Got Mine 9

Autism, Cure?

2009-06-05T20:40:00.001-07:00

When I last posted, I left it off that we had an evaluation scheduled for February. Liam was two and a few months old. He was not talking while playing, he was not talking at all. He had a few words, but he didn't use them to communicate. He didn't share his joy with me, he just rolled a car over and over and watched the wheels from the vantage point of the floor. He spent quite a good amount of time lying on the floor watching wheels of cars. He did engage a little with his sisters and brother, and me. He liked his dad the best. His dad sings, beautifully. And he has a wonderful pleasant voice, masculine. Liam loved being with his dad. Snuggling, not playing, just being. But, we had to make a huge effort. In every video taken at that time, we are calling, "Liam. Liam. Look here. Smile for me Liam. Liam. Liam, look up." and he doesn't or he glances up and then nothing. If I can figure out how to post a video, I'll post it. But, mostly Liam would play quietly. He would stay in his room, mostly alone. Liam loved anything with buttons, would press them for hours. He was content on very long car drives. He was content to be put to bed. He was content all the time, but rarely joyful or sad. His belly protruded like he was pregnant (not as bad as the starving children in Ethopia, but kind of the same thing.).

His diagnosis was certain. Moderate to High level of autism, or low functioning autism. They gave us folders full of material on how to get him to engage, on what therapies he would need, and what to expect for the next couple of years. We contacted our local school board, and they put us in contact with the speech therapists who would be working with Liam. He was now receiving speech therapy once a week and play therapy once a week. He didn't really mind. He sat there and watched, participated a little for about 30 minutes and learned a very useful phrase. "All Done, Bye" The speech therapists were patient and wonderful. They told me what I could expect, slow progress. they were making up an elaborate system of using velcro cards, with pictures on them. Communication would come slowly. I enforced the lessons for about 15 minutes twice a day, sometimes more. The children, our older children learned how to play with him on his terms, and how to engage him a little. All of this helped, but Liam was still mostly, voluntarily silent. He still played silently.

Liam saw his pediatrician twice before August after his diagnosis. He was rather healthy. They were pushing for us to begin vaccination. My husband is anti-vaccine, and has been since the birth of his first child in 1993. I have been cautious about vaccination. My ex-husband and I vaccianted one vaccine at a time starting at two years old. I planned on doing that with Liam. Liam's father insisted that we use the single-stored dosage vaccine for Polio as Liam's first vaccine. It took the hospital about an hour to get a vial. They keep them for cancer patients, but use the multi-dose packs for healthy children. The doctor didn't suggest anything we could do with lifestyle or diet that might help with the autism. Liam's only health concern was poop. He had loads of it, and it was not 'formed' and it was smelly. The doctor said that was common in Autistic Children like Liam. I remembered this from when my 1996 daughter was little, she had such a protruding stomach.

In August, I came across some material about probiotics while reading Jim Carey's stepson's information. I researched it further, and they were talking about using Diet to cure autism. There was a lot of very negative feedback. I read on. Eliminating wheat, it seemed was helpful to some children with autism, and milk. We couldn't try milk, because Liam was obviously allergic to soy. Without that, he had not milk.

I called a friend of mine who is a massage therapist and her husband is a chiropractor. They are sweet and helpful, and they have good rates. (He helped my stepson with both a severe neck pain and a fear of chiropractors) http://http://www.clearandcalm.com/ . They recommended the clinic in Concord, NH called the Center For Integrative Medicine, and a specific doctor who specializes in children with autism and their stomach problems. I called and made an appointment. They sent me the questionaire. One thing, if you seek treatment for your child with autism, you will answer the same questions so often you want to barf. But, these questions were a little different. They asked about detailed family history, illness history, digestion history.

We, Liam Will and I all went for the appointment. I've never given a more detailed interview to a doctor before. She wrote and took notes, and asked questions for hours! She examined Liam, and more importantly, she watched Liam. She watched him while she asked us a zillion questions about him, his siblings, us, our exes, our parents, our sibilings. She recommended that we take Liam off of Dairy (it is OK, there is Rice Milk, I didn't know that. There is also Almond Milk. Clever vegans.) for two or three weeks, and then take him off of wheat and all gluten products. We made an appointment for three months later when we would do the bloodwork to test for allergins.

Liam didn't care if his bottle had milk or rice milk. We switched, and then realized that Rumunto's Pizza was off the table, literally, until this experiment was done. After 36 hours of being off of dairy...
Liam's Dad comes in to the house after working that day. Normally, his Dad greets him. "Hi, Liam" and Liam looks up, then goes back to his play. That day! After Dad said, Hi, Liam. Liam looked up and said, "Hi, Dad." We were astounded. It was like it was the most normal thing in the world for him to do. He had been speaking now for a bit. No nouns, no verbs, but when we insisted and bugged him, Liam, say Mommy. He would say Ma. He didn't act like he knew what it meant, but he knew that it meant that we would leave him alone. He had just Greeted his dad. Really!

We wanted to start the wheat/glueten right away, but my parents were comming for a visit in a week for a few days, and we decided to wait until they left. This was the end of September 2008. Liam was almost three (December 22).

More later. It is late.

On again, off again... autism

2008-11-02T15:08:00.001-08:00

My son has autism. It is such a painful and hopeful statement to me.

I have a daughter who was diagnosed with Autism, Asperger's Syndrome, and PDD-NOS. If you are familiar with the spectrum, all of these are familiar. And I am guessing that you are familiar with the spectrum, it is the new 'little black dress' of childhood.

My son, my Liam. I am heartbroken that he isn't the neurotypical child that I gave birth to. His birth was the end of a long and difficult pregnancy.

Long because I had a two month pregnancy which ended in a miscarriage in January, then became pregnant again in March. Liam was born in December 2005. The pregnancy was difficult because I had uterine fibriods and then a placental abruption which caused bleeding from month three until month seven. I was on very restricted bedrest (or couchrest) for most of the pregnancy. And for most of the time I was on the couch, I FELT GREAT! Feeling bad and having to sleep or rest is one thing, but having to rest and lie still when you feel energetic and great is an entirely different situation.

Liam was a wanted and planned for baby. We named him before we were even pregnant, hopeful that we would concieve and that it would be a boy. (We didn't put all of our eggs in one basket, though. We had a few beautiful names for girls too.) I had never given birth to a boy. Will, my husband, already had a son and a daughter, but with my two girls, we were definately girl heavy.

So, Liam was born. Healthy and strong. He could and did, on his first day of life, lift his head off of his father's chest and look him in the eye. He was lovely, and I recovered from my pregnancy. We weren't quite successful in the breastfeeding department, but we managed with supplimentation. We were happy.

Life went on, Liam was reaching most of his milestones early or on time. Even with Dagny's DXs, she met all of her milestones early. Liam was developing well, but he couldn't roll from his back to his stomach. He could easily roll from his stomach to back, and he had strong arms and legs. He could sit, and stand. But he still couldn't roll from back to front. We now know that he had trunk weakness. Otherwise, he was happy and joyful. He could talk, laugh, and he was usually in a good mood. We could already tell that he had a good ear, like his father. He got upset when I sang (can't stay on key for anything), and calmed when his sisters or father sang to him. Liam talked sometimes, using words like "Ball" and "mom" "Dad" "Bot". He had the full range of facial expressions.

He responded quite quickly to our emotions. On one occasion right before he got sick, Will, Liam and myself were in the basement and Liam got fussed at for ignoring Dad's directive to stop (hitting, throwing something, or some other such normal behavior for a one year old). He started crying when Will fussed at him, and he said, "I a bad boy". It was a complete sentence, and while I don't remember a lot of other occasions where he was using them, what struck me that day was the emotion, and where had he picked up that bit of "Bad Boy" stuff. It wasn't in my vocabulary, and my mental note from that day was to discuss with the older kids using terms like "bad boy" and "good boy" in front of him. That he had spoken so well wasn't standing out.

Then Liam got sick. My husband got a rash on his head, when he traveled to Las Vegas on buisness in May 2007. It got infected, and when he got home he went to see his doctor. His doctor suspected shingles, and that was confirmed when a week later Liam came down with Chickenpox. He was lethargic and feverish, sick for weeks. His doctor didn't want to see him, she said that with chickenpox, just mind the symptoms. Advil and Tylenol in rotation every four hours for the fever, and calamine lotion for the itching. He recovered, but then came down with a 'stomach flu' which lasted another week. When Liam got sick he was about 35 pounds, by the time he recovered, he was 28 pounds!

He hardly ate any food during his stomach flu, just formula. He loved his bottles, and he rested until he started feeling better.

