NYT Op-Ed: AfriSpanics are a great risk to the fake dollars and empire

NYT Op-Ed: AfriSpanics are a great risk to the fake dollars and empire

To: zerhoune@od.nih.gov, SpinLyme@yahoogroups . com ,
kshepard@calea.org, fitzmas@gmail . com , patrick.fitzgerald@usdoj.gov,
modelt1918@sbcglobal . net , jdrazen@nejm.org, letters@courant . com ,
Jgerberding@cdc.gov, lender@courant . com , michael.cole@po.state.ct.us,
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attorney.general@po.state.ct.us, randall.samborn@usdoj.gov
Cc: francam@ucia.gov, dr-ahmadinejad@president.ir,
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sidney_blumenthal@yahoo . com , criminal.division@usdoj.gov,
karla.dobinski@usdoj.gov, christopher.christie@usdoj.gov

Subject: NYT Op-Ed: AfriSpanics are a great risk to the fake dollars
and empire

Date: Apr 25, 2008 6:12 AM

Here, below, we see an educator discuss his fears about the Spanige
and Ebonics
speakers, in terms of their ability to support our lifestyle, as if we
weren't
simultaneous are looking at nuclear oil wars starting with Syria and
Iran perhaps
next month (surely some time between now and December).

First, let us recall that Spanish is a sloppy language, the grammar of
which does
not does not require the dense logic of German, which is the reason
Germany produces
more scientists.

Secondly, Ebonics does not help with using phonics as a tool for
reading. No one
touches this subject among the educators, because, perhaps, the
teachers union can
claim the need for higher salaries to stay in a job teaching in an
Ebonic neighborhood,
as is the case with all incompetent gubbamint employees and their
unions. This
incompetence is deliberate, as we now all know from the Sibel Edmonds-
Israeli Spy
case. (The FBI deliberately did not process work fast enough because
to allow some
catastrophic event to occur, would allow the FBI staff to beg Congress
for more
money and staffing, allowing for the further slowing of their "work.")

Thirdly, I see again these educator morons speaking about Math as if
it is on the
same level of Science, when one cannot actually teach Math without
first teaching
Science. Some students may be lucky enough to acquire the ability to
perform rote
calculations, but doing so may advance through the sciences but have
none of the
ingenuity of a real scientist who thinks like a scientist: in the
visual-spatial
domain.

First teach the physics of everyday life.
Then show how math is a tool (and not a science).


Here, below, the man fears what would happen if all the Afrispanics
continue to
fail to learn science in the current wrong-way manner, without
consideration of
the value of the future unaffordable, after-the-fact (after Great
Depression II/WWIII).
The man offers no actionplan for how we are going to survive as a
nation when the
dollar is a negative number, and Bushie and Rocky are quite hysterical
about running
out of time to convince Canada and Mexico to hand over all their
resources at near-theft
NAFTA prices (recall the Peruvian Gold-for-Caterpillars, or whatever
was that minor,
but well-celebrated-in-Congress rip-off), ... and Cheney and Petraeus-
replacing-Fallon,
and Syria-and-North Korea-and-Iran etc etc all the new hysteria.

We WHITE PEOPLE have known since the 1970s we were in trouble with oil
and dollars.

We WHITIES have known it for a long time, but I guess we were too busy
building
jails for all the DARKIES...
* w w w .actionlyme.org/HOTEL_HALLIBURTON.htm

Granted, the DCF-Rowlandgate National Jails Enterprises (TREA)
included fuel cells,
so the DCF-Rowlandgators, had at least prepared for ENERGY-INDEPENDENT
"string
of pediatric and adult prisons across the country."
* w w w .actionlyme.org/BRAINLESS_BUREACRATS.htm


Give us a break.

White males are hopeless stupid, greedy and incompetent, regardless of
their level
of education. Ignorance is one thing, but stupidity is White Boy
America and GAME
OVER.

Kathleen M. Dickson
* w w w .actionlyme.org
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D
* w w w .nytimes . com /2008/04/25/opinion/25fiske.html?pagewanted=3Dprint

The New York Times
Printer Friendly Format Sponsored By

April 25, 2008
Op-Ed Contributor
A Nation at a Loss
By EDWARD B. FISKE

Durham, N.C.

TOMORROW is the 25th anniversary of =93A Nation at Risk,=94 a remarkable
document that
became a milestone in the history of American education =97 albeit in
ways that its
creators neither planned, anticipated or even wanted.

In August 1981, Education Secretary T. H. Bell created a National
Commission on
Excellence in Education to examine, in the report=92s words, =93the
widespread public
perception that something is seriously remiss in our educational
system.=94 Secretary
Bell=92s expectation, he later said, was that the report would paint a
rosy picture
of American education and correct all those widespread negative
perceptions.

Instead, on April 26, 1983, the commission released a sweeping 65-page
indictment
of the quality of teaching and learning in American primary and
secondary schools
couched in a style of apocalyptic rhetoric rarely found in blue-ribbon
commission
reports.

=93The educational foundations of our society are presently being eroded
by a rising
tide of mediocrity that threatens our very future as a nation and as a
people,=94
it warned. =93If an unfriendly foreign power had attempted to impose on
America the
mediocre educational performance that exists today, we might well have
viewed it
as an act of war.=94

To his credit, Secretary Bell, a moderate Republican who had been
hoping for some
political relief from critics on his right, stood by these unexpected
words from
his commission =97 and thereby became the unwitting father of the modern
school reform
movement.

