948-pdf/00465948-pdf/govscot%3Adocument/00465948.pdf
👓 Found at: https://www.gov.scot/publications/conduct-relationships-sexual-health-parenthood-education-schools/documents/

📰 News article: WalesOnline (2019). Children, six, learn about self-stimulation in new sex ed classes.
🔗 Link: https://www.walesonline.co.uk/news/uk-news/children-six-learn-self-stimulation-16984940

📰 News article: WalesOnline (2022). Campaigners succeed in getting judicial review of compulsory sex education teaching in schools in Wales.
🔗 Link: https://www.walesonline.co.uk/news/education/campaigners-succeed-getting-judicial-review-24174384.amp

📄 Document: Welsh Parliament (2017). The Future of the Sex and Relationships Education Curriculum in Wales. Recommendations of the Sex and Relationships Education Expert Panel.
🔗 Link: https://gov.wales/sites/default/files/publications/2018-03/the-future-of-the-sex-and-relationships-education-curriculum-in-wales.pdf
👓 Found at: https://gov.wales/future-sex-and-relationships-education-curriculum

📄 Document: WHO/BZgA (2010). Standards for Sexuality Education in Europe. A framework for policymakers, educational and health authorities and specialists.
🔗 Link: https://www.bzga-whocc.de/fileadmin/user_upload/BZgA_Standards_English.pdf
👓 Found at: https://www.bzga-whocc.de/en/publications/standards-for-sexuality-education/

📄 Document: WHO (2018). Sexuality Education in Europe and Central Asia. State of the Art and Recent Developments.
🔗 Link: https://www.bzga-whocc.de/fileadmin/user_upload/Dokumente/BZgA_ComprehensiveCountryReport_EN.pdf
👓 Found at: https://www.bzga-whocc.de/en/publications/studies/

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📰 ⚖️ Judicial Review/Legal case judgement, Human Rights do not prevent governments, from the 193 member states of the United Nations, from removing the possibility of home schooling for their citizens and enforcing the Mandatory, World Health Organization (WHO) guidelines based United Nations’ (UN) Global Education 2030 Agenda, Comprehensive Sexuality Education (CSE) from Birth in the settings from Age 3

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📰 🕰️ View post regarding ❝History of Mandatory Global Comprehensive Sexuality Education from Age 3, from Sex Education (Sex Ed) to Personal and Social Education (PSE) to Relationships and Sexuality Education (RSE)❞:
realnewsinformation.wordpress.com/2021/04/20/history-of-uks-global-comprehensive-sexuality-education-from-age-3-from-sex-education-sex-ed-to-personal-and-social-education-pse-to-relationships-and-sexuality-education-rse

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📰 🛑 View post regarding ❝Stop RSE [Mandatory Global Sex Education from Age 3]! Is The Government Grooming Our Children?❞:
realnewsinformation.wordpress.com/2023/04/21/stop-rse-mandatory-global-sex-education-from-age-3-is-the-government-grooming-our-children

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📰 🗺️ View post regarding ❝Urgent Act Now! Mandatory Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/05/01/urgent-act-now-uks-global-sex-education-from-age-3/

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📰 🎥 View post regarding ❝Paedophile Information Exchange wanted Sex education of children to normalise sex to children and claimed children can express consent❞:
realnewsinformation.wordpress.com/2023/05/03/paedophile-information-exchange-wanted-sex-education-of-children-to-normalise-sex-to-children-and-claimed-children-can-express-consent

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📰 🎥 View post regarding ❝Paedophile Information Exchange member commented that “sex with children” means “erotic contact like touching and masturbation” and “consent is acquired from a little girl by complimenting her knickers and the little girl responding with enthusiasm”❞:
realnewsinformation.wordpress.com/2023/05/04/paedophile-information-exchange-member-commented-that-sex-with-children-means-erotic-contact-like-touching-and-masturbation-and-consent-is-acquired-from-a-little-girl-by-complimenting-her-knickers-and/

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📰 📚 View post regarding ❝“Children, six, learn about self-stimulation in new sex ed classes”, with Questions raised about the new Sex Ed utilising “Child Sexual Abuse: 6 Stages of Grooming By Dr. Michael Welner [ Forensic Psychiatrist ]”❞:
realnewsinformation.wordpress.com/2023/05/04/%f0%9f%93%b0-walesonline-children-six-learn-about-self-stimulation-in-new-sex-ed-classes

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📰 View posts regarding ❝UK’s Mandatory, Global Sex Education from Age 3, also known as Relationship Education, Science, Sex Education, Sexuality Education, Comprehensive Sexuality Education, PSHE, RSHE, SRE, RSE, RSHP, CSE❞:

📚 Scotland, England, Wales: realnewsinformation.wordpress.com/2023/05/21/uks-mandatory-global-sex-education-from-age-3-also-known-as-relationships-education-science-sexuality-education-comprehensive-sexuality-education-pshe-rshe-sre-rse-rshp-csetion-pshe-rshe-sre-rse-rshp

📚 Northern Ireland: m.facebook.com/media/set/?set=a.3332872220330732

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📰 🗺️ View post regarding ❝An evidence based summary Of the UK’s Connection to Global Sex Education by Public Child Protection Wales❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3370528246565129