But, after Liam got better, he was different. He stopped talking, stopped using all of his facial expressions. He saw the doctor in March, and while he was beginnning to recover from his dramatic weight loss, he was different. The doctor, a seasoned resident who had seem Liam before, Dr. Nguyen, was concerned. She called her attending in to look at Liam (his head was large for age, and he still wasn't walking). The attending suggested that we keep an eye on the numbers (head circumfrence and weight) and we meet again in three months. Three months later, in June, Liam still wasn't walking and his head was roughly the same size. His attending was feeling more optimistic about Liam's prognosis. But, new concerns were starting. Liam had a strange gait. Liam had a rash. Liam was terrified of bathing, and of water in general.

We scheduled a physical therapist, who came over once or twice a week and played with Liam until he was too frustrated to go on. She showed us how to keep him from sitting in a W position. She encouraged us to play with him in an upright position at all times. I did what she asked, and by the time Liam was two, he was taking steps, again.

We saw his doctor a few more times during the physical therapy. It was what we were focused on, but we were all becomming more and more concerned about Liam's silence. He stopped talking alltogether with the exception of an occasional "OoooH" or "OK" or phrasing. He had lost all nouns. He had no verbs. He wasn't talking and he was almost two.

We went to Disney in November 2007 for a family vacation. When the people in my husband's family say family vacation, they meant everyone. We all went, even my father-in-law, who was finishing a round of chemo for his lymphoma. We had a great time, and Liam was wonderful. We got a chance to spend time with Mattew, Liam's cousin who is almost exactly one year older than him. Mattie was great. He played with Liam, and they were almost the same size! Matthew has loads of allergies, and his mother is constantly watching everything that goes into his mouth. No dairy, no wheat, all natural.. soy wasn't his issue, which we had discovered by that time caused Liam to have skin and stomach problems.

We scheduled an evaluation for February 2008.

What a size Zero really looks like.

2008-10-28T11:36:00.001-07:00

My prepuberty eleven year old daughter just outgrew her size zero skinny jeans. She is thin, athletic and beautiful, also she is 83.5 pounds (doctor visit last week) and five feet tall.

I've been watching the size zero models for quite a while now, envious of their thin arms, legs, behinds. They have small breasts and the cutest waists, but seriously... size zero. They are a smaller size than my daughter! Please, she hasn't even gone through puberty yet! She hasn't moved out of her training bra yet! And there isn't a bit of fat on her body. And they are smaller than her!

Forget it. Just be the size you are, be healthy, and be whatever beautiful you can achieve. Size zero is smaller than you think. While there are those women, who finish puberty and still have a thirty-two inch chest measurement and a thirty-two inch hip measurement without ever starving themselves, they are few. For most of us, at least for those of us in this family, that size is best left for those who are still prepuberty, still children.

Thanks Janet

Cognitive Development Theory

2008-08-12T06:50:00.000-07:00

Cognitive Development in Adolescence: The Usefulness of Piaget’s Theory, Kohlberg’s Theory of Moral Reasoning, and Fowler’s Stages of Faith in assisting children to reach their Potential
Janet Johnson
In this paper, I will compare the cognitive development of adolescences using the concepts of Piaget’s Theory, Kohlberg’s Theory of Moral Reasoning, and Fowler’s Stages of Faith. In looking the different concepts of each of the theories, I will look for similarities, differences. I will look at how these concepts apply in helping to understand the overall development of the child and how this understanding might help those adults who interact with children assist children in reaching their potential.
The key concepts of each theory
Piaget’s Theory is based on the concept of a schema. A schema could be described as the path to understanding and knowing both the physical actions and the mental. Schemas are categories of knowledge. The breaking up into categories can assist us in interpretation and understanding the world. Piaget looked at a schema as both a category and a process of obtaining knowledge. Assimilation, the process of taking in new information into our previously existing schema is known as assimilation. Altering existing ideas to fit into categories is called accommodation, another part of adaptation. Trying to Balance assimilation and accommodation was described by Piaget as Equilibration. This accounts for new knowledge fitting into old behaviors. Either the knowledge must be changed to fit the behavior or the behavior must change to fit the knowledge. Piaget breaks learning into these three pieces, but he further breaks the pieces down into maturation levels. Sensorimotor Stage, birth to age 2, Preoperational Stage, between the ages of two and six, Concrete Operational Stage, age 7 to 11, and Formal operational stages, age 11 until adulthood. (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008)
Kohlberg’s theory of Moral Reasoning is based on the idea that moral reasoning follows a predictable pattern, adjusting as the child learns information (schema) and assimilates that information. He describes three main levels of moral reasoning. Level 1 is Preconventional Morality, where children act under external controls (obey to avoid punishment or to get rewards. , ages 4-10). Level 2 is described as Conventional Morality, where people have internalized the standards of authority. They want to be good, please others and fit into social norms. (ages 10 until Level Three is reached or until adulthood) In Postconventional morality, children recognize conflicts between moral standards and make judgements on the basis of principles of right, fairness, and justice. (generally early adulthood). (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008)
Fowler describes Stages of Faith with Stage 1 being Intuitive-Projective faith, fantasy-filled, imitative phase where a child can be permanently influenced by examples, moods, actions, and stories of the apparent faith of his family. (ages three to seven) Stage 2 is characterized by taking the stories, beliefs and observances that symbolize belonging to his community and giving them literal interpretations, Rules. Stage three, adolescence, is preceded by a realization that the stories don’t always match their experience or the experiences of others, then the relationship with God becomes a choice made, and therefore quite conformist. Stage three people have a personal myth of how they came to identify themselves with their faith. Finally Stage four, Individuative-Reflective faith, the burden of responsibility is taken for his own commitments, lifestyle, beliefs and attitudes. (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008)
Major points of similarity:
All three of these break the development down into neat predictable steps. Generally, it is desired for one to flow from one step to the next in the stages of Piaget’s Higher Moral Reasoning, in Kohlberg’s Moral Stages, and in Fowler’s Stages of Faith. They use the normal progress of reasoning to explain and describe how intelligence, morality and religion evolve into the thinking and reasoning skills of a mature adult.
The first stage
Piaget’s Approach begins with the Sensorimotor stage, birth until age two, but for the purposes of comparison in this paper I will begin focus with the Preoperational Child, a stage which lasts from about ages 2 until about 7. Great expansion in the use of symbolic thought but still lack the ability to use logic is key in this stage. Also prominent is the egocentrism, where a child will assume that everyone thinks, perceives and feels exactly like he does. (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008) In his moral development theory, Piaget called this stage rigid obedience to authority, he held that children at this age will be either right or wrong, an that all offense is deserving of punishment.
Kohlberg’s Level 1 is called Preconventional morality. From ages four to until about ten, children act the way that they do from external controls. The major motivational factors are avoidance of punishment, seeking rewards, or pure self-interest. (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008)
Fowler’s cooresponding stage is Stage 1: Primal or intuitive-projective faith, about age 2 until 7 years. Children this age have a basic trust in the very powerful adults in their lives. They try to understand their world, fit their personal experience with the stories that they are told by their parents. They mainly think of God in terms of obedience and punishment. (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008)
All of these stages follow the early development of the child’s reasoning skills, it assumes that the child will progress into some growth emotionally, physically and mentally, where reasoning will improve. Parents’ influence will be greatest at these early stages.
The second stage
Piaget’s Third Operational Stage (the second one we are utilizing for the purposes of this paper) is called the stage of concrete operations. It is defined as the stage in which they can use mental operations to solve concrete problems, but they still lack the abstract thinking of adults. Children in this stage have a better grasp of space, are able to find their way to and from locations. They can understand maps and models and can communicate about spatial relationships. Also prominent in this stage is the newly developed ability to categorize information. Children at this stage can use inductive reasoning, but not deductive reasoning. (Papalia, D.E., Olds, S.W., Feldman, R.D., 2008) In his moral reasoning stages, Piaget characterized second stage moral reasoning as increasing flexibility. This is based on the child’s sense of fairness and equal treatment for all. They can consider many aspects of situations and can make more subtle moral judgements.
Kohlberg’s Second
Major points of difference
Piaget‘s focused on qualitative development. As children move from one level to another, they can see that there are fallacies and inconsistencies in their thinking and reasoning. Therefore the child will look for a better way of approaching the subject. Kohlberg‘s Theory, though, assumes at each level that the child sees and understands, without a doubt, that his perception is not only correct, but is shared by all, not just his same aged peers. Fowler‘s Theory sees the child moving through the steps in a choppy sometimes unconvinced manner. The nature of Faith, taking on a belief without having the facts to back it up, insist that a child take his newfound skills of reasoning and often suspend them. The only evidence he has at times is the observable behavior of his parents and community and the faith that more understanding will come later. Responsibility for choosing a faith, under most cultures, is put off until the final stage where acceptance and responsibility go along with the role in the Church and Religious community.
Discuss the interaction of cognitive, physical and emotional development on the overall development of the child.
Explain why the understanding of normal child and adolescent development is important in assisting each child to reach their potential.
These final two sections are as yet incomplete.
References
Papalia, D.E., Olds, S.W., Feldman, R.D. (2008) A Child’s World, Infancy through Adolescence, McGraw
Hill Company
Paulist, (1986), Stages of Faith, Women’s Spirituality: Resources for Christian Development, pp. 226-232
Steve Harlow, Rhoda Cummings, Suzanne M Aberasturi. (2006). Karl Popper and Jean
Piaget: A Rationale for Constructivism. The Educational Forum, 71(1), 41-48. Retrieved
July 28, 2008, from ProQuest Education Journals database. (Document ID:
1152484721).