Secretary Bell=92s boss, President Ronald Reagan, was also taken aback
by =93A Nation
at Risk,=94 although for different reasons. He took office in 1981 with
a three-fold
agenda for education: abolishing the Department of Education,
promoting tuition
tax credits and vouchers and restoring voluntary prayer in the
schools. Using the
bully pulpit and purse of the federal government to promote
=93excellence=94 in teaching
and learning was not on the list.

When members of the White House staff saw an early copy of =93A Nation
at Risk,=94 they
were distressed to find no mention of their political agenda and
threatened to cancel
the ceremony in which the president would receive the first copy.
Secretary Bell
and commission members replied that such topics were at best
tangential to their
assigned topic of excellence in teaching and learning.

Eventually a compromise was reached. The president agreed to receive
the commission
and accept the first copy of =93A Nation at Risk=94 at a White House
ceremony, and he
used his remarks to reaffirm his political objectives =97 none of which
were mentioned
in the report. Several members of the commission later confided that
they left Washington
that day in a depressed mood, convinced that they had been =93used=94 and
were destined
to be ignored.

Then came the biggest twist of all. =93A Nation at Risk=94 resonated with
Americans,
who seemingly agreed that there was indeed something =93seriously
remiss=94 in their
schools. White House pollsters picked this up. The president began
visiting schools
all over the country, usually in the company of Secretary Bell, who
until then,
as head of a department scheduled for elimination, had never seen the
inside of
Air Force One.

The most important legacy of =93A Nation at Risk=94 was to put the quality
of education
on the national political agenda =97 where it has remained ever since.
The last 25
years have seen a succession of projects and movements aimed at
increasing the quality
of American primary and secondary schools: standards-based reform, the
1989 =93education
summit=94 that set six =93national goals=94 for education, the push for
school choice
and, most recently, the No Child Left Behind legislation. Proponents
of each have
taken pains to portray themselves as the heirs of =93A Nation at Risk.=94

The apocalyptic rhetoric of the opening section of =93A Nation at Risk=94
isn=92t the
only element of the report that has had a lasting impact. One of the
main ideas
enshrined in the document =97 that quality of schooling is directly
linked to economic
competitiveness =97 has also shaped the way Americans think about
education. This
particular theory, however, hasn=92t been borne out by history.

In 1983, the causal connection between education and the economy
seemed obvious.
Americans were living in awe of the Japanese =93economic miracle=94 and
assumed that
it was made possible by a school system whose students consistently
routed ours
on all those comparative international achievement tests. But then the
Japanese
economy soured =97 even though it still had the same education system =97
and we began
asking ourselves another question: If American schools are so bad, why
is our economy
doing so well?

With the wisdom of hindsight, it is clear that the link between
educational excellence
and economic security is not as simple as =93A Nation at Risk=94 made it
seem. By the
mid-1980s, policymakers in Japan, South Korea and Singapore were
already beginning
to complain that their educational systems focused too much on rote
learning and
memorization. They continue to envy American schools because they
teach creativity
and the problem-solving skills critical to prospering in the global
economy.

Indeed, a consensus seems to be emerging among educational experts
around the world
that American schools operate within the context of an enabling
environment =97 an
open economy, strong legal and banking systems, an entrepreneurial
culture =97 conducive
to economic progress.

To put it bluntly, American students may not know as much as their
counterparts
around the Pacific Rim, but our society allows them to make better use
of what they
do know. The question now is whether this historic advantage will
suffice at a time
when knowledge of math, science and technology is becoming
increasingly critical.
Maybe we need both the enabling environment and more rigor in these
areas.

But while the theory behind =93A Nation at Risk=94 may no longer hold
(mediocre education
inevitably leads to a weak economy), the report=92s desperate language
may be more
justified than ever, for American education is in turmoil.

Most troubling now are the numbers on educational attainment. One
reason that the
American economy was so dominant throughout the 20th century is that
we provided
more education to more citizens than other industrialized countries.
=93A Nation at
Risk=94 noted with pride that American schools =93now graduate 75 percent
of our young
people from high school.=94

That figure has now dropped to less than 70 percent, and the United
States, which
used to lead the world in sending high school graduates on to higher
education,
has declined to fifth in the proportion of young adults who
participate in higher
education and is 16th out of 27 industrialized countries in the
proportion who complete
college, according to the National Center for Public Policy and Higher
Education.

The striking thing about the performance of American students on
international comparisons
is not that, on average, they are in the middle of the pack =97 which
was also true
in 1983 =97 but that we have a disproportionate share of low-performing
students.
We are failing to provide nearly one-third of our young people with
even the minimal
education required to be functioning citizens and workers in a global
economy.

This is particularly distressing news at a time when the baby boomers
are aging
and a growing proportion of the future work force comes from groups =97
members of
ethnic and racial minorities, students from low-income families,
recent immigrants
=97 that have been ill served by our education system. The challenge
today is to build
access as well as excellence. That=92s the new definition of =93a nation a
risk=94 =97 and
ample reason for a new commission to awaken the nation to the need to
educate all
our young people.

Edward B. Fiske, a former Times education editor, is the author of the
Fiske Guide
to Colleges.

Home

ot alt.support.child-protective-services

On Apr 25, 6:13 am, McSweegan is INSANE
<mcsweegan is ins...@yahoo . com > wrote:
zzzzzzzzzzzzzzzzzzzzzz

THIS REPORT IS ABOUT THE DCF-ROWLANDGATE GANG WHICH IS A CPS

On Apr 25, 6:13 am, McSweegan is INSANE
<mcsweegan_is_ins...@yahoo . com > wrote:
> To: zerho...@od.nih.gov, SpinL...@yahoogroups . com ,
> kshep...@calea.org, fitz...@gmail . com , patrick.fitzger...@usdoj.gov,
> modelt1...@sbcglobal . net , jdra...@nejm.org, lett...@courant . com ,
> Jgerberd...@cdc.gov, len...@courant . com , michael.c...@po.state.ct.us,
> conn...@po.state.ct.us, executive-edi...@nytimes . com , managing-
> edi...@nytimes . com , news-t...@nytimes . com , the-a...@nytimes . com ,
> biz...@nytimes . com , fore...@nytimes . com , me...@nytimes . com ,
> natio...@nytimes . com , dv...@cdc.gov, brigidcalla...@optonline . net ,
> t...@hotmail . com , ubi...@courant . com , m...@concentric . net ,
> campb...@courant . com , jhornber...@fff.org, thomas.car...@usdoj.gov,
> thomas.r...@po.state.ct.us, kur...@washpost . com ,
> georgew...@washpost . com , hor...@courant . com ,
> commissioner....@po.state.ct.us, cohencol...@aol . com ,
> FalNie...@aol . com , bransfi...@comcast . net , vtsh...@comcast . net ,
> o...@po.state.ct.us, d...@davila-dilzer . com ,
> scott.mur...@po.state.ct.us, governor.r...@po.state.ct.us,
> attorney.gene...@po.state.ct.us, randall.samb...@usdoj.gov
> Cc: fran...@ucia.gov, dr-ahmadine...@president.ir,
> eugenerobin...@washpost . com , hor...@courant . com ,
> bmil...@newstimes . com , t...@hotmail . com , rastr...@aol . com ,
> billcurr...@gmail . com , thomas.car...@usdoj.gov, amcgui...@rms-law . com ,
> rjmur...@aol . com , paulcraigrobe...@yahoo . com ,
> sidney_blument...@yahoo . com , criminal.divis...@usdoj.gov,
> karla.dobin...@usdoj.gov, christopher.chris...@usdoj.gov
>
> Subject: NYT Op-Ed: AfriSpanics are a great risk to the fake dollars
> and empire
>
> Date: Apr 25, 2008 6:12 AM
>
> Here, below, we see an educator discuss his fears about the Spanige
> and Ebonics
> speakers, in terms of their ability to support our lifestyle, as if we
> weren't
> simultaneous are looking at nuclear oil wars starting with Syria and
> Iran perhaps
> next month (surely some time between now and December).
>
> First, let us recall that Spanish is a sloppy language, the grammar of
> which does
> not does not require the dense logic of German, which is the reason
> Germany produces
> more scientists.
>
> Secondly, Ebonics does not help with using phonics as a tool for
> reading. No one
> touches this subject among the educators, because, perhaps, the
> teachers union can
> claim the need for higher salaries to stay in a job teaching in an
> Ebonic neighborhood,
> as is the case with all incompetent gubbamint employees and their
> unions. This
> incompetence is deliberate, as we now all know from the Sibel Edmonds-
> Israeli Spy
> case. (The FBI deliberately did not process work fast enough because
> to allow some
> catastrophic event to occur, would allow the FBI staff to beg Congress
> for more
> money and staffing, allowing for the further slowing of their "work.")
>
> Thirdly, I see again these educator morons speaking about Math as if
> it is on the
> same level of Science, when one cannot actually teach Math without
> first teaching
> Science. Some students may be lucky enough to acquire the ability to
> perform rote
> calculations, but doing so may advance through the sciences but have
> none of the
> ingenuity of a real scientist who thinks like a scientist: in the
> visual-spatial
> domain.
>
> First teach the physics of everyday life.
> Then show how math is a tool (and not a science).
>
> Here, below, the man fears what would happen if all the Afrispanics
> continue to
> fail to learn science in the current wrong-way manner, without
> consideration of
> the value of the future unaffordable, after-the-fact (after Great
> Depression II/WWIII).
> The man offers no actionplan for how we are going to survive as a
> nation when the
> dollar is a negative number, and Bushie and Rocky are quite hysterical
> about running
> out of time to convince Canada and Mexico to hand over all their
> resources at near-theft
> NAFTA prices (recall the Peruvian Gold-for-Caterpillars, or whatever
> was that minor,
> but well-celebrated-in-Congress rip-off), ... and Cheney and Petraeus-
> replacing-Fallon,
> and Syria-and-North Korea-and-Iran etc etc all the new hysteria.
>
> We WHITE PEOPLE have known since the 1970s we were in trouble with oil
> and dollars.
>
> We WHITIES have known it for a long time, but I guess we were too busy
> building
> jails for all the DARKIES... * w w w .actionlyme.org/HOTEL_HALLIBURTON.ht=
m
>
> Granted, the DCF-Rowlandgate National Jails Enterprises (TREA)
> included fuel cells,
> so the DCF-Rowlandgators, had at least prepared for ENERGY-INDEPENDENT
> "string
> of pediatric and adult prisons across the country." * w w w .actionlyme.o=
rg/BRAINLESS_BUREACRATS.htm
>
> Give us a break.
>
> White males are hopeless stupid, greedy and incompetent, regardless of
> their level
> of education. Ignorance is one thing, but stupidity is White Boy
> America and GAME
> OVER.
>
> Kathleen M. Dickson * w w w .actionlyme.org
> =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D * w w w .nytimes . com /2008/04/25/opinion/25fiske.html?pagewanted=3Dpr=
int
>
> The New York Times
> Printer Friendly Format Sponsored By
>
> April 25, 2008
> Op-Ed Contributor
> A Nation at a Loss
> By EDWARD B. FISKE
>
> Durham, N.C.
>
> TOMORROW is the 25th anniversary of =93A Nation at Risk,=94 a remarkable
> document that
> became a milestone in the history of American education =97 albeit in
> ways that its
> creators neither planned, anticipated or even wanted.
>
> In August 1981, Education Secretary T. H. Bell created a National
> Commission on
> Excellence in Education to examine, in the report=92s words, =93the
> widespread public
> perception that something is seriously remiss in our educational
> system.=94 Secretary
> Bell=92s expectation, he later said, was that the report would paint a
> rosy picture
> of American education and correct all those widespread negative
> perceptions.
>
> Instead, on April 26, 1983, the commission released a sweeping 65-page
> indictment
> of the quality of teaching and learning in American primary and
> secondary schools
> couched in a style of apocalyptic rhetoric rarely found in blue-ribbon
> commission
> reports.
>
> =93The educational foundations of our society are presently being eroded
> by a rising
> tide of mediocrity that threatens our very future as a nation and as a
> people,=94
> it warned. =93If an unfriendly foreign power had attempted to impose on
> America the
> mediocre educational performance that exists today, we might well have
> viewed it
> as an act of war.=94
>
> To his credit, Secretary Bell, a moderate Republican who had been
> hoping for some
> political relief from critics on his right, stood by these unexpected
> words from
> his commission =97 and thereby became the unwitting father of the modern
> school reform
> movement.
>
> Secretary Bell=92s boss, President Ronald Reagan, was also taken aback
> by =93A Nation
> at Risk,=94 although for different reasons. He took office in 1981 with
> a three-fold
> agenda for education: abolishing the Department of Education,
> promoting tuition
> tax credits and vouchers and restoring voluntary prayer in the
> schools. Using the
> bully pulpit and purse of the federal government to promote
> =93excellence=94 in teaching
> and learning was not on the list.
>
> When members of the White House staff saw an early copy of =93A Nation
> at Risk,=94 they
> were distressed to find no mention of their political agenda and
> threatened to cancel
> the ceremony in which the president would receive the first copy.
> Secretary Bell
> and commission members replied that such topics were at best
> tangential to their
> assigned topic of excellence in teaching and learning.
>
> Eventually a compromise was reached. The president agreed to receive
> the commission
> and accept the first copy of =93A Nation at Risk=94 at a White House
> ceremony, and he
> used his remarks to reaffirm his political objectives =97 none of which
> were mentioned
> in the report. Several members of the commission later confided that
> they left Washington
> that day in a depressed mood, convinced that they had been =93used=94 and
> were destined
> to be ignored.
>
> Then came the biggest twist of all. =93A Nation at Risk=94 resonated with
> Americans,
> who seemingly agreed that there was indeed something =93seriously
> remiss=94 in their
> schools. White House pollsters picked this up. The president began
> visiting schools
> all over the country, usually in the company of Secretary Bell, who
> until then,
> as head of a department scheduled for elimination, had never seen the
> inside of
> Air Force One.
>
> The most important legacy of =93A Nation at Risk=94 was to put the quality=

> of education
> on the national political agenda =97 where it has remained ever since.
> The last 25
> years have seen a succession of projects and movements aimed at
> increasing the quality
> of American primary and secondary schools: standards-based reform, the
> 1989 =93education
> summit=94 that set six =93national goals=94 for education, the push for
> school choice
> and, most recently, the No Child Left Behind legislation. Proponents
> of each have
> taken pains to portray themselves as the heirs of =93A Nation at Risk.=94
>
> The apocalyptic rhetoric of the opening section of =93A Nation at Risk=94
> isn=92t the
> only element of the report that has had a lasting impact. One of the
> main ideas
> enshrined in the document =97 that quality of schooling is directly
> linked to economic
> competitiveness =97 has also shaped the way Americans think about
> education. This
> particular theory, however, hasn=92t been borne out by history.
>
> In 1983, the causal connection between education and the economy
> seemed obvious.
> Americans were living in awe of the Japanese =93economic miracle=94 and
> assumed that
> it was made possible by a school system whose students consistently
> routed ours
> on all those comparative international achievement tests. But then the
> Japanese
> economy soured =97 even though it still had the same education system =97
> and we began
> asking ourselves another question: If American schools are so bad, why
> is our economy
> doing so well?
>
> With the wisdom of hindsight, it is clear that the link between
> educational excellence
> and economic security is not as simple as =93A Nation at Risk=94 made it
> seem. By the
> mid-1980s, policymakers in Japan, South Korea and Singapore were
> already beginning
> to complain that their educational systems focused too much on rote
> learning ...
>
> read more =BB

Re: THIS REPORT IS ABOUT THE DCF-ROWLANDGATE GANG WHICH IS A CPS TOPIC... no it's not.

On Apr 25, 6:34 am, McSweegan is INSANE
<mcsweegan is ins...@yahoo . com > wrote:
zzzzzzzzzzzzzzzzzzz

Re: NYT Op-Ed: AfriSpanics are a great risk to the fake dollars and empire

On Apr 25, 6:13 am, McSweegan is INSANE
<mcsweegan_is_ins...@yahoo . com > wrote:
> To: zerho...@od.nih.gov, SpinL...@yahoogroups . com ,
> kshep...@calea.org, fitz...@gmail . com , patrick.fitzger...@usdoj.gov,
> modelt1...@sbcglobal . net , jdra...@nejm.org, lett...@courant . com ,
> Jgerberd...@cdc.gov, len...@courant . com , michael.c...@po.state.ct.us,
> conn...@po.state.ct.us, executive-edi...@nytimes . com , managing-
> edi...@nytimes . com , news-t...@nytimes . com , the-a...@nytimes . com ,
> biz...@nytimes . com , fore...@nytimes . com , me...@nytimes . com ,
> natio...@nytimes . com , dv...@cdc.gov, brigidcalla...@optonline . net ,
> t...@hotmail . com , ubi...@courant . com , m...@concentric . net ,
> campb...@courant . com , jhornber...@fff.org, thomas.car...@usdoj.gov,
> thomas.r...@po.state.ct.us, kur...@washpost . com ,
> georgew...@washpost . com , hor...@courant . com ,
> commissioner....@po.state.ct.us, cohencol...@aol . com ,
> FalNie...@aol . com , bransfi...@comcast . net , vtsh...@comcast . net ,
> o...@po.state.ct.us, d...@davila-dilzer . com ,
> scott.mur...@po.state.ct.us, governor.r...@po.state.ct.us,
> attorney.gene...@po.state.ct.us, randall.samb...@usdoj.gov
> Cc: fran...@ucia.gov, dr-ahmadine...@president.ir,
> eugenerobin...@washpost . com , hor...@courant . com ,
> bmil...@newstimes . com , t...@hotmail . com , rastr...@aol . com ,
> billcurr...@gmail . com , thomas.car...@usdoj.gov, amcgui...@rms-law . com ,
> rjmur...@aol . com , paulcraigrobe...@yahoo . com ,
> sidney_blument...@yahoo . com , criminal.divis...@usdoj.gov,
> karla.dobin...@usdoj.gov, christopher.chris...@usdoj.gov
>
> Subject: NYT Op-Ed: AfriSpanics are a great risk to the fake dollars
> and empire
>
> Date: Apr 25, 2008 6:12 AM
>
> Here, below, we see an educator discuss his fears about the Spanige
> and Ebonics
> speakers, in terms of their ability to support our lifestyle, as if we
> weren't
> simultaneous are looking at nuclear oil wars starting with Syria and
> Iran perhaps
> next month (surely some time between now and December).
>
> First, let us recall that Spanish is a sloppy language, the grammar of
> which does
> not does not require the dense logic of German, which is the reason
> Germany produces
> more scientists.
>
> Secondly, Ebonics does not help with using phonics as a tool for
> reading. No one
> touches this subject among the educators, because, perhaps, the
> teachers union can
> claim the need for higher salaries to stay in a job teaching in an
> Ebonic neighborhood,
> as is the case with all incompetent gubbamint employees and their
> unions. This
> incompetence is deliberate, as we now all know from the Sibel Edmonds-
> Israeli Spy
> case. (The FBI deliberately did not process work fast enough because
> to allow some
> catastrophic event to occur, would allow the FBI staff to beg Congress
> for more
> money and staffing, allowing for the further slowing of their "work.")
>
> Thirdly, I see again these educator morons speaking about Math as if
> it is on the
> same level of Science, when one cannot actually teach Math without
> first teaching
> Science. Some students may be lucky enough to acquire the ability to
> perform rote
> calculations, but doing so may advance through the sciences but have
> none of the
> ingenuity of a real scientist who thinks like a scientist: in the
> visual-spatial
> domain.
>
> First teach the physics of everyday life.
> Then show how math is a tool (and not a science).
>
> Here, below, the man fears what would happen if all the Afrispanics
> continue to
> fail to learn science in the current wrong-way manner, without
> consideration of
> the value of the future unaffordable, after-the-fact (after Great
> Depression II/WWIII).
> The man offers no actionplan for how we are going to survive as a
> nation when the
> dollar is a negative number, and Bushie and Rocky are quite hysterical
> about running
> out of time to convince Canada and Mexico to hand over all their
> resources at near-theft
> NAFTA prices (recall the Peruvian Gold-for-Caterpillars, or whatever
> was that minor,
> but well-celebrated-in-Congress rip-off), ... and Cheney and Petraeus-
> replacing-Fallon,
> and Syria-and-North Korea-and-Iran etc etc all the new hysteria.
>
> We WHITE PEOPLE have known since the 1970s we were in trouble with oil
> and dollars.
>
> We WHITIES have known it for a long time, but I guess we were too busy
> building
> jails for all the DARKIES... * w w w .actionlyme.org/HOTEL_HALLIBURTON.ht=
m
>
> Granted, the DCF-Rowlandgate National Jails Enterprises (TREA)
> included fuel cells,
> so the DCF-Rowlandgators, had at least prepared for ENERGY-INDEPENDENT
> "string
> of pediatric and adult prisons across the country." * w w w .actionlyme.o=
rg/BRAINLESS_BUREACRATS.htm
>
> Give us a break.
>
> White males are hopeless stupid, greedy and incompetent, regardless of
> their level
> of education. Ignorance is one thing, but stupidity is White Boy
> America and GAME
> OVER.
>
> Kathleen M. Dickson * w w w .actionlyme.org
> =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D * w w w .nytimes . com /2008/04/25/opinion/25fiske.html?pagewanted=3Dpr=
int
>
> The New York Times
> Printer Friendly Format Sponsored By
>
> April 25, 2008
> Op-Ed Contributor
> A Nation at a Loss
> By EDWARD B. FISKE
>
> Durham, N.C.
>
> TOMORROW is the 25th anniversary of =93A Nation at Risk,=94 a remarkable
> document that
> became a milestone in the history of American education =97 albeit in
> ways that its
> creators neither planned, anticipated or even wanted.
>
> In August 1981, Education Secretary T. H. Bell created a National
> Commission on
> Excellence in Education to examine, in the report=92s words, =93the
> widespread public
> perception that something is seriously remiss in our educational
> system.=94 Secretary
> Bell=92s expectation, he later said, was that the report would paint a
> rosy picture
> of American education and correct all those widespread negative
> perceptions.
>
> Instead, on April 26, 1983, the commission released a sweeping 65-page
> indictment
> of the quality of teaching and learning in American primary and
> secondary schools
> couched in a style of apocalyptic rhetoric rarely found in blue-ribbon
> commission
> reports.
>
> =93The educational foundations of our society are presently being eroded
> by a rising
> tide of mediocrity that threatens our very future as a nation and as a
> people,=94
> it warned. =93If an unfriendly foreign power had attempted to impose on
> America the
> mediocre educational performance that exists today, we might well have
> viewed it
> as an act of war.=94
>
> To his credit, Secretary Bell, a moderate Republican who had been
> hoping for some
> political relief from critics on his right, stood by these unexpected
> words from
> his commission =97 and thereby became the unwitting father of the modern
> school reform
> movement.
>
> Secretary Bell=92s boss, President Ronald Reagan, was also taken aback
> by =93A Nation
> at Risk,=94 although for different reasons. He took office in 1981 with
> a three-fold
> agenda for education: abolishing the Department of Education,
> promoting tuition
> tax credits and vouchers and restoring voluntary prayer in the
> schools. Using the
> bully pulpit and purse of the federal government to promote
> =93excellence=94 in teaching
> and learning was not on the list.
>
> When members of the White House staff saw an early copy of =93A Nation
> at Risk,=94 they
> were distressed to find no mention of their political agenda and
> threatened to cancel
> the ceremony in which the president would receive the first copy.
> Secretary Bell
> and commission members replied that such topics were at best
> tangential to their
> assigned topic of excellence in teaching and learning.
>
> Eventually a compromise was reached. The president agreed to receive
> the commission
> and accept the first copy of =93A Nation at Risk=94 at a White House
> ceremony, and he
> used his remarks to reaffirm his political objectives =97 none of which
> were mentioned
> in the report. Several members of the commission later confided that
> they left Washington
> that day in a depressed mood, convinced that they had been =93used=94 and
> were destined
> to be ignored.
>
> Then came the biggest twist of all. =93A Nation at Risk=94 resonated with
> Americans,
> who seemingly agreed that there was indeed something =93seriously
> remiss=94 in their
> schools. White House pollsters picked this up. The president began
> visiting schools
> all over the country, usually in the company of Secretary Bell, who
> until then,
> as head of a department scheduled for elimination, had never seen the
> inside of
> Air Force One.
>
> The most important legacy of =93A Nation at Risk=94 was to put the quality=

> of education
> on the national political agenda =97 where it has remained ever since.
> The last 25
> years have seen a succession of projects and movements aimed at
> increasing the quality
> of American primary and secondary schools: standards-based reform, the
> 1989 =93education
> summit=94 that set six =93national goals=94 for education, the push for
> school choice
> and, most recently, the No Child Left Behind legislation. Proponents
> of each have
> taken pains to portray themselves as the heirs of =93A Nation at Risk.=94
>
> The apocalyptic rhetoric of the opening section of =93A Nation at Risk=94
> isn=92t the
> only element of the report that has had a lasting impact. One of the
> main ideas
> enshrined in the document =97 that quality of schooling is directly
> linked to economic
> competitiveness =97 has also shaped the way Americans think about
> education. This
> particular theory, however, hasn=92t been borne out by history.
>
> In 1983, the causal connection between education and the economy
> seemed obvious.
> Americans were living in awe of the Japanese =93economic miracle=94 and
> assumed that
> it was made possible by a school system whose students consistently
> routed ours
> on all those comparative international achievement tests. But then the
> Japanese
> economy soured =97 even though it still had the same education system =97
> and we began
> asking ourselves another question: If American schools are so bad, why
> is our economy
> doing so well?
>
> With the wisdom of hindsight, it is clear that the link between
> educational excellence
> and economic security is not as simple as =93A Nation at Risk=94 made it
> seem. By the
> mid-1980s, policymakers in Japan, South Korea and Singapore were
> already beginning
> to complain that their educational systems focused too much on rote
> learning ...
>
> read more =BB

ot alt.support.child-protective-services

On Apr 25, 7:07 am, McSweegan is INSANE
<mcsweegan is ins...@yahoo . com > wrote:
zzzzzzzzzzzzzzzzzzzzzzzzzzz

Re: NYT Op-Ed: AfriSpanics are a great risk to the fake dollars and empire

On Apr 25, 6:13 am, McSweegan is INSANE
<mcsweegan_is_ins...@yahoo . com > wrote:
> To: zerho...@od.nih.gov, SpinL...@yahoogroups . com ,
> kshep...@calea.org, fitz...@gmail . com , patrick.fitzger...@usdoj.gov,
> modelt1...@sbcglobal . net , jdra...@nejm.org, lett...@courant . com ,
> Jgerberd...@cdc.gov, len...@courant . com , michael.c...@po.state.ct.us,
> conn...@po.state.ct.us, executive-edi...@nytimes . com , managing-
> edi...@nytimes . com , news-t...@nytimes . com , the-a...@nytimes . com ,
> biz...@nytimes . com , fore...@nytimes . com , me...@nytimes . com ,
> natio...@nytimes . com , dv...@cdc.gov, brigidcalla...@optonline . net ,
> t...@hotmail . com , ubi...@courant . com , m...@concentric . net ,
> campb...@courant . com , jhornber...@fff.org, thomas.car...@usdoj.gov,
> thomas.r...@po.state.ct.us, kur...@washpost . com ,
> georgew...@washpost . com , hor...@courant . com ,
> commissioner....@po.state.ct.us, cohencol...@aol . com ,
> FalNie...@aol . com , bransfi...@comcast . net , vtsh...@comcast . net ,
> o...@po.state.ct.us, d...@davila-dilzer . com ,
> scott.mur...@po.state.ct.us, governor.r...@po.state.ct.us,
> attorney.gene...@po.state.ct.us, randall.samb...@usdoj.gov
> Cc: fran...@ucia.gov, dr-ahmadine...@president.ir,
> eugenerobin...@washpost . com , hor...@courant . com ,
> bmil...@newstimes . com , t...@hotmail . com , rastr...@aol . com ,
> billcurr...@gmail . com , thomas.car...@usdoj.gov, amcgui...@rms-law . com ,
> rjmur...@aol . com , paulcraigrobe...@yahoo . com ,
> sidney_blument...@yahoo . com , criminal.divis...@usdoj.gov,
> karla.dobin...@usdoj.gov, christopher.chris...@usdoj.gov
>
> Subject: NYT Op-Ed: AfriSpanics are a great risk to the fake dollars
> and empire
>
> Date: Apr 25, 2008 6:12 AM
>
> Here, below, we see an educator discuss his fears about the Spanige
> and Ebonics
> speakers, in terms of their ability to support our lifestyle, as if we
> weren't
> simultaneous are looking at nuclear oil wars starting with Syria and
> Iran perhaps
> next month (surely some time between now and December).
>
> First, let us recall that Spanish is a sloppy language, the grammar of
> which does
> not does not require the dense logic of German, which is the reason
> Germany produces
> more scientists.
>
> Secondly, Ebonics does not help with using phonics as a tool for
> reading. No one
> touches this subject among the educators, because, perhaps, the
> teachers union can
> claim the need for higher salaries to stay in a job teaching in an
> Ebonic neighborhood,
> as is the case with all incompetent gubbamint employees and their
> unions. This
> incompetence is deliberate, as we now all know from the Sibel Edmonds-
> Israeli Spy
> case. (The FBI deliberately did not process work fast enough because
> to allow some
> catastrophic event to occur, would allow the FBI staff to beg Congress
> for more
> money and staffing, allowing for the further slowing of their "work.")
>
> Thirdly, I see again these educator morons speaking about Math as if
> it is on the
> same level of Science, when one cannot actually teach Math without
> first teaching
> Science. Some students may be lucky enough to acquire the ability to
> perform rote
> calculations, but doing so may advance through the sciences but have
> none of the
> ingenuity of a real scientist who thinks like a scientist: in the
> visual-spatial
> domain.
>
> First teach the physics of everyday life.
> Then show how math is a tool (and not a science).
>
> Here, below, the man fears what would happen if all the Afrispanics
> continue to
> fail to learn science in the current wrong-way manner, without
> consideration of
> the value of the future unaffordable, after-the-fact (after Great
> Depression II/WWIII).
> The man offers no actionplan for how we are going to survive as a
> nation when the
> dollar is a negative number, and Bushie and Rocky are quite hysterical
> about running
> out of time to convince Canada and Mexico to hand over all their
> resources at near-theft
> NAFTA prices (recall the Peruvian Gold-for-Caterpillars, or whatever
> was that minor,
> but well-celebrated-in-Congress rip-off), ... and Cheney and Petraeus-
> replacing-Fallon,
> and Syria-and-North Korea-and-Iran etc etc all the new hysteria.
>
> We WHITE PEOPLE have known since the 1970s we were in trouble with oil
> and dollars.
>
> We WHITIES have known it for a long time, but I guess we were too busy
> building
> jails for all the DARKIES... * w w w .actionlyme.org/HOTEL_HALLIBURTON.ht=
m
>
> Granted, the DCF-Rowlandgate National Jails Enterprises (TREA)
> included fuel cells,
> so the DCF-Rowlandgators, had at least prepared for ENERGY-INDEPENDENT
> "string
> of pediatric and adult prisons across the country." * w w w .actionlyme.o=
rg/BRAINLESS_BUREACRATS.htm
>
> Give us a break.
>
> White males are hopeless stupid, greedy and incompetent, regardless of
> their level
> of education. Ignorance is one thing, but stupidity is White Boy
> America and GAME
> OVER.
>
> Kathleen M. Dickson * w w w .actionlyme.org
> =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
=3D=3D * w w w .nytimes . com /2008/04/25/opinion/25fiske.html?pagewanted=3Dpr=
int
>
> The New York Times
> Printer Friendly Format Sponsored By
>
> April 25, 2008
> Op-Ed Contributor
> A Nation at a Loss
> By EDWARD B. FISKE
>
> Durham, N.C.
>
> TOMORROW is the 25th anniversary of =93A Nation at Risk,=94 a remarkable
> document that
> became a milestone in the history of American education =97 albeit in
> ways that its
> creators neither planned, anticipated or even wanted.
>
> In August 1981, Education Secretary T. H. Bell created a National
> Commission on
> Excellence in Education to examine, in the report=92s words, =93the
> widespread public
> perception that something is seriously remiss in our educational
> system.=94 Secretary
> Bell=92s expectation, he later said, was that the report would paint a
> rosy picture
> of American education and correct all those widespread negative
> perceptions.
>
> Instead, on April 26, 1983, the commission released a sweeping 65-page
> indictment
> of the quality of teaching and learning in American primary and
> secondary schools
> couched in a style of apocalyptic rhetoric rarely found in blue-ribbon
> commission
> reports.
>
> =93The educational foundations of our society are presently being eroded
> by a rising
> tide of mediocrity that threatens our very future as a nation and as a
> people,=94
> it warned. =93If an unfriendly foreign power had attempted to impose on
> America the
> mediocre educational performance that exists today, we might well have
> viewed it
> as an act of war.=94
>
> To his credit, Secretary Bell, a moderate Republican who had been
> hoping for some
> political relief from critics on his right, stood by these unexpected
> words from
> his commission =97 and thereby became the unwitting father of the modern
> school reform
> movement.
>
> Secretary Bell=92s boss, President Ronald Reagan, was also taken aback
> by =93A Nation
> at Risk,=94 although for different reasons. He took office in 1981 with
> a three-fold
> agenda for education: abolishing the Department of Education,
> promoting tuition
> tax credits and vouchers and restoring voluntary prayer in the
> schools. Using the
> bully pulpit and purse of the federal government to promote
> =93excellence=94 in teaching
> and learning was not on the list.
>
> When members of the White House staff saw an early copy of =93A Nation
> at Risk,=94 they
> were distressed to find no mention of their political agenda and
> threatened to cancel
> the ceremony in which the president would receive the first copy.
> Secretary Bell
> and commission members replied that such topics were at best
> tangential to their
> assigned topic of excellence in teaching and learning.
>
> Eventually a compromise was reached. The president agreed to receive
> the commission
> and accept the first copy of =93A Nation at Risk=94 at a White House
> ceremony, and he
> used his remarks to reaffirm his political objectives =97 none of which
> were mentioned
> in the report. Several members of the commission later confided that
> they left Washington
> that day in a depressed mood, convinced that they had been =93used=94 and
> were destined
> to be ignored.
>
> Then came the biggest twist of all. =93A Nation at Risk=94 resonated with
> Americans,
> who seemingly agreed that there was indeed something =93seriously
> remiss=94 in their
> schools. White House pollsters picked this up. The president began
> visiting schools
> all over the country, usually in the company of Secretary Bell, who
> until then,
> as head of a department scheduled for elimination, had never seen the
> inside of
> Air Force One.
>
> The most important legacy of =93A Nation at Risk=94 was to put the quality=

> of education
> on the national political agenda =97 where it has remained ever since.
> The last 25
> years have seen a succession of projects and movements aimed at
> increasing the quality
> of American primary and secondary schools: standards-based reform, the
> 1989 =93education
> summit=94 that set six =93national goals=94 for education, the push for
> school choice
> and, most recently, the No Child Left Behind legislation. Proponents
> of each have
> taken pains to portray themselves as the heirs of =93A Nation at Risk.=94
>
> The apocalyptic rhetoric of the opening section of =93A Nation at Risk=94
> isn=92t the
> only element of the report that has had a lasting impact. One of the
> main ideas
> enshrined in the document =97 that quality of schooling is directly
> linked to economic
> competitiveness =97 has also shaped the way Americans think about
> education. This
> particular theory, however, hasn=92t been borne out by history.
>
> In 1983, the causal connection between education and the economy
> seemed obvious.
> Americans were living in awe of the Japanese =93economic miracle=94 and
> assumed that
> it was made possible by a school system whose students consistently
> routed ours
> on all those comparative international achievement tests. But then the
> Japanese
> economy soured =97 even though it still had the same education system =97
> and we began
> asking ourselves another question: If American schools are so bad, why
> is our economy
> doing so well?
>
> With the wisdom of hindsight, it is clear that the link between
> educational excellence
> and economic security is not as simple as =93A Nation at Risk=94 made it
> seem. By the
> mid-1980s, policymakers in Japan, South Korea and Singapore were
> already beginning
> to complain that their educational systems focused too much on rote
> learning ...
>
> read more =BB

ot alt.support.child-protective-services

On Apr 25, 9:08 am, McSweegan is INSANE
<mcsweegan is ins...@yahoo . com > wrote:
zzzzzzzzzzzzzzzzzzzzz