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📰 🖼️ View post regarding ❝UK’s Government content to teach Global Relationships and Sexuality Education (RSE) in lessons, using activities, which draw upon WHO’s definition of Sexuality throughout life❞:
m.facebook.com/RealNewsInfo/posts/pfbid02tva8DSjHYWbLjRho45d1SkTfcMsx1wMxiJhXR4ni54aXXmCt4UmQqy3iuJ2Hmnf6l

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📰 🚨 View post regarding ❝The Independent: “Westminster [ UK Politicians ] child sex abuse: Senior police and politicians knew about widespread paedophilia but ‘turned a blind eye to it’, inquiry finds”❞:
https://m.facebook.com/RealNewsInfo/photos/a.2915424692075489/2824970754454217

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📰 🚨 View post regarding ❝Police officer “groomed [normalised] his victim” , “since she was nine years old, exposing himself [showing nudity] to her, showing her pornography [showing sexual activity] and taking indecent photographs [Child Sexual Abuse]”❞:
realnewsinformation.wordpress.com/2023/05/06/police-officer-groomed-normalised-his-victim-for-child-sexual-abuse

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📰 View post regarding ❝The Conservative Woman: “Callous move to bankrupt mothers fighting sex indoctrination of three-year-olds by [ Mother, Criminologist, Chair of Public Child Protection Wales ] Kim[berley] Isherwood [ M. A. ]”❞:
realnewsinformation.wordpress.com/2023/01/28/the-conservative-woman-callous-move-to-bankrupt-mothers-fighting-sex-indoctrination-of-three-year-olds-by-mother-criminologist-chair-of-public-child-protection-wales-kimberley-isherwood-m-a

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📰 ⚖️ View post regarding ❝UK Column: “Guest Kim[berley] Isherwood [ M. A., Mother, Criminologist, Chair of Public Child Protection Wales, Lead Claimant in legal case against UK’s Global Sex Education from Age 3 ] … —Standing Up For All Children And Parents”❞:
realnewsinformation.wordpress.com/2023/05/30/uk-column-guest-kimberley-isherwood-m-a-mother-criminologist-chair-of-public-child-protection-wales-lead-claimant-in-legal-case-against-uks-global-sex-education-from-age-3-standing-up-for-all-children

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📰 ⚖️ View post regarding ❝UK’s legal case against Mandatory Global Comprehensive Sexuality Education (CSE) from Birth in the curriculum from Age 3❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3466830606934892

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides Relationships and Sexuality definition from the Global Relationships and Sexuality Education (RSE) UK’s Statutory guidance published for UK’s Global Sex Education from Age 3❞:
realnewsinformation.wordpress.com/2023/02/02/uk-legal-case-judgement-provides-relationships-and-sexuality-definition-from-the-rse-statutory-guidance-published-for-uk-sex-ed-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case judgement provides there is no right to excusal from UK’s Global Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/02/26/uks-legal-case-judgement-provides-there-is-no-right-to-excusal-from-uks-global-sex-indoctrination-from-age-3

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📰 ⚖️ View post regarding ❝UK’s legal case intervention by “a group of religious leaders of mosques in Wales” regarding Sex Indoctrination from Age 3❞:
realnewsinformation.wordpress.com/2023/01/26/uks-legal-case-intervention-by-a-group-of-religious-leaders-of-mosques-in-wales-regarding-sex-indoctrination-from-age-3

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📰 🎥 View post regarding ❝Recording of talk about “Child Sexual Abuse. What? Who? Why? & How to Protect Your Child” by Dr Kate Godfrey-Faussett❞:
m.facebook.com/RealNewsInfo/photos/a.2915424692075489/3066153487002608

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📰 📃 View post regarding ❝WHO’s Global guidelines for Introducing sexuality education: key steps for advocates in❞:
m.facebook.com/media/set/?set=a.2842755776009048

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📂 📰 Browse posts regarding ❝Mandatory Global Sexuality Education❞ in the album:
m.facebook.com/media/set/?set=a.2842755776009048

"I let go of worrying about meditation. I just existed and watched."

I meditated with my eyes wide open at a coffee shop overlooking the market. Locals curious about me, I think simply because I sat still for hours. Now in a tuk-tuk I feel a rapport with this city. Something has shifted. This is deeper than any how-to meditation book.

https://whothefami.substack.com/p/meditating-with-my-eyes-wide-open

#PhnomPenh #Cambodia #SoloTravel #Mindfulness #HumanConnection

It's going to be a great festival here in #LuangPrabang #Laos this December — our team is busy whittling down this group of submissions to around 20 features and 50 shorts.