The United States, a Christian Nation?

2008-07-07T22:55:00.000-07:00

The United States, a Christian Nation?
Janet Johnson
SOC315 Cross Cultural Perspectives
Michael Mayo
July 7, 2008

The United States, A Christian Nation?
Summary:
This paper tries to look at the similarities of the methods used by the extremists in the Christian religion, the Religious Right, and in the Muslim religion, the Al Qaeda. Both of these movements are trying to obtain a purity and a consistency which is highly unlikely to ever exist for a large group. This paper further explores the success of these methods to raise money and bodies for the cause. Then the paper looks at how, with money and effort, the methods ultimately work or don’t work in achieving the lofty goals set out by these organizations.

Introduction, The Reagan Years
Ronald Wilson Reagan (February 6, 1911 – June 5, 2004) was the fortieth President of the United States and has been the vaunted hero of the religious right. (The Biography of Ronald Reagan, 2008) He is invoked at almost any political speech. His presidency is still proclaimed as the high mark of Christians in politics. Regan promised to use his morality and his religion to guide him in his presidency and he often sought the council and advice of religious leaders. (Marley, 2006) This popular view of the Reagan Era, according to the article by D.J. Marley, Ronald Reagan and the Splintering of the Christian Right, is actually backwards. He claims that it is best to view the Reagan administration as a period of growth, high profile, but little success. Regan spoke of his beliefs concerning abortion, his belief in the need for prayer in public school, his desire to move the government towards Christian values, but he did not use his considerable clout towards any of these issues. Marley even quotes an anonymous Reagan official as saying, "We want to keep the Moral Majority types so close to us they can't move their arms."
Thesis
During the Regan years, there was a connection between the religious of the United States and the Republican Party. In the last 25 years the religious right has changed how the Republican Party is defined. I will look at the connection between religion and government in the last 25 years and compare the methods and the progress of the self-described Religious Right in trying to remake the government into a Christian organization with those methods and the progress by Bin Laden.
Discussion
The Beginnings of the Religious Right
According to Rob Boston, in his article “Reconsidering the Religious Right” (The Humanist, 2008) the movement of the Religious Right would never have taken off had it not been for the books, “Whatever Happened to the Human Race?” and “How Should We Then Live?” written by Francis Schaffer (January 30, 1912 - May 15, 1984), a Presbyterian pastor and American Evangelical Christian theologian. (Hamilton, M.S., 1997) He and his son, Frank Schaeffer were activists. Francis, through his books after his death in 1984 continuing until today, and Frank, until 2006 when he left the Republican Party and became an Independent (Boston, 2008), both were activists against the spread of “secular humanism” and godlessness. Frank described his standard recipe for a speech (his emphasis): “Abortion is murder; secular humanism is destroying us; turn back to our Christian foundation; vote Republican.”
In an article written for The Humanist in 2007 titled “Down but Not Out: The Religious Right and Election ‘06” Rob Boston wrote that he saw a very non-American unifying theory in the Religious Right, one that hints, implies, and outright claims that the founders were wrong when they did not make the United States a “Christian Republic”. The basic foundation of the country as a secular government, a government indifferent to religion, is a basic “mistake” and is the premise from which bad laws are justified. In the New King James Version of the Bible, Luke 23:11, the verse is , “He who is not with me is against me, he who does not gather with me scatters.” A government is seen by the Religious Right, according to Mr. Boston, who is assistant director of communication for Americans United for Separation of Church and State, as either actively promoting conservative Christianity or it is hostile to that faith.
Who Is Up the Religious Right and Who Are Its Leaders?
Pat Robertson is a televangelist, host of “The 700 Club“, and unsuccessful 1988 Republican presidential nominee. He is considered a founder of the Christian Coalition and is also an advocate of Christian dominionism, the idea that Christians have a right to rule. (Shields, 2007) Tim LaHaye, coauthor of the Left Behind series and one of the original founders of the Moral Majority with his book, “The Battle for the Mind” published in 1980. He said that secular humanism was going to destroy America . (Boston, 2008) Jerry Farwell (August 11, 1933 - May 15, 2007), a evangelical Christian pastor, a televangelist, and a cofounder of the Moral Majority. He will be remembered for having said that the attacks of 9/11 were “God’s punishment” and further for saying on the 700 Club, “I really believe that the pagans, and the abortionists, and the feminists, and the gays and the lesbians who are actively trying to make that an alternative lifestyle, the ACLU, People For the American Way, all of them who have tried to secularize America. I point the finger in their face and say 'you helped this happen.'“ He did later apologize on CNN and said that he only blamed the terrorists for the attack. (CNN.com, September 14, 2001) Dr. James Dobson, founder of Focus on the Family, is referred to as "a power-crazed political manipulator cynically abusing his followers," by Frank Schaeffer. (Boston, 2008) These men, among other, lesser known men, began the Christian Right in and around 1979 and 1980. Their combined political influence has been very strong in the House of Representatives and with the Presidency of George Bush. The financial contributions of the members of their respective groups, while not enough to guarantee the presidency, can get a Republican elected to the House of Representatives. (Boston, 2007)
The Conservative Republican Party 1970 and Now
Senator Barry Goldwater, conservative Senator from Arizona, once said of the religious extremists “Our problem is ... who want to destroy everybody who doesn't agree with them. I see them as betrayers of the fundamental principles of conservatism. A lot of so-called conservatives today don't know what the word means.” (1994, The Washington Post) Adam Bellow wrote in his article for World Affairs, “Skin in the Game: A Conservative Chronicle,” that when he worked for Bill Buckley, founder of the National Review and leader in the conservative Republican Party, that he had attended a dinner at Bill Buckley’s house when the author wrote for the National Review, and there was a seminar of sorts where the guests, all conservative Republicans, discussed and debated the topics of illegal immigration, late term abortion, and bilingual education with grace and wit. He compared that with how the conservatives now face intellectual collapse (his phrasing), going from a movement of ideas to a decayed hash of meaningless slogans and sound bites. (Bellow, 2008)
The Methods of the Religious Right
John Shields, writing for the Political Science Quarterly (2007), wrote “Between Passion and Deliberation: The Christian Right and Democratic Ideals. He spent a great deal of time looking at direct mailers from the Christian Right, the Christian Coalition and CWA, to their followers. He concludes that they use deliberate wording to arouse moral passion and to motivate into deliberative activism. He compares their methods with those of Islamic fundamentalism and skinhead groups. He quotes the findings of the Fundamentalism Project, a major interdisciplinary undertaking at University of Chicago that attempted to trace fundamentalism across major world religions. Half of the mail, he observes, explicitly compares contemporary moral conflicts to a war. He argues that while direct mail is a kind of public discourse, it is carefully targeted to those will be sympathetic. There is no need to change convictions of those reading the mailings, so the goal is to create a kind of unrest which hopefully the reader will address by either funding or acting in the interests of the Christian Coalition.
He looks at the specific wording of some of the mailings by The Christian Coalition, they used the strongest language available in one of its mailings: "NEVER AGAIN will we be subject to a government that dishonors our Lord." In 1992, after the elections, the Christian Coalition compared a Democratic led Senate with Moses’ years in the desert when leading the Jews from slavery, "Remember, God sent Moses and his people into the wilderness for a time before delivering them to the Promised Land."
The Methods used by Osama Bin Laden
In the article written by Dale Eickelman called “Bin Laden, the Arab “Street” and the Middle East’s Democracy Deficit” (2002), Eickelman describes Bin Laden as trying to motivate the alienated Arab youth. They are often unemployed and living in poverty and dire conditions. Bin Laden uses the vivid language of popular Islamic preachers. He uses his speeches broadcast on al-Jazeera satellite television to build on resentment against the West and the local powers who are identified with it.
Bin Laden quietly sits and narrates the flight of the Prophet Mohammed from Mecca to Medina, when the early Islamic movement was threatened. And he describes how Mohammed returned and conquered. Those who are not for the fight led by Bin Laden are called Zionists and crusaders. (Eickelman, 2002)
Desired Outcomes
If Roe v Wade is overturned and the decisions go back to the states, the debate will shift to making abortion illegal nationwide. If homosexual marriage is made unconstitutional, homosexual unions will be attacked. If it becomes legal to harm a person who burns the flag, the fight will switch to making it an impressionable offense. The fight is not about these particular issues. It seems that the desired outcome of the American Religious Right is more than to make homosexual marriage illegal, to make abortion illegal, to make flag burning punishable, to limit immigration. No matter the law passed, it will not be enough until the American Government is declared officially a Christian Government, one which rejects the religions of the East. This debate, or battle as it is rightly named by the Religious Right, is for more than any grouping of issues, it is for the control of the federal government.
Osama Bin Laden asserts himself and the image of the Al Qaeda terrorist network as guardians of Islamic values. His fundamental tenet is that Muslim is being poisoned, and that the only way the desecration can stop is if all the outsiders are driven out and strict Islamic rule is established everywhere Muslims live.
Conclusion
I set out to compare the similarities of the methods used by both of the extremist branches of the normally peace loving and reasonable religious organizations, the Christians and the Muslims.
During the Regan years it became apparent that there was a branch of the more conservative leaning members of the Republican party which were aligning themselves with the money and power of the Christian evangelists who were gaining a large audience on television. As they gained power, their message has hardened from one which calls for certain things in our society to one which demands nothing but complete acceptance of those same things and more.
Can the extreme right of the Republican party be satisfied? This country was designed as one which separates church and state. It recognizes no religion, and will not grant power to those who also head religious organizations. The connections between the so called Ultra-Conservatives and the more middle leaning rest of the party are currently threatened, but there is no evidence that they will be broken or even weakened.
The stated desired outcome of Osama Bin Laden’s crusade is also one that seemingly will not be obtained. He wants a pure Muslim world, where the power is not challenged. The Al Qaeda terrorist network only gains in strength where unrest is there for another reason. (International, 2008) Can the Muslim extremists be appeased? It is impossible to finish the fight that Osama Bin Laden has waged for the last 30 years.
I conclude that the methods used by extremists in both the Christian and the Muslim religious organizations are effective and comparable. But, ultimately, neither will work. The Religious Right has waged an effective campaign against the pet issues of gay marriage, abortion, and flag burning amendments for the last thirty years, with seemingly unending financial support, but all ground gained has been lost again. Bin Laden and the terrorist network have tried for thirty years to ‘drive out the infidels’. In that time, the United States has invaded Iraq and Afghanistan. Peace is coming to the Middle East and he still has very little foothold in the sympathies of his own countrymen or that of the world.

