 |
"Genius does not fit in the boxes of a government
designed chart."
- Norma Pierson
"We need an educated public that can overcome
the special interests
that have left our country ungovernable." -
Pete Snetsinger
"Men and women must be educated, in a great
degree,
by the opinions and manners of the
society they live in." - Mary Wollstonecraft
"The imperative of the last 20 years to round up
every warm body and send it to college, then to the cubicle, was tied to a
vision of the future in which we somehow take leave of material
reality and glide about in a pure information economy." - Matthew B.
Crawford
"An educated
population wouldn't fall for that trite nonsense of "they hate us
because of our freedoms." - Douglas L.
Hall
"The best way to build human
capital is through education - both elementary and secondary as
well as higher education that is truly world class." - Jeffery Pfeffer*
"School is an instrument of
alienation. It alienates children from their families, not only by removing them physically but by
replacing and professionalizing a traditionally important sphere of
interaction: education. It alienates children from communities, segregating
them by age, inducing competition among
them, isolating them from adult life, and feeding them
a curriculum determined by distant experts. It alienates children from
nature and the outdoors simply by keeping them inside
all day. Most importantly, school alienates children from themselves: their own
natural curiosity, inner motivation, self-reliance, and
self-confidence.
Like a child moving through his lessons at school,
making his way through the prescribed body of information that constitutes an
"education," like a bunch of confused six-year-olds trying to follow the
instructions of their t-ball coach, so do we move through modern
life. We go through the steps of a life prepared for us by others, a life that is not our own. As the final step in the
conversion of the whole world into money, we
are selling off our very lives." -
Charles
Eisenstein
"Every public
school is at the mercy of the Department of Health, Education and Welfare
(which Nelson Rockefeller*
created and ran under
Dwight D. Eisenhower)." - Gary
Allen
The profession of teaching.
The
act or process of
educating.
The result
of good upbringing.
Activities that impart
knowledge.
An instructive or
enlightening experience.
The gradual process of acquiring
knowledge.
Knowledge acquired by
learning and instruction.
The
act or process of
educating or being
educated.
A program
of instruction of a specified category or level.
The
knowledge or skill
obtained or developed by a
learning process.
The field of
study that is concerned with the pedagogy of
teaching and
learning.
The federal department
that administers all federal programs dealing with
education.
The act
or process of training by a prescribed or customary course of study or
discipline.
The result of
educating, as determined by
the knowledge skill, or
discipline of character,
acquired.
Nearly all hackers past their teens are either college degreed
or self educated to an equivalent
level. The self-taught
hacker is often considered (at least by
other hackers) to be better
motivated, and may be more
respected, than his
school shaped counterpart. Academic areas
from which humans often gravitate into hackerdom
include (besides the obvious computer
science and electrical engineering)
physics,
mathematics,
linguistics, and
philosophy.
Even though more
Americans are getting college degrees than they
were a decade ago skills in reading and
analyzing data have dropped precipitously. 1 in 20 Americans are not literate
and 29% of the population
has only basic reading and computational
skills.
"Our
teachers are not failing our
schools. We are tired of being the brunt
of all the criticism aimed at the education system. Treat us with the financial, and
societal respect afforded to
prison guards, spend on schools
what we spend on incarceration, and perhaps we won't need so many
prisons." - Joan Kramer
"The huge number of
generations that humans spent hunting and
gathering holds clues to the origin of our instinctive behaviors, likes, and dislikes. By
examining the early environment in which
humans lived and evolved for we should find
clues to the selection for adaptive behavior and the elimination of
maladaptive behavior, which have
left an imprint that we still bear today.
Although we have cautioned
against believing all adaptations to be
perfect, or all traits to be optimal, some
human mental abilities are the results of
adaptation to primitive circumstances. The enormous periods of
time during which our ancestors were foragers and
hunter-gatherers are likely to have been formative for our
species.
To regard each
human mind as a
blank slate that is informed by learning
only after its birth has been found woefully
inadequate to explain the
development of human language.
Genetic
pre-programming by natural selection endows
us with human
linguistic abilities. Those in
possession of such abilities, even in
a more primitive form, had a clear survival advantage over those that did not:
linguistic ability is adaptive.
Whenever we find widely shared
human features and
behaviors - especially those of
great complexity - it behooves us to look
for a possible adaptive explanation. In
practice, it is the differences in behavior between one person, or group, and
another that seem most easily
attributable to learning." -
John D. Barrow
"We arrive
hard-wired with a few survival abilities,
but the rest of our information comes from others, starting with our parents.