#film #SoutheastAsia #filmfestival #Brunei #Cambodia #Indonesia #Laos #Malaysia #Myanmar #Philippines #Thailand #TimorLeste #Singapore #Vietnam

Cambodia has failed to dismantle much of its online scam industry despite a yearlong crackdown that authorities said would eliminate it, according to an Amnesty International report. https://www.japantimes.co.jp/news/2026/06/08/asia-pacific/crime-legal/cambodia-scam-centers-report/?utm_medium=Social&utm_source=mastodon #asiapacific #crimelegal #southeastasia #cambodia #fraud #organizedcrime #china

The Diplomat
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Mao the anarchist

https://piefed.social/c/tankiejerk/p/2106326/mao-the-anarchist

Give it a decade or two, and tankies will start glazing Pol Pot again just like they do Stalin

https://piefed.social/c/tankiejerk/p/2094122/give-it-a-decade-or-two-and-tankies-will-start-glazing-pol-pot-again-just-like-they-do

#US #Cyberscam #Crackdown May End #Cambodia Honeymoon
"July 8, 2025, #HunSen said in socmedia, “Regarding recent commentary, several Thai authorities, #media outlets, & members of public hv stated tt te #investigation & crackdown on #KokAn is due to his close ties w Hun Sen. Therefore, te Thai court shld also launch an investigation into #Thaksin, since it is widely known tt Thaksin is extremely close to me—so close, in fact, tt he even has a reserved room at my home.”"🧐
https://www.asiasentinel.com/p/usa-cyberscam-crackdown-end-cambodia-honeymoon

#OneHealth Longitudinal Study #Protocol on #Zoonotic and Vector-Borne #Diseases in Battambang province, #Cambodia: An Inter-Sectoral Approach, https://etidiohnew.blogspot.com/2026/03/onehealth-longitudinal-study-protocol.html

It is my opinion that the inhumane authoritarian Czech regime,through the fashion police,kidnapped kids as a revenge for not liking the aesthetic appearance of their home and for the children not being sent to IMO a child concentration camp to be brainwashed by regime propaganda.

"What brought the mother to the situation where she had to sleep in a tent with her children is not clear at this time." - this is IMO an indirect lie and it is very clear to me - it's because of the failure of the Czech state has reached such a level that the territory of Czechia is practically uninhabitable for many people, the health system is failing,psychiatry and social support dysfunctional,food and housing are available only to the rich,it's impossible to live on an ordinary salary so that people inevitably end up in such conditions.

As far as I know,even in the developing dictatorship of the 3rd world,Cambodia,the regime would not kidnap children from their parents because they are poor. In my this is child trafficking committed by the state and this does not happen in Cambodia either. In my opinion,the Czech Republic is a 4th world country.

It is my opinion that instead of providing them with social the Czech regime is abusing them in a gross and very psychologically painful way by kidnapping their children. In my opinion, kidnapping from parents is much worse for children than living in a tent with nicely arranged small pieces of furniture and a clean floor as I see in the photo and they allegedly have not been to the doctor or to school.

I feel

e x t r e m e l y s t r o n g c o n t e m p t

towards the Czech regime when I am seeing this.

https://cnn.iprima.cz/sok-v-praze-straznici-objevili-v-lesiku-stan-zily-v-nem-dve-deti-toto-nasledovalo-506519

#childtrafficking #trafficking #humantrafficking #abduction #childabudction #persecution #regime #authoritarianism #classism #discrimination #brutalregime #workingpoor #poverty #criminalizationofpoverty #czech #czechia #czechrepublic #eu #cambodia
#abuse #stateabuse #homeless #homelessness #classicide

Je to můj názor že nelidský autoritářský český režim prostřednictvím módní policie unesl děti jako pomstu za to že se módní policii nelíbilo estetické ztvárnění jejich příbytku a že děti nebyly posílány do dle mého názoru koncentračního tábora pro děti na vymývání jejich mozků režimní propagandou.

"Co přivedlo matku do situace, kdy musela s dětmi přespávat ve stanu, v tuto chvíli není jasné." - toto je dle mého názoru nepřímá lež a mě je to velmi jasné - je to dané tím že selhání českého státu dosáhlo takové míry, že území Česka je pro spoustu lidí prakticky neobyvatelné, zdravotní systém je selhalý, psychiatrie a sociální podpora nefunkční, potraviny a bydlení dostupné pouze pro boháče, z běžného platu se nedá vyžít a tak lidé nutně končí v takovýchto podmínkách.

Co vím tak ani v rozvojové diktatuře 3. světa Kambodži by režim neunášel rodičům děti proto, že jsou chudí. Toto je dle mého názoru child trafficking páchané státem a ani v Kambodži se toto neděje. Česko je dle mého názoru země 4. světa.

Je to můj názor že místo aby jim český režim poskytl sociální podporu tak je hrubě a velmi psychicky bolestivě zneužívají únosem jejich dětí, únos od rodičů je dle mého názoru pro děti mnohem horší než to, že žijou ve stanu s hezky urovnanými hračkami, malými kusy nábytku a čistou podlahou jak vidím na fotografii a údajně nebyli u doktora nebo ve škole.

Cítím vůči českému režimu

e x t r é m n ě si l n é o p o v r ž e n í

když toto vidím.

https://cnn.iprima.cz/sok-v-praze-straznici-objevili-v-lesiku-stan-zily-v-nem-dve-deti-toto-nasledovalo-506519

#childtrafficking #trafficking #humantrafficking #abduction #childabudction #persecution #regime #authoritarianism #classism #discrimination #brutalregime #workingpoor #poverty #criminalizationofpoverty #czech #czechia #czechrepublic #eu #cambodia #abuse #stateabuse #state #stateperpetratedchildabduction #stateperpetratedchildtrafficking

Congregation of the Holy Spirit

Officially known as: the Congregation of the Holy Spirit under the protection of the Immaculate Heart of the Virgin Mary. Or in Latin: Congregatio Beatissimae Virginis Mariae.