References (annotated Biography)
Bellow, A. (2008). SKIN IN THE GAME: A Conservative Chronicle. World Affairs, 171(1), 26-38. Retrieved July 8, 2008, from Research Library database. (Document ID: 1504957911).
Summary: The "movement of ideas" I had joined (or into which I had been drafted) in the 1980s had decayed into a hash of meaningless slogans and sound bites. In twenty years of publishing on the front lines of the culture war, I had rarely stopped to ask myself this question.\n When that happens, as eventually it will, the intellectuals will be there to translate his or her political instincts into a new conservative ideology.

Boston, R. (2007). Down But Not Out: The Religious Right and Election '06. The Humanist, 67(1), 36-37. Retrieved June 23, 2008, from Research Library database. (Document ID: 1189109231).
Summary:
Rep. John Hostettler (R-IN), one of the most vociferous opponents of church-state separation in the House (he introduced the Public Expression of Religion Act which bars the awarding of attorney's fees in establishment clause challenges), lost his seat to Brad Ellsworth, a conservative Democrat, in a 39 percent to 61 percent loss. [...] on balance, the results can't be seen as anything but a disaster for the religious right which, since 1994, has used the House of Representatives as a playground for absurd, constitutionally questionable bills lauding the Ten Commandments, stripping federal courts of their ability to hear church-state cases, and curbing citizens' power to bring legal challenges under the First Amendment's establishment clause.

Boston, R, (Mar/Apr 2008), Reconsidering the religious right: Schaeffer and the new wave of theocratic apostates, The Humanist, Washington DC, vol 68, iss 2, p. 31, searched on June 23, 2008 on the ProQuest Database
Summary: For many years Schaeffer worked with John W. Whitehead, founder of the Rutherford Institute, a group that was one of the early pioneers of the religious right's legal movement. Whitehead's early books flirt with Christian Reconstructionism, a radical movement that seeks to impose a fundamentalist theocracy on America where the harsh codes of the Old Testament would be elevated to law. This paper explores the relationship that the religious right has had with the government since that movement began.
Eickelman, D.F. (January 2002), Bin Laden, the Arab “Street,” and the Middle East’s democracy deficit, Current History, Comparative politics 07/08, p 193, 3 pgs.
Abstract: Bin Laden speaks in the vivid language of popular Islamic preachers, and builds on a deep and widespread resentment against the West and local ruling elites identified with it. The lack of formal outlets to express opinion on public concerns has created a democracy deficit in much of the Arab world, and this makes it easier for terrorists such as bin Laden, asserting that they act in the name of religion, to hijack the Arab street.
Hamilton, M.S. (March 3, 1997), The Dissatisfaction of Francis Schaeffer, found on Christianity Today website with the search engine Christianity Today Library.com, http://ctlibrary.com/ct/1997/march3/7t322a.html
Summary: This article discusses the life of Francis Schaeffer and his death. The article tries to convey how thirteen years after his death, Schaeffer’s vision and frustrations continue to haunt evangelicalism.
International: When religions talk; Islam and the West. (2008, June). The Economist, 387(8584), 74-75. Retrieved July 8, 2008, from Research Library database. (Document ID: 1495458991).
Summary: Debates about Islam and the West can throw up unexpected tensions. That doesn't, and shouldn't, stop faiths from trying to talk to each other. Since Osama bin Laden launched the war he describes as the renewal of an ancient conflict between Islam and the Crusaders and Jews, there have been many initiatives to head off global confrontations involving religions and the cultures they have spawned. Al-Qaeda's war on the West is by no means the only religious or pseudo-religious dispute in the world. Recently, however, most of the high-profile efforts to stave off civilization war by talking about it have focused on Islam and the West--without ever answering the question of whether it is useful to treat Islam as a single block, or of whether the West is best defined as Christian, Judaea-Christian or secular. Perhaps al-Qaeda's proclamation of a civilisational war has been, in part, self-fulfilling: millions of Muslims regard their faith as being in a state of confrontation, along many fronts, with the West. Some Westerners, including prominent and influential ones, return the compliment.

Marley, D.J. (2006), Ronald Regan and the Splintering of the Christian Right, The Journal of Church and State, 48(4), 851-868, Retrieved June 23, 2008 from Research Library database. (Document ID: 12125921)
Summary: The earliest and still popular conception of the Reagan era marks it as the high water mark for the Christian Right and they went into decline after 1988; however the opposite is true. It is best to view the Reagan administration as a period of growth in which the Christian Right enjoyed a high profile, but had little tangible success in politics. While the president spoke of his personal dislike of abortion and the need for prayer in public schools, he was unwilling to expend any of his considerable political capital to move those issues forward. Many Christian Right leaders realized that being granted a meeting with the president was no substitute for having their agenda made into law. Ronald Reagan's presidency was hugely inspirational for religious conservatives and continues to be so. While he did very little for them, Reagan did give them a sense of belonging. The very fact that the president of the United States appeared to agree with the agenda of the Christian Right gave them tremendous power. This gift of rhetoric was inspirational and continues to fuel today's Christian Right. Reagan continues to serve as an example of the limitations of political influence and a reminder that it is better to be in power than to be a constituent. The Christian Right's understanding of this lesson can be seen in their early support of George W. Bush in the presidential campaign of 2000. In the end, Reagan's presidency was more important to the Christian Right as a symbol than as an era during which they achieved any of their political goals.
Biography of Ronald Reagan (2008), from the website of the White House, searched on July 7, 2008, www.whitehouse.gov/history/presidents/rr40.html
Summary: This website gives a brief history of President Reagan’s life and his presidency. Mostly it is a factual page, with dates and names. It also gives an optimistic summary of his actions as President of the United States.