What children learn in their first five years is the basis of most people's
attitudes. Few break out of the
prison of that early learning. This is
not a secret to psychologists,
dictators, religious leaders and
those who wish to have their children accept their values, be they good or
bad." - George Croly
The National Science Teacher's Association was
offered 50,000 copies on DVD of "An Inconvenient Truth" by Paramount. The group
decided to decline the offer due to the fact that it might offend
ExxonMobil, who had given it $6 million
since 1996, and the American Petroleum
Insitute.
education and social
changeThe American Council on Education was founded in 1918- to
coordinate the services which educational institutions and organizations could
contribute to the Government in the national crisis brought about by World War
I.
Starting with 14 constituent or founding organizations this
formidable and influential agency has steadily expanded until today its
membership is reported to consist of 79 constituent members (national and
regional educational associations) ; 64 associate members (national
organizations in fields related to education) ; 954 institutional members
(universities, colleges, selected private school systems, educational
departments of industrial concerns, voluntary associations of colleges and
universities within the States, large public libraries, etc.) .
The
National Education Association was established in 1857 to elevate character
advance the interests of the teaching profession, and to promote the cause of
popular education in the United States . Broadly speaking, this powerful entity
concentrates on primary and secondary schools. Its membership is reported to
consist of 520,000 individuals who include, in addition to teachers,
superintendents, school administrators, and school secretaries . The National
Education Association boasts that it is the only organization that represents
or has the possiblity of representing the great body of teachers in the United
States thus inferring a monopolistic aim .
The League for Industrial
Democracy came into being in 1950, when it was known as the Intercollegiate
Socialist Society, for the purpose of awakening the intellectuals of this
country to the ideas and benefits of socialism. This organization might be
compared to the Fabian Society in England, which was established in 1884 to
spread socialism by peaceful means.
The Progressive Education
Association was established around 1890. Since then it has been active in
introducing radical ideas to education which are now being questioned by many.
They include the idea that the individual must be adjusted to the group as a
result of his or her educational experience, and that democracy is little more
than a system for cooperative living .
The American Historical
Association was established in 1889 to promote historical studies. It is
interesting to note that after giving careful consideration, in 1926, to the
social sciences, a report was published under its auspices in 1934 which
concluded that the day of the individual in the United States had come to an
end and that the future would be characterized, inevitably, by some form of
collectivism and an increase in the authority of the state .
The John
Dewey Society was formed in 1936, apparently for the twofold purpose of
conducting research in the field of education and promoting the educational
philosophy of John Dewey, in honor of whom the society was named . It could be
supposed that those who were members of this organization would be devoted to
the premises upon which Mr. Dewey had based his experiments in education since
1896 . Basically, these were pragmatic and a stimulus to empirical thinking.
John Dewey held that ideas were instruments and their truth or falsity depended
upon whether or not they worked successfully . The broad study which called our
attention to the activities of these organizations has revealed not only their
support by foundations, but has disclosed a degree of cooperation between them
which they have referred to as "an interlock," thus indicating a concentration
of influence and power, By this phrase they indicate they are bound by a common
interest rather than a dependency upon a single source for capital funds. It is
difficult to study their relationship without confirming this . Likewise, it is
difficult to avoid the feeling that their common interest has led them to
cooperate closely with one another and that this common interest lies in the
planning and control of certain aspects of American life through a combination
of the Federal Government and education . This may explain why the foundations
have played such an active role in the promotion of the social sciences, why
they have favored so strongly the employment of social scientists by the
Federal Government, and why they seem to have used their influence to transform
education into an instrument for social change.
HEARINGS BEFORE THE
SPECIAL COMMITTEE TO INVESTIGATE TAX-EXEMPT FOUNDATIONS AND COMPARABLE
ORGANIZATIONS - HOUSE OF REPRESENTATIVES - EIGHTY-THIRD CONGRESS - SECOND
SESSION ON House Resolution 217
It is the
intent of corporate interests to ‘educate' every last individual on
Earth to proscribe to the belief that "what is best for the
corporation is what is best for
society".
If corporations succeed
in becoming the providers of all information then, rest assured,
corporations will be seen as the saviors and
beneficent rulers of
humanity. This is already
occurring.
When the only information you chose to release paints
corporate reality
as Utopian and fails
to advertise the failures and destruction created
and caused by corporate
hegemony then an unbalanced
understanding and
opinion of reality will
infect the souls and spirits of
individual
humans collectively.
An unbalanced and incorrect
perception of reality will
cause individuals to
collectively make decisions that are harmful to the Earth and humanity.
Remember - we all prosper together or a few prosper
while the rest suffer.
education or control?
"Before the American educational establishment
sinks even further into the morass of standardized testing, perhaps there
should be a more systematic and unbiased investigation of whether these tests
are identifying potential to do anything at all - except to do well on other
tests in the future." - Robert E. Greene "Education is about
instilling a love of learning and helping children
learn to learn, to become creative and
critical thinkers.
School district reforms don't do this.
What the children are learning is how to take multiple-choice tests, how to
decode but not analyze and how to comply
rather than think independently.
True reform starts with
respect for
students and teachers, with the
belief that children come to
school with an immense amount of
knowledge and different learning styles.
Expecting all children to be on the same page at the
same time is an unrealistic goal that kills the
joy of teaching and learning." - Clea
Markman
Anyone that believes that the government sends children to
school to learn has been duped. School is intended to create compliance and
conformity. If children learn a few things along the way the so much the
better, but under no conditions are teachers to teach
critical thinking.
When I
was in 6th grade they started us on the subject class system. For math I had to
attend a neighboring class. The instructor of the class was an ex-marine who
believed compliance and conformity was much more important than ability.
I could do the long division problems in my head. So I did not feel
like doing all the busy pencil work of writing the problem out. The instructor
claimed I cheated, that no one could do long division in their head. So he
failed me. I protested. So he re-tested me after school by myself. I proved to
him that I could do long division in my head. But he said I must comply with
the "instructions" and show my work. Exceptional talent is not wanted. I failed
to comply.
When I entered the 7th grade I was put in a remedial math
class as my previous ex-marine instructor had placed me in remedial math. To
better understand the abilities of his new students my 7th grade instructor
began a series of tests to judge our mathematical abilities. I flew through the
tests leaving all the other children behind. Finally my 7th grade instructor
asked me to stay after class. He asked me why I was so good at math and yet had
been placed in a remedial math class. I told him the truth. The ex-marine
wanted to break my spirit and I refused.
I was placed in a pre-algebra
class which I excelled at and enjoyed. At the end of the year I was given an
award - Mr. Math as I had progressed the most during the year. Only I did not
progress that much during the year - I had been wrongly placed initially.
So I was taught in the 6th and 7th grade that ability was not what
mattered - what mattered was conformity and submission. I was also taught that
ability, when misunderstood, could earn you awards and accolades.
Jewish studies
"The learned man who does not listen will never
penetrate to the inner heart of man." - Saadi of ShirazIn the entire world, according to the Academic Jewish
Studies Internet Directory in April 2008, their were 183 University level
academic programs in Jewish Studies.
69 of those academic programs were
offered in the following 24 countries: Argentina (1); Australia (4); Canada
(7); Austria (1); Belgium (2); Czech Republic (1); France (2); Germany (15);
Hungary (1); Ireland (1); Israel (5); Italy (1); Lithuania (1); Netherlands
(1); Poland (4); Romania (1); Russia (2); Slovakia (1); Spain (2); Sweden (1);
Switzerland (1); United Kingdom (13); Mexico (1); South Africa (1).
The
remaining 114 academic University level Jewish studies programs were offered
in the United Jewish States of America as follows:
Princeton University - Program in Judaic Studies (Added: 12-Mar-2001
Hits: 2500) Boston University - Elie Wiesel Center for Judaic Studies (Added:
11-Mar-2001 Hits: 2737) Brandeis University - Department of Near Eastern and
Judaic Studies (Added: 11-Mar-2001 Hits: 3793) Columbia University - Center for
Israel and Jewish Studies (Added: 11-Mar-2001 Hits: 2769) Harvard University -
Center for Jewish Studies (Added: 12-Mar-2001 Hits: 3948) Hebrew Union College
- Jewish Institute of Religion (Added: 12-Mar-2001 Hits: 3182) Jewish
Theological Seminary (Added: 12-Mar-2001 Hits: 2803) Yale University - Judaic
Studies Program (Added: 12-Mar-2001 Hits: 2872) Yeshiva University (Added:
12-Mar-2001 Hits: 2631) American University -
Jewish studies program (Added:
10-Mar-2001 Hits: 1770) Arizona State University -
Jewish studies program (Added:
19-Mar-2003 Hits: 1134) Baltimore Hebrew University (Added: 10-Mar-2001 Hits:
1711) Bard College - Jewish studies
program (Added: 15-Nov-2002 Hits: 1250) Brown University - Judaic Studies
(Added: 11-Mar-2001 Hits: 1741) California State University Long Beach -
Jewish studies program (Added:
12-Nov-2002 Hits: 1072) California State University Northridge -
Jewish studies program (Added:
7-Jul-2005 Hits: 484) California State University, Chico - Modern Jewish and
Israel Studies (Added: 11-Mar-2001 Hits: 1274) Case Western Reserve University
- Samuel Rosenthal Center for Judaic Studies (Added: 20-Dec-2001 Hits: 1217)
City College of New York - Jewish
studies program (Added: 11-Sep-2004 Hits: 770) Colgate University -
Jewish studies program (Added:
14-Feb-2007 Hits: 258) Columbia University - Yiddish Studies Program (Added:
11-Mar-2001 Hits: 1039) Cornell University - Program of Jewish Studies (Added:
12-Mar-2001 Hits: 1644) Dartmouth College -
Jewish studies program (Added:
12-Mar-2001 Hits: 1444) DePauw University - Jewish Studies (Added: 26-May-2001
Hits: 1392) Dickinson College - Judaic Studies Program (Added: 4-Jun-2003 Hits:
837) Drew University - Jewish Studies (Added: 17-Jul-2001 Hits: 1216) Earlham
College - Jewish Studies (Added: 17-Aug-2001 Hits: 1124) Emory University -
Institute of Jewish Studies (Added: 12-Mar-2001 Hits: 1588) Fairfield
University - Program in Judaic Studies (Added: 9-Oct-2005 Hits: 531) Florida
International University - Institute for Judaic and Near Eastern Studies
(Added: 31-Jul-2002 Hits: 1176) George Washington University - Program in
Judaic Studies (Added: 29-Jan-2003 Hits: 1114) Georgetown University - Center
for Jewish Civilization (Added: 4-Jul-2005 Hits: 590) Goucher College - Judaic
Studies (Added: 4-Mar-2007 Hits: 280) Graduate Theological Union - Richard S.
Dinner Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1231) Gratz College
(Added: 12-Mar-2001 Hits: 1467) Hebrew College (Added: 12-Mar-2001 Hits: 1683)
Indiana University - Jewish studies
program (Added: 12-Mar-2001 Hits: 1473) Kean University - Jewish Studies
and World Affairs (Added: 1-Jun-2001 Hits: 1135) Kent State University -
Jewish studies program (Added:
9-Dec-2002 Hits: 867) Laura & Alvin Siegal College of Jewish Studies -
formerly the Cleveland College of Jewish Studies (Added: 11-Mar-2001 Hits:
1261) Lehigh University - Philip and Muriel Berman Center for Jewish Studies
(Added: 28-Apr-2001 Hits: 1215) Miami University - Jewish Studies (Added:
16-Oct-2002 Hits: 1032) Michigan State University -
Jewish studies program (Added:
12-Mar-2001 Hits: 1221) Mount Holyoke College -
Jewish studies program (Added:
12-Mar-2001 Hits: 1097) New York University - Skirball Dept. of Hebrew and
Judaic Studies (Added: 12-Mar-2001 Hits: 1769) Northeastern University -
Jewish studies program (Added:
23-Nov-2005 Hits: 545) Northwestern University - Crown Family Center for Jewish
Studies (Added: 12-Mar-2001 Hits: 1375) Oberlin College - Jewish Studies
(Added: 17-Aug-2001 Hits: 1191) Ohio State University - Yiddish and Ashkenazic
Studies Program (Added: 12-Mar-2001 Hits: 1103) Ohio State University - Melton
Center for Jewish Studies (Added: 12-Mar-2001 Hits: 1161) Penn State University
- Jewish studies program (Added:
8-Oct-2001 Hits: 1245) Portland State University - Schnitzer Family Program in
Judaic Studies (Added: 4-Nov-2003 Hits: 681) Purdue University -
Jewish studies program (Added:
12-Mar-2001 Hits: 1126) Queens College -
Jewish studies program (Added:
12-Mar-2001 Hits: 1251) Rollins College -
Jewish studies program (Added:
21-Mar-2002 Hits: 983) Rutgers University - Allen and Joan Bildner Center for
the Study of Jewish Life (Added: 12-Mar-2001 Hits: 1326) San Diego State
University - Lipinsky Institute for Judaic Studies (Added: 4-Feb-2004 Hits:
680) San José State University - Jewish studies program (Added:
12-Mar-2001 Hits: 1022) Smith College - Program in Jewish Studies (Added:
16-Aug-2001 Hits: 1066) Spertus College (Added: 12-Mar-2001 Hits: 1277)
Stanford University - Program in Jewish Studies (Added: 12-Mar-2001 Hits: 1562)
Susquehanna University - Jewish studies
program (Added: 27-May-2001 Hits: 1029) Temple University -
Jewish studies program (Added:
15-Oct-2004 Hits: 619) Touro College (Added: 12-Mar-2001 Hits: 1258) Tulane
University - Jewish studies program
(Added: 22-May-2002 Hits: 998) University at Albany - Judaic Studies Department
(Added: 5-Jun-2001 Hits: 1030) University of Arizona - Judaic Studies (Added:
12-Mar-2001 Hits: 1128) University of California Berkeley - Yiddish at Berkeley
(Added: 11-Feb-2007 Hits: 246) University of California Los Angeles - Center
for Jewish Studies (Added: 12-Mar-2001 Hits: 1428) University of California San
Diego - Judaic Studies (Added: 3-Jan-2002 Hits: 1054) University of California
Santa Barbara - Jewish Studies (Added: 12-Mar-2001 Hits: 1019) University of
California Santa Cruz - Jewish Studies (Added: 24-Apr-2001 Hits: 1040)
University of California, Berkeley - Jewish studies program (Added:
11-Feb-2007 Hits: 274) University of Central Florida - Judaic Studies (Added:
12-Mar-2001 Hits: 1064) University of Chicago - Graduate Programs in Jewish
Studies (Added: 12-Mar-2001 Hits: 1410) University of Cincinnati - Department
of Judaic Studies (Added: 12-Mar-2001 Hits: 1054) University of Connecticut -
Center for Judaic Studies and Contemporary Jewish Life (Added: 12-Mar-2001
Hits: 1064) University of Denver - Center for Judaic Studies (Added:
12-Mar-2001 Hits: 1039) University of Florida - Center for Jewish Studies
(Added: 12-Mar-2001 Hits: 1206) University of Hartford - Maurice Greenberg
Center for Judaic Studies (Added: 12-Mar-2001 Hits: 1016) University of
Illinois - Program in Jewish Culture and Society (Added: 12-Mar-2001 Hits:
1136) University of Judaism (Added: 12-Mar-2001 Hits: 1797) University of
Kentucky - Judaic Studies Program (Added: 29-Nov-2001 Hits: 970) University of
Maryland, Baltimore County - Judaic Studies (Added: 12-Mar-2001 Hits: 1147)
University of Maryland, College Park - Jewish studies program (Added:
12-Mar-2001 Hits: 1237) University of Massachusetts, Amherst - Department of
Judaic and Near Eastern Studies (Added: 12-Mar-2001 Hits: 1118) University of
Memphis - Bornblum Judaic Studies (Added: 22-Sep-2005 Hits: 501) University of
Miami - Judaic Studies Program (Added: 12-Mar-2001 Hits: 1077) University of
Michigan - Frankel Center for Judaic Studies (Added: 19-Aug-2002 Hits: 938)
University of Minnesota - Center for Jewish Studies (Added: 4-Dec-2003 Hits:
662) University of North Carolina, Asheville - Center for Jewish Studies
(Added: 13-Aug-2001 Hits: 1020) University of North Carolina, Chapel Hill -
Carolina Center for Jewish Studies (Added: 8-Aug-2003 Hits: 752) University of
North Texas - Jewish studies
program (Added: 31-Oct-2002 Hits: 876) University of Oregon - Harold
Schnitzer Family Program in Judaic Studies (Added: 12-Mar-2001 Hits: 1036)
University of Pennsylvania - Jewish Studies (Added: 12-Mar-2001 Hits: 1322)
University of Pittsburgh - Jewish
studies program (Added: 27-Oct-2002 Hits: 880) University of Rochester -
Judaic Studies (Added: 12-Mar-2001 Hits: 1030) University of San Francisco -
Swig Judaic Studies Program (Added: 23-Feb-2005 Hits: 535) University of Texas
- Jewish studies program (Added:
31-Oct-2002 Hits: 967) University of Virginia - Jewish Studies (Added:
11-Sep-2001 Hits: 1111) University of Wisconsin, Madison - Hebrew and Semitic
Studies (Added: 12-Mar-2001 Hits: 1081) University of Wisconsin, Madison -
Mosse/Weinstein Center for Jewish Studies (Added: 4-Mar-2003 Hits: 852)
University of Wisconsin, Milwaukee - Center for Jewish Studies (Added:
24-Feb-2005 Hits: 487) Vanderbilt University -
Jewish studies program (Added:
5-Feb-2004 Hits: 732) Vassar College - Jewish studies program (Added:
26-Aug-2005 Hits: 462) Virginia Commonwealth University - Judaic Studies
Program (Added: 22-Sep-2002 Hits: 799) Virginia Tech - Program in Judaic
Studies (Added: 30-Nov-2001 Hits: 914) Washington University - Jewish and Near
Eastern Studies (Added: 12-Mar-2001 Hits: 1370) Wesleyan University - Hebrew /
Judaic Studies (Added: 7-Dec-2001 Hits: 1196) Williams College -
Jewish studies program (Added:
12-Dec-2003 Hits: 768) Wright State University - Judaic Studies (Added:
19-Mar-2001 Hits: 1094) Yeshiva University - Cardozo Law School - Program in
Jewish Law and Interdisciplinary Studies (Added: 24-Jan-2005 Hits: 590)
Youngstown State University - Judaic and Holocaust Studies (Added: 11-Jun-2007
Hits: 215) - 15-Mar-2008
The Jewish
population of America is estimated to be 2.3% of the entire
population.
See
social control through
education |
|
back to stacks
contents
 |
This web site is not a commercial web site and
is presented for educational purposes only.
This website defines a new religious
ideology to which its author adheres. The author feels that the falsification
of reality outside personal experience has created a populace unable to discern
propaganda from reality and that this has been done purposefully by an
international corporate cartel through their agents who wish to foist a corrupt
version of reality on the human race. Religious intolerance occurs when any
group refuses to tolerate religious practices, religious beliefs or persons due
to their religious ideology. This web site marks the founding of the religion
aptly named The Truth of the Way of Life - a rational religion based on reason
which requires no leap of faith, accepts no tithes, has no supreme leader, no
church buildings and in which each and every individual is encouraged to
develop a personal relation with God through the pursuit of the knowledge of
reality in the hope of curing the spiritual corruption that has enveloped the
human spirit. The tenets of The Truth of the Way of Life are spelled out in
detail on this web site by the author. Violent acts against individuals due to
their religious beliefs in America is considered a “hate
crime.”
This web site in no way condones violence. To the contrary
the intent here is to reduce the violence that is already occurring due to the
international corporate cartels desire to control the human race. The
international corporate cartel already controls the world central banking
system, mass media worldwide, the industrial military entertainment complex of
America and is responsible for the collapse of morals, the elevation of
self-centered behavior and the destruction of global ecosystems. Civilization
is based on cooperation. Cooperation does not occur at the point of a
gun.
American social mores and values have declined precipitously over
the last century as the corrupt international cartel has garnered more and more
power. This power rests in the ability to deceive the populace in general
through mass media by pressing emotional buttons which have been preprogrammed
into the population through prior mass media psychological operations. The
results have been the destruction of the family and the destruction of social
structures that do not adhere to the corrupt international elites vision of a
perfect world. Through distraction and coercion the direction of thought of the
bulk of the population has been directed toward solutions proposed by the
corrupt international elite that further consolidates their power and which
further their purposes.
All views and opinions presented on this web
site are the views and opinions of individual human men and women that, through
their writings, showed the capacity for intelligent, reasonable, rational,
insightful and unpopular thought. All factual information presented on this web
site is believed to be true and accurate and is presented as originally
presented in print media which may or may not have originally presented the
facts truthfully. Opinion and thoughts have been adapted, edited, corrected,
redacted, combined, added to, re-edited and re-corrected as nearly all opinion
and thought has been throughout time but has been done so in the spirit of the
original writer with the intent of making his or her thoughts and opinions
clearer and relevant to the reader in the present time.
Fair Use Notice
This site may contain copyrighted material the use of which has
not always been specifically authorized by the copyright owner. We are making
such material available in our efforts to advance understanding of criminal
justice, human rights, political, economic, democratic, scientific, and social
justice issues, etc. We believe this constitutes a 'fair use' of any such
copyrighted material as provided for in section 107 of the United States
Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on
this site is distributed without
profit to those who have expressed a prior
interest in receiving the included information for research and educational
purposes. For more information see: www.law.cornell.edu/uscode/17/107.shtml. If
you wish to use copyrighted material from this site for purposes of your own
that go beyond 'fair use', you must obtain permission from the copyright owner.
|
 Copyright
© Lawrence Turner
All Rights Reserved
|