This is a religious congregation for men in the Catholic Church. Members are known as Holy Ghost Fathers. Or in continental Europe, & the Anglosphere, as Spiritans. Members use the postnominals: CSSp. Postnominals are letters placed after a person’s name to signify academic degrees, professional qualifications, awards, military decorations, or honorific titles (like PhD).

The order began in Paris on Pentecost Sunday, 1703. Claude Poullart des Places was a wealthy young lawyer who abandoned his social standing to become a priest. He wanted to form a religious institute for young men who wanted to become priests but were too poor to do so.

Unlike orders that focused on the elite, Claude was moved by the plight of “poor scholars.” HIs vision was a “proletariat” clergy. Priests assignments in hospitals, rural parishes, & overseas missions.

Claude was born on February 26, 1679 in the capital city of Brittany, France: Rennes. Claude was tutored at home before being enrolled at the age of 9-10 as a day student in the nearby Jesuit college of St. Thomas. Thus beginning his lifelong association with the Society of Jesus.

Graduating at 16, Claude studied at the University of Caen, Normandy. Before graduating at 22, with a Licentiate in Law from the Law School of Nantes. A licentiate in law is an individual holding an academic degree or professional certification. This is usually below a doctorate but above a bachelor’s, that authorizes them to practice law.

In 1701, Claude Poullart began his studies for the priesthood, as a boarder at the Jesuit College in Paris. His work grew quickly. The Order developed. However, Claude passed away at 29, or 31 depending on the source, of pleurisy after founding the order.

After the founder’s death, the order became fully organized. In 1765, the South American missions, in colonies such as China, Cambodia, Vietnam, Thailand (Siam), & India under the support of the Paris Foreign missionaries arrived in Senegal, Africa.

Those in France served in various dioceses or alongside the de Montfont missionaries. This was due to the close friendship between Poullart & Louis de Montfont. The Order had trained 1,300 priests in the years leading up to 1792, when the seminary was suppressed by the French Revolution. The French Revolution saw the Spiritans have their property seized & many were executed or exiled to England, Italy, & Switzerland.

After the French Revolution only 1 member remained, James Bertout. He survived a series of hardships like being shipwrecked on his way to his destined mission in French Guiana, enslaved by the Moors, & a short stay in Senegal (where he had been sold to the English).

On his return to France, he reestablished the Order & continued its work. But he found it VERY hard to recover sufficiently from the effects caused by the Revolution.

In 1841/1842, Francis Liberman founded the Society of the Holy Heart of Mary (a.k.a. Society of the Immaculate Heart of Mary) This society is/was dedicated to serve mainly the emancipated black slaves in the French colonies. Particularly in Africa & the Caribbean.

In 1848, the Holy See asked Liberman to merge his relatively new society with the struggling Congregation of the Holy Spirit. Lieberman was made the 1st Superior General of the united groups. This effectively saving the Spiritan name & legacy.

Liberman’s approach to missionary work was revolutionary from the time. He instructed his missionaries not to “Europeanize” the people they served. Besides the missions in Africa, the society started missions in Mauritius, Reunion, & the Rodriguez Islands. In the Western Hemisphere, they had missions in Trinidad, Martinique, Guadeloupe, Haiti, & Amazonia.

The Spiritans arrived in the United States in 1972, fleeing the Kulturkampf (persecution of Catholics) in Germany. They found a home in industrial heartlands, particularly Pittsburgh, Pennsylvania.

The Order is known in the United States for founding Duquesne University in 1878. This university was originally established to provide an education to the kids of poor immigrants working in the steel mills. It grew into a major research institution. The university’s motto (Spiritus est qui vivificat, “It is the Spirit who gives life”) reflects the order’s charism.

By the early 20th century the organization into the following provinces: France, Ireland, Portugal, United States of America, & Germany.

On December 31, 1961, 20 Spiritans: 19 Belgians & 1 Dutch man, were unalived in Kongolo (in what is now the Democratic Republic of the Congo) by government troops during the Katanga Secession Rebellion.

In Rome, on April 24, 1979, Pope John Paul II presided over the beautification ceremony for Jacques-Desire Laval. The 1st member of the Spiritans to be honored.

Today, there are about 3,000 Spiritans serving in over 60 countries. They’re often associated with schools & chaplaincy, & missionary work.

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Fake AFP office found in 70b O'Smach scam center in Cambodia

https://www.news.com.au/travel/travel-updates/photo-from-cambodian-resort-proves-scam-cities-are-after-you/news-story/3460a781e8d8009f98601a3101a5e45e

#OnlineFraud
#scams
#Cambodia

@pmjv Kambodža měla donedávna 40 let premiéra (a dle mého názoru (DMN) diktátora) bývalého důstojníka Rudých Khmérů.

My máme zase prezidenta DMN bývalého komunistu a komunistického vojáka ČSLA.