Shields, J.A. (2007). Between Passion and Deliberation: The Christian Right and Democratic Ideals. Political Science Quarterly, 122(1), 89-0_10. Retrieved June 23, 2008, from Research Library database. (Document ID: 1256049341).
Abstract (Summary)
Shields discusses American democracy in relation to the Christian right movement, focusing on the fundamental tension within most Christian right organizations between the exigencies of mobilization and successful political activism. For this purpose, he examines how Christian leaders attempt to shape the public behavior of activists by analyzing a wide variety of elite communications in what have been the largest Christian right organizations over the course of the last two decades, especially the Christian Coalition, the National Right to Life Committee (NRLC), and Concerned Women for America (CWA). He further supplements the evidence with interviews of Christian right leaders. After briefly surveying scholarship on the right and discussing some of its shortcomings, he analyzes mobilization messages and then contrasts the strident exhortations with the deliberative messages particularly found in training seminars. Furthermore, he turns his attention to Christian radicals and highlight both their marginality and the grounding of their militancy in a bellicose reading of the Bible. The discussion then concludes by drawing out the larger normative implications of the findings by highlighting the deep tension between participation and deliberation.

What is and is not a democracy.

2008-06-10T14:54:00.000-07:00

The assignment in question asked us to read an article by Philipe C. Schmitter and Terry Lynn Karl titled, What Democracy Is... and Is Not, and to Compare what some of the possible procedures are that make Democracy possible versus those that make it feasible. Provide examples from your experience and compare those experiences with those of the authors.

Here is what I came up with. I try to reference the article so as to minimize confusion of reference.

The article, What Democracy is and Is Not states that there are many types of democracies. Generally that diverse practices will produce similar results. “Modern political democracy is a system of governance in which rulers are held accountable for their actions in the public realm by citizens, acting indirectly through the competition and cooperation of their elected representatives”. This is a lovely and concise definition which encompases the spirit of democracy.
The article lists seven (then two more) procedures that make democracy possible. If the above definition is true, then all of these are well met.
1. Constiutionally vested control over government policy.
2. Frequent and fairly conducted elections
3. All adults have the right to vote.
4. All adults have the right to run for office
5. Citizens have a right to express themselves on political matters
6. Alternative sources of information exist and are protected by law
7. Citizens have the right to form independent interest groups
And then
8. No overriding opposition from unelected officials
9. Must be able to act independently from outside political systems.
I once read, though I don’t remember where, that the United States became a democracy when John Adams took office. Had Washington not stepped down, the United States would have been another country which elected a monarch. This principle is basically what the article says makes a Democracy feasible. The power baton must be able to be passed along to another, even to one’s opponent.
I felt a definite tension when, in 2000 the election between Gore and Bush hung in limbo for over a month. While I still feel like the election was stolen (exit polls are a good predictor of actual voting, and it has before 2000, generally been a very accurate measure of how elections have gone), I was relieved when the presidency was awarded to George Bush. That particular flavor of tension flared again, with Ohio in the next election.
While we, the USA still meet, in spirit, the 7(or 9) of the requirements of a democracy, we must safeguard our elections and keep the power out of the constant hands of either party.
Thank you,
Janet Johnson
reference:
Schmitter, P.C, and Karl, T.L., 1991, What democracy is... and is not, Journal of Democracy, National Endowment for Democracy and the Johns Hopkins University Press

Tony Blair and his Legacy

2008-06-05T18:36:00.001-07:00

The article that I decided to dissect is, “A Revised British Constitution: Tony Blair’s Lasting Legacy?” by Donley T. Studlar. Originally the article was a 1998 Taft Lecture to the Political Science Department of the University of Cincinnati. It was printed in the International Review, Spring 1999, and revised in November, 2006.
The article begins with a brief discussion on when Tony Blair will resign (June 27, 2007, according to CNN.Com) and a brief statement on the platform of constitutional proposals from which Tony Blair originally ran. These were as follows:
1. Devolution to Scotland and Wales
2. An elected mayor and council for London and potentially other urban areas
3. Removal of the voting rights of hereditary peers in the House of Lords
4. Incorporation of the European Convention on Human Rights into British Law
5. Electoral reform at various levels of government including a referendum on changing the electoral system for Members of Parliament.
The article was subdivided into six main points.
Traditional British Constitutional Principles is the first subheading. In this section, he describes a bit of British history and current design.
1. There are political elites in British government who give lip service to making the government less incestuous, but are loath to share power.
2. Simple voting majority of the House of Commons can change any law, including those rights of individuals. There is no “Bill of Rights”.
3. There is a sharing of power between the executive and legislative branches, the judicial branch has little to no power in the organization of the government.
4. Only Parliament guarantees civil liberties.
5. British government has been secretive and hides most of its’ workings.
6. Large cities do not elect mayors or governing councils.
Labor’s Constitutional Promises
This section discusses the goals of the constitutional proposals outlined above, mainly participatory British citizenship.
Developing a Program for Constitutional Change
This section tried to describe the position that the Labor party was in when it was decided that constitutional change was going to be its new agenda. Particularly, it points out that after losing four consecutive general elections, it decided to unite the groups in Brittan that were already interested in constitutional change.
Constitutional Change Under Labor
Under this section, he outlines how much of the goals outlined above were met and how that was achieved.
1. There are legislatures with devolved powers in Northern Ireland, Scotland, and Wales.
2. All of 92 hereditary peers have been removed from the House of Lords.
3. The European Convention on Human Rights has been incorporated into British law.
4. London has her own elected Mayor.
5. The Freedom of Information Act creates an independent Information Commissioner’s office and allows some public access, but it is still one of the most secretive governments in the democratic world.
6. There have been some changes in the electoral process, but not as much as was indicated when Mr. Blair was trying for the office.
In what was most likely an addition during a recent revision, there is a section on the joining of the United Kingdom with the European Union. UI law now supersedes British law, including judicial review by the European Court of Justice. Brittan still won’t adopt the Euro as its currency.
Last in this subsection is an subtle attack on the monarchy as outdated and elitist.
Conflicting Views on the Constitutional Changes
This is the section that I found most confusing. He attempts to describe the reaction of the British people to the reforms. Most of these reforms are more than five years old, and have been integrated into the British public.
Further Constitutional Changes on the Horizon?
In this section, he describes an England which is still adjusting to some of the broad changes made under Tony Blair. The Conservatives have now picked up the government and are trying to help Britain find the changes it likes and wants to keep and which should go aside. In addition, a larger issue of changing the electoral process is still in debate.
Thanks,
Janet Johnson

Trends in Globalization

2008-06-02T19:51:00.000-07:00

Globalization from the Middle Ages Unitl Current
Janet Johnson
Global Socioeconomic Perspectives
Errol G. Palmer
June 1, 2008

Trends in Globalization from the Middle Ages Until Current
Summary:
Globalization means different things to different states. In the United States of America, it might mean that we have access to fresh strawberries year around, in Iran, it might mean that their leader has a higher level of accountability than ever before.(Douglass, J.A., Dec 2005), As globalization continues, quality of life and standards of living dramatically improves for all the countries involved. (Turri, A., Maniam, B. & Leavell, H., 2006). My research shows a trend toward more treaties and agreements exist between more states, covering more complex problems and that these treaties and agreements are employing more liberal and inventive methods for solving problems. (Harnecker, M, 2005). I will look at the trends in globalization from the Middle Ages until now, and I will try to prove, using economic success, desire for peace, and quality of life as the assumed goals, that interdependence is inevitable and will continue.

History of Globalization
The Middle Ages
During the Middle Ages, travel was a moderately uncomfortable and dangerous undertaking. However, travel in Europe, Africa, and Asia was common and the search for new commodities and new trade routes were often undertaken. (Macdonald, F, 1984) This growth continued until the Black Plague (1347-1349), which wiped out more than one third of Europe’s population. The economy and the trade didn’t fully restore itself until the early 1400’s. (Applied History Research Group, 1997)
Renaissance
By the 15th century many of the fruits and spices that are available now were starting to show up at town markets. Trade routes from the Middle Ages had resumed and because of new inventions and reliable maps, routes were increasing . (Burckhardt, 1878)
Christopher Columbus and other explorers discovered the Americas and all the riches that they brought (gold, new foods, spices, and land). The European states were expanding and colonizing, the desire for freedom and opportunity brought settlers to these new colonies. (Social Studies For Kids webpage)
The New World
By the time the United States of America was formed in 1776, worldwide trade was firmly established. Exotic food was available to those who could afford it. Fashion standards were becoming global. The Christianity crusades were slowing. Tobacco, food, textiles, and paper were being shipped out of the United States and tea, coffee, and textiles were being imported. (Social Studies for Kids webpage)
Discussion
There were treaties and agreements between heads of state, generally as the result of war. For instance, there was a peace settlement which consisted of a group of treaties called the Peace of Utrecht (1713) which was a result of the War of the Spanish Succession (1701-1714). (Viotti, P & Kauppi, M, 2009) This was not only to decide who controlled what land, and decide who won the war, but it also began commerce regulation (Gave British the sole right to slave trade in the Americas). (Microsoft Encarta, 2008)
This type of agreement became more common as conflicts erupted over rights to trade, and how to keep peace. (Viotti, P & Kauppi, M, 2009) The formation of Leagues and Groups became more formal. After World War I (1914-1918) the League of Nations and World Court was formed to help healing and keep world peace. This grouping of allies has continued until today, when diplomacy is a larger force in determining how states interact than even war.
Economic Success
My research has shown that increased globalization has a positive effect on economics. In order to show that globalization has a positive impact economically on the world overall and on individual states, I’ve looked at studies concerning the computer hardware and the cost of computers. (Turri, et al, 2006)
The major computer manufactures, Dell, HP, IBM, and Gateway outsourced their support help desks to lower the operating costs and the costs of the computers that have technical support as part of the product. India, who has a slowly recovering economy where over one third of it’s population still lives below the poverty level, provides 30 to 40 % of the computer industry’s software production. (Dunlop, J.E. & Velkoff, V.A., 1999) This lowers the cost of the computer and the operating costs of the company. With what is being called “follow the sun support”, having employees in all time zones so that companies can be productive twenty-four hours per day.
As the cost of the personal computer lowers, the impact on the United States’ job market might be called into question. Research done by Arora & Gambardella (2005) were reported to have concluded that “although export-oriented software activities have been completed in countries outside of the United Sates, they are complementary to activities which are still being completed inside of the United States and typically at a lower level such as product support and maintenance rather than initial product development. (Turri et al, 2006)
Globalization will continue to increase competition in the technology and other marketplaces. Stronger competition, more access to higher education, less expensive base materials, and cheaper unskilled labor: all of this will bring the cost of products down and the quality of the products available continually higher.
War and Peace
When individual states enter into the different treaties and agreements with other countries, their continued peace becomes more certain. Since the inception of the United Nations peacekeepers in 1945, the multinational organizations have become central to preserving peace and preventing war.
According to the United Nations’ own records, the peacekeeping missions are strategic in keeping military action from occurring. Having over eighty-five thousand uniformed personnel, highly trained and from a variety of countries, the United Nations peacekeepers are effective in maintaining order when called upon to do so.
According to the U.N. Charter, Article 4, Chapter 2:
"Membership in the United Nations is open to all other peace-loving states which accept the obligations contained in the present Charter and, in the judgment of the Organization, are able and willing to carry out these obligations.The admission of any such state to membership in the United Nations will be effected by a decision of the General Assembly upon the recommendation of the Security Council."
There are 192, including the recent addition of the state of Montenegro, member states currently in the United Nations, including almost all recognized independent states.
Quality of Life
As trade increases and negotiations bring about more fair trade practices, quality of life improves for those at all economic strata. I will look at the history of the coffee bean farmer and the growth of the Fair Trade Coffee branding to give an example of how increased globalization can improve quality of life.
The primary goal of the Fair Trade movement has been to only use coffee from coffee farmers (who are generally small holders) that get a fair price for their harvests in order to achieve a decent living wage. Fair Trade was designed independently of any government as a watchdog group for consumers who wish to be aware of the impact of their purchase.
Coffee farming has been an traditional way of life for many in South America, Asia, Latin America, and the Caribbean. With coffee getting as low as fifty cents per pound from the small farmer, the gourmet coffee industry has enormous profits. Without organized multinational oversight, the coffee farmer is left out of the profit increase. The Fair Trade movement is simply a branding that allows the consumer to know that this product bought at a fair price from the farmer.
The existence of an independently organized group like Fair Trade is evidence that in time, increased globalization will stop the “sweatshops” of some countries. People with choices are often willing to pay more for quality products which don’t exploit any given group.
Conclusion
The research on the history of globalization shows how increasingly complex agreements regarding trade and war have brought about a more peaceful planet. The improved economic success of the participating states, the decrease in armed conflicts, and the improved living conditions for the middle classes and the impoverished would make it extremely unlikely that globalization would decrease.

References
Applied History Research Group, (1997), The end of Europe’s middle ages, University of Calgary.
Burckhardt, Jacob, (1878), The civilization of the renaissance in Italy, the state as a work of art, foreign policy, translated by Middlemore, S.G.C. in 1878, searched on June 1, 2008, http://www.idbsu.edu/courses/hy309/docs/burckhardt/1-8.html
Douglass, J.A., (Dec 2005), How all globalization is local: countervailing forces and their
influence on higher education markets, Higher Education Policy, Houndmills, vol
18, iss 4, pg 445, retrieved from the ProQuest database on May 19, 2008
Dunlop, J.E. & Velkoff, V.A.,(January 1999) Women and the economy in India, U.S.
Department of Commerce Economics and Statistics Administration, Women of the
World, December 3, 1998
Fair Trade Website, 2008, http://www.globalexchange.org/ campaigns/fairtrade/coffee/background.html
Harnecker, M, (Apr 2005), On leftist strategy, Science & Society, New York, vol 69, iss 2,
pg 142, 11 pgs, retrieved from the ProQuest database on May 19, 2008
Macdonald, Fiona. The Middle Ages. Silver Burdett Company. London. 1984.
Microsoft® Encarta® Online Encyclopedia 2008, Peace of Utrecht,
http://encarta.msn.com © 1997-2008 Microsoft Corporation. All Rights Reserved.
Social Studies For Kids, Thirteen American colonies, searched on June 2, 2008, http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm
Turri, A., Maniam, B. & Leavell, H., (December 2006), Globalization: the good, bad and
ugly, The Business review, Cambridge, Vol. 6, Iss. 1, pg. 31, 7 pgs, retrieved from
the ProQuest database on May 19, 2008
The United Nations Website, searched on June 1, 2008
Viotti, P.R. & Kauppi, M. V.,(2009), Pearson Education, Inc. New Jersey

Convention against Torture

2008-05-29T17:57:00.001-07:00

Convention Against Torture
Discuss how the “Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment” might be applied to a contemporary conflict. Use references to support your answer. Respond to at least two of your fellow students’ postings.
Our nation is currently involved in a conflict in Iraq. There have been numerous accusations of torture, along with the support of pictures particularly at Guantanamo Bay. (Knight, 2003). Our agreement to the convention against torture and other cruel, inhuman, or degrading treatment and punishment was seemingly abandoned. But, the invocation of this and other agreements (the Geneva Conventions) has put the spotlight on the American Army and the prisons run by it. (http://www.pbs.org/wgbh/pages/frontline/torture/etc/faqs.html)
Our government must abide by the agreements it has signed, but it must also do what is necessary to keep other terrorism attacks from happening. In the often quoted ticking bomb scenario, torture has proven to be ineffective (http://www.amnestyusa.org/ask amnesty/torture200112.htm). And even it if were effective, having the wrong person in custody could lead all resources in the totally wrong direction.
We have a stated policy in the United Sates of America not to deal with kidnappers, to do so would only create more kidnappers and make people more vulnerable. We have a signed agreement to not become torturers, and our reasoning is just as sound. To do so would make us as potentially evil as the person who placed the bomb, it is essential that we not become what we fear.

Knight, B (October 2003), Claims of torture in Guantanamo bay , AM on ABC Local Radio, http://www.abc.net.au/am/content/2003/s962052.htm
Mayer, J, (October 2005), what international treaties govern torture?, PBS http://www.pbs.org/wgbh/pages/frontline/torture/etc/faq.html
Thank you,
Janet Johnson

Universal Human Rights

2008-05-29T16:56:00.001-07:00

Universal Human Rights
Should the United States take a more active role in support of universal human rights?
My answer is, “No, we must speak up for what is right, and for the inalienable rights of all, but we are under no implied obligation to support universal human rights, with actions.”
I agree with our Declaration of Independence (http://www.ushistory.org/declaration/document/index.htm) that :
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.

But, as a nation, as a people, we have an obligation to see to it that our rights are protected, that we must guard our own rights. We are people, not children who need protection. We must stand up for our own rights, and for those who might have their rights removed.
And again referencing the Declaration of Independence:
But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. — Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government.
We, in the United States, must continue to be vocal about what we see as right and as wrong. We have an obligation to speak up for the principles on which our country is built, but each nation must decide what she considers a right worth fighting for.
If we fought for the universal human rights of others, we would be obligating our armed forces indefinitely to fight, not in defense of our borders, or protection of our land. We have an army for a specific defined role, and this is not it. If we were to fight for the universal human rights of others, we would have to prioritize and protect the rights of perhaps our enemies.
So, in conclusion, we must always speak up for the right, and careful use of diplomacy can be used to assure the rights of others, but I believe that we are under no obligation to defend the rights of those who aren’t willing to do this for themselves.

Tabatha, my problem

2008-05-27T03:43:00.001-07:00

I am going through something odd right now. I've been in the position of owing money to someone before, and I've been owed money before, but I've never had a situation like this. I'll start from the beginning... I'll let you read the letter that I wrote to the Police Department after I filed a formal complaint. Background, I am a landlord to two historic buildings which were converted to apartments about fifty years ago. They are beautiful old buildings, always in need of something to be repaired, but mostly I enjoy being a landlord. Every once in a while there is a problem of a tenant, but I've never experienced anything like this before.

Dear Mr. Thompson,
I am sorry that it has taken me the extra day to get back to you. I'm often swamped with life. I'll try to get all the details to you.

My apartment at Address Here, Number 2 became available in the middle of January. I ran an ad in the Valley News and received many responses. I have a tenant in Apartment 5 of a different address. She has been a wonderful tenant. She told me of her cousin, who just started a job at Dartmouth's Optical department, who was a single mother that needed to move closer to her new job. She described a young woman who had worked at Walmart's Optical in Claremont for two years. She often babysat her cousin's daughter, and I knew her somewhat (the baby girl).

I felt comfortable with the situation of renting to Tenant One's cousin Tabby. Tabby and I scheduled a look at the apartment for January 23 which was a Wednesday. She was late and Tenant One stayed at the apartment and cleaned for a while because I had to leave. I asked Tenant One to show the apartment to Tabby and collect the deposit and first month's rent. I told her that when she had that in hand, she could give the key to Tabby so that Tabby could move in at her convience (I understand that a working mother has limited time to devote to these types of things). I was going to return to New Hampshire on February 9 and collect signatures on leases and such when I returned, feeling comfortable that the rent and deposit in hand would give us both a leg to stand on.

When I returned on February 12 (weather kept planes from landing, we flew all over trying to get home), I called Tabby. She told me that her boyfriend was out of jail (she had warned me that he was incarcerated, but would get out shortly. She told me that the charges were domestic related and that he was completely incapacated as he was in total kidney failure, that he was unable to work, but would stay home and take care of their little girl while she worked.) She told me that Zach was living there and that there was a problem with the check she had written and given to Tenant One. I collected the check from Tenant One before calling at Tabby's apartment.

Tabby said that the deposit and the first month's rent were a gift from her best friend, and that they put her as a signator on their account so that she could get into the apartment. But, she had discovered in the time that I was gone that the check was from the wrong account, maybe. She asked that I bring the check and that she would give me the cash that evening. She wasn't home, but Zachary told me that she was going to meet me the next day. What I told him was that I needed to get the check covered, and he seemed to think that there was no check. I asked Tabby and she hinted that Zach was a responsible guy, but he tended to spend money if he had it on him, so she felt most comfortable if she gave the money personally. I still had no signed lease at this point. I left the lease with Zach.

I stopped by on Wednesday February13 and Tabby wasn't there again. I left her a handwritten note that said that I needed to be paid by 10 AM on the 14th or I was going to have to have her evicted. At that point, I had a check that she asked me not to cash, but I had nothing to cover the deposit. They had lived in the apartment for two and a half weeks and I had no signed lease.

I left Tabby many messages on February 14 and she failed to call me back. At ten PM she called from the car in Claremont. She told me that she would pay me tomorrow, I was supposed to call her at work 555-5555 in the morning. Zach was in the car with her and he was drunk. He was yelling at me, calling me threatening names, really mad at me. He told me that they were going to move because a registered sex offender lived in the building (I told them that before they moved in, Tenant Three who then lived in apartment 3 and currently lives in apartment 1) Tabby assured me that he was fine, but he was starting dialysis tomorrow and that he was going to be unable to drink again and so he wanted to have one last drunk. She also told me that it was her birthday.

This is what I wrote in my journal about Friday February 15th.
Went to meet Tabby at pro-optical to pick up money. She said she didn't have it, her wallet was at home. Zach was at ER all night. Could I come to get the money in the evening?
Waited at apartment from 7:05 until 8:30. Spoke w/ Tabby at 7:15. She was locked out at work and the alarm was off. At 8:00, she had alarm off was waiting for Ben. 8:30 Tabby shows up. Wallet still not in car or apartment. We went ot Friend's house on Church Street. Friend just left to bring boyfriend to job in Claremont. I went home at 10:00 with no money.

She asked me to come the next day at work to get the money. Februry 16. She called me in the morning to tell me that she had the money in her car. Her lunch was at 12:30, could I go get it. Waited from 12:30 until 3:05. Tabby called me at 8:59am, 9:30am, 11:31am, 12:44am, 1:05am, 1:10am, 1:39pm, 1:49pm, and 4:20pm. For the 4:20 call she asked me to meet her at the Irving off Interstate (near where I live). I drove there and waited until 5. She never showed up. I had to go to the apartments at Address at 7 for a reason unrelated, no one was home.

February 17
10:30 went to the apartments, Tabby was not home, no car.
Sunday evening. I went to apartment and Zach invited me in. Tabby was there and they told me that she had lied to me every time she had spoken to me since I returned from Louisiana. Her friends had allowed her to write the check, but then they told her that they closed the account. She was really sorry, she honestly thought that they were going to help her with moving in. I could have evicted them at that moment, but Zach was starting dialysis on Tuesday (he looked very, very ill). I know that Tabby gets paid on Thursday and I asked if they would pay me from last weeks' check. They explained that their money had gone to car repair, that there was none left.

They agreed to give me 200 per week toward the current rent and that they would pay off the check (deposit and February's rent) when Zach's disability check came on Friday. I agreed.

I left town that evening immediately after leaving thier apartment to go to Ithaca, NY to help a friend out. I came home on February 21... On February 22 I stopped by their apartment, Zach gave me 200$ in cash. I called on February 28, Zach assured me that they had the money, but were out of the apartment when I stopped by. I wrote a letter and an eviction notice and stopped by on March 3. The first attachment is the letter. Zach was home. We discussed what happened so far. He showed me a signed lease, but he wanted a copy of it so I told him to give it to me when he got a copy of it made or that I would bring one with me next time so that we could both have a signed copy. He gave me 120$ cash.

March 6 was the next Friday. I have not written anything down in my journal for that day. I have written Zach a list of what he paid me toward March's rent, but I didn't put it in my journal.

March 13 was the next Thursday. On Friday Zach gave me 220$. We discussed the fees that I had listed in the letter that I sent. I told him that while most of March was covered, April was fast approching and how were they going to get caught up when they were now more behind than before. Zach was very agitated and annoyed about this. He continued to tell me that there was a disability check which was routed the wrong way. He told me that they were going to apply for fuel assistance. (when people apply for fuel assistance, I generally receive a voucher from the city and I sign it and then a check is drawn. I have not received a voucher for them, so I know that they have either not applied or not been approved.) He assured me that the money on the bad check would be covered.

I have not heard from them again except in the form of Instant Message. Those were brief and I will forward them to you later. I am not on the computer where I received them... they are only retrievable there. On April 1, 2008 with two weeks of not receiving any more money, I deposited the check that I had received in February. It was returned on April 4. Also, on April 4 Tabby IMed me that their hot water wasn't working in the bathroom and that they were going to pay me nothing until I fixed it. I told her thank you and that I would let them know.

I posted a notice to vacate on Saturday April 5th. I also attached another letter. I heard nothing and on Monday I went to the Court to file papers to civil court for the bad check. They told me to go to the Police where I received the check and I could file criminal charges. I did so.

Thank you,
Please let me know if there is anything else you need.

Janet Johnson

As you can see, I am the most guilty party here. I let her lead me around like it was her building.

I have requested the report from the Police Department, and will post that here when I receive it. The charges were dropped, even though the check was pulled off of a bad account because I allowed her to start paying me back. Had I refused a partial payment, she would have been charged with felony check fraud, or the police department would have made her pay me in full. So, again, my fault.

I went back to the original court and posted a formal eviction and civil suit for the amount owed in back rent. We have a court date on May 28, Tomorrow. In the meantime, I received an instant message from Tabby regarding my showing the apartment.

I have posted another ad on the local paper, Valley News. I had appointments to show the apartment and she refused to allow me to show it. Here is the Instant Message exchange.

This particular chain of correspondence began on May 25,2008 in response to a notice that I left on three apartment doors that I would be showing the apartments which will soon be vacated..

Tabby (5/26/2008 5:06:09 AM): i contacted a lawyer and they said that until we go to court and have our hearing that we have the right to say that no one can come in to look at the apartment... and we dont want anyone in here... also the lawyer said that if u just let urself in then we can call the police... and we will have the alarm set up... maybe if we can have set times and days that would work for us as well we can talk but to say that from 11-6 u can be here netime is very disturbing to our day and cuts into our rights
me (5/26/2008 5:21:18 AM): Tabby, I have appointments to show the apartment at 11 tomorrow. I will only show it between 11 and 12 if that is OK with you.
me (5/26/2008 5:49:57 AM): I have read through all of my landlord tenant law and I only find that I must give you twenty four hours notice to enter the apartment.
me (5/26/2008 5:50:51 AM): Tabby, if you think that by refusing to allow me to show the apartment, I will somehow allow you to stay, you are mistaken
me (5/26/2008 5:51:01 AM): We are so at odds. You and I
me (5/26/2008 5:51:22 AM): You have not told me any truth since we met
me (5/26/2008 5:51:41 AM): I don't for one second believe you that you contacted an attorney
me (5/26/2008 5:52:11 AM): I will have you evicted this week in court
me (5/26/2008 5:52:21 AM): and I am suing you for the unpaid rent
me (5/26/2008 5:53:22 AM): You have been nothing but a pain in my ass since I met you. You lie and you steal from me every day. Every time you turn on a light,you are stealling from me. Every time you take a shower, you are stealing from me.
me (5/26/2008 5:54:37 AM): You have caused me so much stress that I have trouble sleeping. When you, as a topic, come up in my house... it makes my stomach hurt. There is no circumstance in which I will allow you to continue to stay in the apartment.
me (5/26/2008 5:55:16 AM): It is mearly a formality, going to court
me (5/26/2008 5:55:58 AM): You have put it off as long as possible, but time is up. The court will force you to move. It is only because I am honorable that you even have this opportunity
me (5/26/2008 5:56:33 AM): I should have evicted you when I found that your check was bad.
me (5/26/2008 6:01:31 AM): I had sympathy for you and your situation, Also, you have an odd charisma. I wanted to help you. But, you punished me for wanting to help. You gave me just enough money to stay in the apartment. I've no doubt that you and Zach will find another landlord to take advantage of. I have no doubt that you will continue to lie and cheat and steal until you end up in jail. You use Zach's medical condition and your daughter to justify lying and stealing, but it doesn't change that what you are doing is lying and stealing. I don't know how you justify this in your head, I guess you have some way of thinking that all of this is OK. I assume that you somehow feel like it is your right to continue to screw me over and over again. At some point you have decided that your responsiblities to your family
me (5/26/2008 6:03:28 AM): make it ok to use others, without thought to what your actions do to them. You use the law to continue to abuse others. I would be insane to continue our tenious relationship as landlord and tenant.
me (5/26/2008 6:06:47 AM): continue to lie to people about attempting to get in touch with me if you like. I know that you have not called me . I know that you have not attempted to call me. I know that you have not tried to pay rent. I know that you have no intention of paying me. No intention of leaving unless the police force you. I am allowing you to bully me because the law is on your side in this.But, I have the right to show the apartment. I gave you notice.
Tabby (5/26/2008 10:03:05 AM): i have no intentions to try and work things out. i dont want to live here in this apartment. u r a slumlord that does not care how the apartments are taken care of. i should have trusted my instinct and never moved in here in the first place. the minute i saw the place was trashed i should have known that u were a slum lord and things would never be done. you can say all u want about me. as far as the bad check goes i was paying that off and i have all my proof and cant wait to see u in court. and u did not give me a 24 hour notice u left a note that never specified the date and time and even these ims are not 24 hours notice so i will call the police. i have a right. and dont believe that i called a lawyer is called free legal advice... would u like their number u can check for urself...
Tabby (5/26/2008 10:03:18 AM): and dont ever bring my daughter into something...
Tabby (5/26/2008 10:13:37 AM): i will also being show these ims to the court i dont think that its approiate u talk about me the way u do and u even admit it about my name being brought up in ur house. and i am suing as well for the 5 hour clean up that i had to give the apartment when it was suppossed to be all clean to move into
me (5/26/2008 2:43:43 PM): I have an appointment to show the house at 5 PM tomorrow. Please , bring these IMs to court. Of course, your name is brought up in my house. I went 4000 dollars in arrears over the bad check, the unpaid rent, and the court costs. My husband and I discuss money and the apartments on a daily basis. Your name comes up because you are unfinished business.
me (5/26/2008 2:45:39 PM): I have not brought your daughter into anything. You use your responsibilities to justify stealing from me. I think your daughter is a joy, totally cute and smart to boot.
me (5/26/2008 2:48:03 PM): I am not a slumlord. I rent apartments for lower rent. I take care of them the best I can on what money they make. When you complained about the tub water temperature not working properly. I sent Joe over to take a look at it. That was the next day. When he couldn't fix it, I called a plumber the day after that, and he came on Monday (you told me of the complaint via IM on a Friday evening or a Saturday morning). Zach refused to let me into the apartment
me (5/26/2008 2:48:42 PM): Because of your nonpayment of rent, I've had trouble getting Irving to come and fill the heating oil, but I've stayed on top of it as best I can.
me (5/26/2008 2:50:15 PM): The apartment building is up to code in every way. My insurance company and the city both keep a close eye on the building as it is over 150 years old. I told you the age of the building when you moved in. I've not hidden things from you, nor have I broken any law.
me (5/26/2008 2:50:53 PM): I am not a perfect landlord, but in order to be that I'd need to tear down and rebuild the apartment building. It is a historic building and I am not allowed to do that.
me (5/26/2008 2:51:48 PM): Besides, I like the building the way that it is. It is in serious need of a paint job, but other than that. I really do like the building. I wouldn't have bought it otherwise. You should not have moved into it if you didn't like it.
me (5/26/2008 2:55:02 PM): And as to whether I believe you about calling an attorney, I don't. You've told me nothing that was true so far. You can get as defensive as you like, but you DID write me a bad check on a closed account. You did ask me to go to your work three different times when you KNEW that you did not have the money to pay me in hand. You implied that Zach couldn't be trusted with money so that I wouldn't just get you to leave the money with him. You had me drive you to a friends house when you knew that they weren't going to give you the money. You got me to wait for you for over three hours and you knew that you didn't have the money. You told me that you would pay me as soon as " " came in (fill in Zach's back money from when he was in jail, the next paycheck, the money from your relative, your
me (5/26/2008 2:55:17 PM): your bonus check, the money from the IRS, the money from the state)
me (5/26/2008 2:55:46 PM): You lied to the police when you told them that you applied for assistance from the city. They check with me first thing when a tenant does, and they never did that.
me (5/26/2008 2:56:12 PM): You say that you were paying me off on the bad check. You gave me only 800 so far.
me (5/26/2008 2:56:35 PM): The check was for over 1000 and it has been over four months since the check was written
me (5/26/2008 2:56:43 PM): and NO RENT has been paid in that time
me (5/26/2008 2:57:13 PM): So, tell me, Tabby, why I shouldn't have the right to rent my apartment to someone else.
me (5/26/2008 2:57:53 PM): and If you feel like calling names, like slumlord, go ahead. Sticks and stones.
me (5/26/2008 2:58:01 PM): But, I've tried.
me (5/26/2008 2:58:24 PM): I even only filed suit against you rather than you and Zach in order to keep his name out of it given his legal problems and health problems
me (5/26/2008 3:03:37 PM): I've not called the police nor DSS about your pot use in the apartment, and I could have. I saw weed in there, and you told me about your pot use but honestly, I don't care about pot use, I think it should be as legal as alcohol.
me (5/26/2008 3:04:23 PM): So, Tabby, you can be as mad about me as you like. But, I've stolen nothing from you. I've taken nothing from you. I've broken none of our agreements with you.
me (5/26/2008 3:04:36 PM): I've tried over and over and over again to work with you
me (5/26/2008 3:04:47 PM): I've done everything by the book/.
me (5/26/2008 3:05:14 PM): And you lie to me and to your cousin about me.
me (5/26/2008 3:06:27 PM): IF I want to discuss you and my apartment with my husband, it is fine, it is legal, and it is just.
me (5/26/2008 3:06:53 PM): If I want to write a short story about my interactions with you and publish it on my blog, that is also my own business.
me (5/26/2008 3:07:37 PM): