Crux Sancti Patris Benedicti

Global Warming

“Pagan emptiness and fears about nature have led to hysteric and extreme claims about global warming. In the past, pagans sacrificed animals and even humans in vain attempts to placate capricious and cruel gods. Today they demand a reduction in carbon dioxide emissions.” —George Cardinal Pell

The following documents provide mathematical arguments why hysterical media assertions concerning the end of the world due to “anthropogenic global warming” are no more than hot air.

1. A Fable of Global Warming by Philip Pennance
2. Global Warming I —On the non existence of a global mean surface temperature by Philip Pennance
3. Appendix to Global Warming I — The ordinality of temperature by Philip Pennance
4. Global Warming II—On the non existence of a global mean surface temperature by Philip Pennance
5. Christians blamed for causing the end of the world by global warming. by Philip Pennance
6. More articles on “Warmism” by Philip Pennance

Diálogo Ininteligente

by Philip Pennance

A response to Daniel R. Altschuler’s article

Diseño Ininteligente

Albert Einstein “The bigotry of the nonbeliever is for me nearly as funny as the bigotry of the believer”.

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Prof. Pennance’s Courses

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Philip Pennance’s Blog

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Puerto Rico Matters

Documents related to Puerto Rico.

1. Puerto Rico NAEP Results — by Philip Pennance.
   Instead of examining the real problems, successive governments blame “poor translation” to explain the catastrophic
   results of Puerto Rico students in the National Assessment of Educational Progress
2. Year 2k Puerto Rico Mathematics Standards
   —by Philip Pennance. Analysis of the misleadingly named Estándares de “Excelencia”
   and the aborted 2002 school “reform”.
3. Virus of Constructivism Threatens Puerto Rican Catholic Education — by Philip Pennance.
4. Boring students to death — by Philip Pennance. According to the PR-DOE, nine years of bar charts do not suffice. See why students drop out.
5. Reconceptualization 101
   — by Philip Pennance et al. Documents on the historical and philosophical roots of the current curricular deform at the University of Puerto Rico.
6. CISE—by Philip Pennance. The Story of a Multi-campus “Virtual” Ph.D. at the University
   of Puerto Rico, Río Piedras.
7. Puerto Rico Pro Life Voters Guide 2008— Know who your voting for.
8. Pro Life Issues in Puerto Rico—by Philip Pennance
9. The cost of human eggs – Warning to Puerto Rico students—by Philip Pennance

Mad Scientists

“90 percent of us need to be wiped out by exposure to Ebola or some other deadly virus in order to save the planet.” —Eric Pianka (evolutionary ecologist)

“”Human beings, as a species, have no more value than slugs”.
— John Davis, editor of the journal Earth First.

Scientists and environmentalists are responsible for more deaths than Stalin and Adolf Hitler combined. This section looks at some cases of “scientific genocide”.

1. Green Hands Dipped in Blood: The DDT Genocide
2. Condom Scam – The AIDS Genocide
3. Environmental Evolution
   From Darwin to “Gaia” and Beyond Genocide
4. Overpopulation Scam – El control demográfico
5. Condom Roulette
6. “Brain Death”—The Hoax That Won’t Die

La verdadera libertad no consiste en hacer lo que nos da la gana; consiste en hacer lo que debemos, porque nos da la gana. — San Agustín.

“…the escapism of Communism, an anarchial revolution by which one covers up one’s own need of personal inner spiritual regeneration by revolutionizing everyone else. For by pointing out the wrongs of others, the communist avoids the need of righting himself; by spreading the ideology of class conflict, he creates the illusion that the evil he hates is not within himself, but in the social system.” — Fulton Sheen

I will tell you, Gentlemen, what has been the practical error of the last twenty years, —not to load the memory of the student with a mass of undigested knowledge, but to force upon him so much that he has rejected all. It has been the error of distracting and enfeebling the mind by an unmeaning profusion of subjects; of implying that a smattering in a dozen branches of study is not shallowness, which it really is, but enlargement, which it is not; of considering an
acquaintance with the learned names of things and persons, and the possession of clever duodecimos, and attendance on eloquent lecturers, and membership with scientific institutions, and the sight of the experiments of a platform and the specimens of a museum, that all this was not dissipation of mind, but progress. All things now are to be learned at once, not first one thing, then another, not one well, but many badly. Learning is to be without exertion, without attention, without toil; without grounding, without advance, without finishing. There is to be nothing individual init; and this, forsooth, is the wonder of the age. What the steam engine does with matter, the printing press is to do with mind; it is to act mechanically, and the population is to be passively, almost unconsciously enlightened, by the mere multiplication and dissemination of volumes. Whether it be the school boy, or the school girl, or the youth at college, or the mechanic in the town, or the politician in the senate, all have been the victims in one way or other of this most preposterous and pernicious of delusions. Wise men have lifted up their voices in vain; and at length, lest their own institutions should be outshone and should disappear in the folly of the hour, they have been obliged, as far as they could with a good conscience, to humour a spirit which they could not withstand, and make temporizing concessions at which they could not but inwardly smile. — (John Henry Newman, The Idea of a University, Discourse VI,
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