Rozdíl mezi Kambodžou a Českem ale je v tom, že v Kambodži mi dají termín k zubaři na zítřek a u dermatologa za 7-10 dní, zatímco v Česku jsem musel 2 měsíce obtelefonovávat zkorumpované zubaře co protizákonně odmítali dělat plomby na pojišťovnu, a když jsem potřeboval akutně doplnit mastičky na ekzém aby se mi nezanítil a nedostal jsem sepsi a nezemřel jsem, dermatoložka mi dala termín za 4 měsíce a praktická lékařka mi odmítla napsat nějaké nouzové mastičky a režim je tak DMN totalitní že mi zakazuje koupit si v případě deprivace zdravotní péče páchané státem antibiotikum bez předpisu sám abych pečoval o své zdraví, a já si musel vyvinout vlastní antibiotickou mast ze skořice.

Možnost kritizovat vládu si na zanícený ekzém který hrozí sepsí a smrtí, nenamažu.

Naštěstí umím khmérsky (ខ្ញុំចេះភាសាខ្មែរ), tak můžu bývalému důstojníku Rudých Khmérů navrhnout, že ještě má co se učit, ať tam třeba zakáže lidem si kupovat antibiotika.

Ah, a málem jsem zapomněl dodat: cítím vůči českému režimu

e x t r é m n ě ​ ​ s i l n é ​ ​ o p o v r ž e n í ,

když mám takovou zkušenost.

#corruption #fourthworldcountry #goingdownhill #downhillride #asiaovertakingeurope #westerndecline #collapseofwesterncivilization #westindecline #civilizationcollapse #hypocrisy #czech #czechia #czechrepublic #cambodia #eu #regime #khmerrouge #communist #authoritarianism #contempt #sepsis #eczema #lethal #riskofdeath #deathrisk

The classic Tankie Scale

https://piefed.social/c/tankiejerk/p/1733281/the-classic-tankie-scale

When borders collide with beliefs.
India condemns the demolition of a Lord Vishnu statue near the Thailand–Cambodia border, urging respect for shared heritage amid rising tensions around Preah Vihear.
#LordVishnu #India #Thailand #Cambodia #CulturalHeritage #GlobalNews
https://news24media.org/india-condemns-lord-vishnu-statue-demolition/

#Cambodia - #KampongThom Inspires Artists to Create a #Solarpunk #SoutheastAsia

Nine artists drew inspiration from Kampong Thom during a five-day solarpunk residency, blending #ancestral aesthetics, #Indigenous practices and #GreenTechnologies to create original works that will be showcased in a Clean Energy Week exhibition

Marissa Carruthers, Fri, 03 Oct 2025

“Through a network of connected creative collaborations, artists re-imagined what a solarpunk future in the region could look like, while digging deeper on speculative scenarios of what a holistic version of Cambodia could be, one focused on community, inclusivity, sustainability and a harmonious relationship with the land and its nature.”

Read more:
https://kiripost.com/stories/kampong-thom-inspires-artists-to-create-a-solarpunk-southeast-asia

#SolarPunkSunday #SolarPunkArt #Nature #Inclusivity #Sustinability #ABetterWorld #DreamingTheFuture #ReDreamingSociety

Japan is deploying two officers to Lithuania for demining training in support of Ukraine, marking a key step in its evolving security strategy and the maturation of its defense policy. https://www.japantimes.co.jp/commentary/2025/10/31/japan/japans-demining-deployment/?utm_medium=Social&utm_source=mastodon #commentary #japan #groundselfdefenseforce #ukraine #lithuania #russia #russiaukrainewar #cambodia #poland #jica #defense

Apotheosis

This is also called divinization or deification. It’s from the Latin deificato, meaning “making divine.” This is the glorification of a subject to divine levels & commonly, the treatment of a human being, any other living thing, or an abstract idea in the likeness of a deity.

The original sense of apotheosis relates to religion & is the subject of many works of art. Figuratively “apotheosis” may be used in almost any context for “the deification, glorification, or exaltation of a principle, practice, etc.” So normally attached to an abstraction of some sort.

In religion, apotheosis was a feature of many religions in the ancient world. Some that are active today. It requires a belief that there’s a possibility of newly created God’s, so a polytheistic belief system.

The Abrahamic religions of Christianity, Islam, & Judaism don’t allow this. Though many recognize minor sacred categories such as saints. They’re created by a process called canonization. In Christian theology, there’s a concept of the faithful becoming god-like, called divinization or in Eastern Christianity theosis.

In Hinduism, there’s some range for new deities. A human may be deified by becoming regarded as an avatar of an established deity, usually a major one, or by being regarded as a new, independent deity (usually a minor one), or a mix of the 2.

In art, an apotheosis scene usually shows the subject in the Heavens or rising towards them. They’re often partnered by a number of angels, putti, personifications of virtues, or similar figures.

Especially from Baroque art onwards apotheosis scenes may show rulers, generals, or artists purely as an honorific symbol. In many cases, the “religious” context is classical Greco-Roman pagan religion, like The Apotheosis of Voltaire, which features Apollo. The Apotheosis of Washington (1865) sits high in the dome of the United States of America Capitol Building is another example. Personification of places or abstractions are also shown receiving an apotheosis. The classic composition was suited for artistic placement on ceilings or inside domes.

Before the Hellenistic period, imperial cults were known in ancient Egypt (pharaohs) & Mesopotamia (from Naran-Sin through Hammurabi). In the New Kingdom of Egypt, all deceased pharaohs were deified as the god Osiris, having been identified as Horus while on the throne. They were sometimes referred to as the “son” of other various deities.

The architect Imhotep was defied after his passing away. Though the process seems to have been gradual. This took over 1,000 years, by which time he had become associated with medicine. About a dozen non-royal ancient Egyptians became regarded as deities.

Ancient Greek & Roman religions have many characters who were born as humans but became gods. Like Disney’s Hercules. They’re usually made divine by 1 of the main deities, the 12 Olympians. In the Roman story of Cupid & Psyche, Zeus gave the ambrosia of the gods to the mortal Psyche. This transformed her into a goddess herself.

In the case of the Hellenistic queen Berenice II of Egypt was deified like other rulers of the Ptolemaic dynasty. The court dispersed a myth that her hair, that was cut off to fulfill a vow, had its own apotheosis before becoming the Coma Berenices, a group of stars that still bear her name.

In the Greek world, the 1st leader who granted himself diving honors was Philip II of Macedon. At the wedding to his 6th wife, Philip’s enthroned image was carried in procession among the Olympian gods. Such Hellenistic state leaders might be raised to a status equal to the gods before death, like Alexander the Great, or afterwards, like members of the Ptolemaic dynasty.

A heroic cult status that’s similar to apotheosis was also an honor given to a few reversed artists of the distant past, such as Homer.

Up to the end of the Roman Republic, the god Quirinus was the only 1 the Romans accepted as having undergone apotheosis, for his identification/syncretism with Romulus. Syncretism is the practice of meshing together different beliefs & various schools of thought. Eventually apotheosis in Ancient Rome was a process whereby a deceased ruler was recognized as divine by their successors. This was usually done by a decree of the Senate & popular consent.

The 1st of these cases was the posthumous deification of the last Roman dictator Julius Caesar in 42 BC by his adopted son, the triumvir Caesar Octavian. In addition to showing respect, the present ruler often deified a popular predecessor to legitimize himself & gain popularity himself & gain popularity with the people.

A vote in the Roman Senate, in the later Empire confirming an imperial decree, was the normal official process. But this sometimes followed a period with the unofficial use of deific language or imagery for the individual. This was often done rather discreetly within the imperial circle.

There was then a public ceremony, called a consecratio, including the release of an eagle which flew high. This represents the ascent of the deified person’s soul to Heaven. Imagery featuring the ascent, sometimes using a chariot, was common on coins & in other art.

The largest & most famous example in art in a relief on the base of the Column of Antoninus Pius, showing the emperor & his wife, Faustina the Elder, being carried up by a much larger winged figure, described as representing “Eternity,” as the personifications of “Roma” & the Campus Martius sit below, & eagles fly above. The imperial couple are represented as Jupiter & Juno (or Zeus & Hera).

The historian Dio Cassius, who said he was present, gives a detailed description of the large, & lavish, public consecratio of Perinax, emperor for 3 months in 193, ordered by Septimius Severus.

At the height of the imperial cult during the Roman Empire, sometimes the emperor’s deceased loved ones (heirs, empresses, or lovers) like Hadrian’s Antinous were deified as well.

Deified people were posthumously given the title ‘Divus’ for men & ‘Diva’ for women to their names to signify their divinity. Traditional Roman religion distinguished between a deus (god) & divus (a mortal who became divine or deified), though not consistently. Temple & columns were erected to provide a space for worship.

The imperial cult was mainly popular in the provinces. Especially in the Eastern Empire, where many cultures were well used to deified rulers, & less popular in Rome itself, & among traditionalists & intellectuals.

Some privately, & cautiously, ridiculed the apotheosis of inept & feeble emperors, as in the satire The Pumkinification of (the Divine) Claudius. This is usually attributed to Seneca.

Numerous mortals have been deified into the Taoist pantheon. Examples are Guan Yi, Iron-crutch Li, & Fan Kuai. Song dynasty general Yue Fei was deified during the Ming dynasty. He’s considered by some practitioners to be 1 of the 3 highest-ranking heavenly generals. The Ming dynasty epic Investiture of the Gods deals heavily with deification legends.

In the complicated, & variable, conceptions of deity in Buddhism, the achievement of Buddhahood may be regarded as an achievable goal for the faithful. Many significant deities are considered to have begun as normal people, from Gautama Buddha (the original Buddha & the creator of Buddhism) downwards. Most of these are seen as avatars or re-births of earlier figures.

Some significant Hindu deities, in particular Rama, were also born as humans. He’s seen as an avatar of Vishnu. In more modern times, Swaminarayan is an undoubted & well-documented historical figure, who’s regarded by some Hindus as an avatar of Vishnu, or as being a still more elevated deity. Bharat Mata (Mother India) began as a national personification devised by a group of Bengali intellectuals in the late 19th century. But now it receives some worship.

Various Hindu & Buddhist rulers in the past have been represented as deities, especially after death, from India to Indonesia. Jayavarman VII, King of the Khmer Empire the 1st Buddhist king of Cambodia, had his own features used for the many statues of Buddha/Avalokitevara he erected.

The extreme personality cult instituted by the founder of North Korea, Kim Il-Sung, has been to represent a deification. And continues to this day with the current leader. Even the nation is admittedly atheist.

In Christian theology, instead of the word “apotheosis,” they use the words “deification” or “divinization” or the Greek word “theosis.” Pre-Reformation, & mainstream theology, in both East & West, views Jesus Christ as the preexisting God who undertook mortal existence. Not as a mortal being who attained divinity. A view known as adoptionism. Adoptionism is an early Christian non-Trinitarian doctrine that holds that Jesus was born a mere human being. But Jesus was later adopted by God as His son, usually at Jesus’ baptism or resurrection, rather than being divine from eternity.

It holds that he has made it possible for human beings to be raised to the level of sharing the divine nature as II Peter 1:4 states that he became human to make humans “partakers of the divine nature.”

In John 10:34, Jesus referenced Psalm 82:6 when he stated: “Is it not written in your Law, I have said you are gods?” Other authors stated: “For this is why the Word became man, & the Son of God became the Son of man: so that Man, by entering into communion with the Word & thus receiving divine sonship, might be made God.” Accusations of self deification to some degree may have been placed on heretical such as the Waldensians.

The language of II Peter is taken up by St. Irenaeus, in his famous phrase, “if the Word has been made man, it is so that men may be made gods.” It becomes the standard in Greek theology. In the 14th century, St. Athanasius repeats Irenaeus almost word for word. In the 5th century, St. Cyril of Alexandria says that we shall become sons “by participation” (Greek methexis). Methexis is “group sharing,” where the audience actively participates in the performance.

Deification is the central idea in the spirituality of St. Maximus the Confessor. For whom the doctrine is the result of the Incarnation: “Deification, briefly, is the encompassion & fulfillment of all times and ages.”

The Roman Catholic Church doesn’t use the term “apotheosis” in its theology. This is equivalent to the Greek word theosis are Latin-derived words “divinization” & deification” used in the Latin tradition of the Catholic Church.

The concept has been given less prominence in Western theology than in that of the Eastern Catholic Churches. But is present in the Latin Church’s liturgical prayer.

Despite the theological differences, in the Catholic church art depictions of the Assumption of the Virgin Mary in art & the Ascension of Jesus in Christian art do share many similarities in composition to apotheosis subjects. As there are many images of saints being raised into Heaven.

Anthropolatry is the deification & worship of humans. It was practiced in ancient Japan towards their emperors. Followers of Socinianism were later accused of practicing anthropolatry.

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#1865 #193 #42BC #4thCentury #5thCentury #AbrahamicReligions #Adoptionism #AlexanderTheGreat #Ambrosia #AncientRome #Angels #Anthropolatry #Antinous #Apollo #Apotheosis #AscensionOfJesus #AssumptionOfTheVirginMary #Atheist #Avalokiteshvara #Avatar #Avatars #BaroqueArt #bengali #BereniceIIOfEgypt #BharatMata #Buddha #BuddhaGautama #Buddhahood #Buddhism #CaesarOctavian #Cambodia #CampusMartius #canonization #CatholicChurch #Christianity #ColumnOfAntoninusPius #ComaBerenices #Consecratio #Cupid #Deification #Deity #Deus #DioCassius #Disney #DIva #Divinization #Divus #EasternCatholicChurch #EasternChristianity #EasternEmpire #Egypt #Egyptians #Emperors #FanKuai #FaustinaTheElder #GrecoRoman #Greek #GuanYi #Hadrian #Hammurabi #Heaven #Hellenistic #Hera #Hercules #Hindu #Hinduism #Homer #Horus #IIPeter14 #Imhotep #ImperialCults #India #Indonesia #InvestitureOfTheGods #IronCrutchLi #Islam #Japan #JayavarmanVII #Jesus #John1034 #Judaism #JuliusCaesar #Juno #Jupiter #KhmerEmpire #KimIlSung #Krishna #Late19thCentury #Latin #LatinChurch #Mesopotamia #Methexis #MingDynasty #NaramSin #NewKingdom #NorthKorea #Olympians #Osiris #pagan #Pertinax #Pharaohs #PhilipIIOfMacedon #polytheistic #Psalm826 #Psyche #PtolemaicDynasty #Putti #Rama #Reformation #Roman #RomanCatholicChurch #RomanRepublic #RomanSenate #Romans #Romulus #Saints #Senate #Seneca #SeptimiusSeverus #Socinianism #StAthanasius #StCyrilOfAlexandria #StIrenaeus #StMaximusTheConfessor #Swaminarayan #Syncretism #Taoist #TaoistPantheon #Temple #ThePumpkinificationOfTheDivineClaudius #Theosis #Triumvir #USCapitolBuilding #Vishnu #Waldensians #YueFei #Zeus

The issue is not tt it's new but tt #PRC supplied such nefarious weaponry to a #dictatorship🧐 #CambodiaOpenedFire

More firepower: RCAF boosts defensive capabilities with top-notch armoury
" #Cambodia received one battery of six AR2 MRLs, supported by 2 Wanshan WS2500 rocket transport trucks w cranes, 2 WS2400 rocket reloading & resupply trucks, as well as 1 BeiBen battery command post.. The #AR2MRL, meanwhile, is an #export version of the #PHL03 as used by #China’s #PLA"
https://www.khmertimeskh.com/501085466/more-firepower-rcaf-boosts-defensive-capabilities-with-top-notch-armoury/

#China Selective in #SEAsia #Scam Crackdowns
"China is not evenhanded in combating #online #scamcenters in Southeast #Asia, where many #Chinese victims are tricked or kidnapped into working to cheat Chinese citizens and those of other nations. Chinese #police have recently cracked down hard on #onlinescam centers in #Myanmar, but have been soft on #Cambodia"
#scammer #justice #security #crime #poipet #sihanoukville #truth
https://www.asiasentinel.com/p/china-selective-southeast-asia-scam-crackdowns

Clark Center For Geospatial Analytics’ Role In Our Seafood Sustainability Is Anything But Shrimpy - Decade-Old Aquaculture Project Has Received Over $7.5 Million In Grants From The Moore Foundation
--
https://www.clarku.edu/news/2025/05/08/clark-center-for-geospatial-analytics-tools-help-shrimp-lovers-make-sustainable-choices/ <-- shared technical article
--
[this should not (necessarily) be considered an endorsement of the mentioned organisations]
#GIS #spatial #mapping #shrimp #shrimpfarming #Costco #remotesensing #earthobservation #machinelearning #AI #appliedscience #usecase #sustainability #production #productivity #aquafarming #aquaculture #seafood #mangrove #ecosystems #wetlands #coast #coastal #spatialanalysis #farming #agriculture #Indonesia #Thailand #Cambodia #Vietnam #Burma #Ecuador #SEAsia #SouthAmerica #landchange #landcover #change #university #education #research #appliedresearch

#Cambodia deports 119 Thai #callcentre workers
🤦‍♂️"The #Thais admitted to entering Cambodia illegally to engage in #onlinecrimes, attracted by #highwages, the statement said. They said they were not deceived into joining the organisation and were not being held against their will. None of those arrested have sought assistance from the Thai or Cambodian #governments" #greed #scammers #zerotolerance #corruption #lawenforcement
https://www.bangkokpost.com/thailand/general/2970761/cambodia-deports-119-thai-call-centre-workers

If you haven't seen the #JohnPilger #documentaries about #Cambodia & how the #USgovernment is why #PolPot #KhmerRouge gained & retained power - please watch them.
It's important #geopolitical #history.
It was one of the worst #genocide atrocities in modern human history. Cambodians were #dehumanized like Vietnamese were. Both sovereign nations suffered many years of embargoes by US & their Western allies, along with Cold War pals back then - China. US was still angry & bitter about losing their imperialist invasion in Vietnam & they opted to punish Cambodia, Vietnam & Laos - they are really sore losers.

As you watch these #documentary films - please try to pay attention to how US officials haven't really changed their scripts in decades. They use similar lies/political deflective/avoidance verbal dances to this day. In 2024, they're talking about Arabs like they used to talk about Cambodians, Vietnamese & Laotians - like none of us are human beings. It's just collateral damage when a million or more POC folks, far from Western worlds, are mass murdered for political power games.

Year Zero:
https://watchdocumentaries.com/year-zero-the-silent-death-of-cambodia

Year One:
https://m.youtube.com/watch?v=SkUc5MrZ1JU

Return to Year Zero:
https://m.youtube.com/watch?v=VjZBWtjKzVk

#AsianMastodon #Cambodians #WarSurvivorsForPeace #WarCrimes #FuckTheUSA #USAterrorism #USATerrorists #TootSEA #NeverForget #Genocide #SouthEastAsia #geopolitics #USALies #warmongers #WarCriminals #AmericanAbuses #NeverTrustUSA #USAWarCrimes #SponsoredByUSA #USABullies #Decolonization #educational #USAFundsGenocide

Avian #Influenza #H5N1 - #Cambodia, #WHO D.O.N.: https://www.who.int/emergencies/disease-outbreak-news/item/2024-DON533

On 20 August 2024, WHO was notified by country’s #IHR National Focal Point (NFP) of a laboratory-confirmed case of #human #infection with avian influenza A(H5N1) virus (clade 2.3.2.1c) in a 15-year-old child in Cambodia. This case is one of 10 human cases of influenza A(H5N1) infection reported in Cambodia in 2024. Nasopharyngeal and oropharyngeal swab specimens were collected on 17-8, and patient died on 20 August.

UN and DFINITY Partner on MSME Blockchain Project for Secure Funding https://hackread.com/un-dfinity-partner-msme-blockchain-project/ #PressRelease #Cryptography #UnitedNation #Blockchain #Cambodia #DFINITY #MSME #UN

Tonga among 3 pilot countries to benefit from BRACE

The “Building the Climate Resilience of Children and Communities through the Education Sector” (#BRACE) project aims to construct #ClimateResilient schools, with an initial focus on #Tonga, #Cambodia, and #SouthSudan, as pilot countries, to benefit four million safer schoolchildren, setting a precedent for global collaboration toward a resilient educational future.

https://matangitonga.to/2023/12/06/tonga-among-3-pilot-countries-benefit-brace

#ClimateCrisis #COP28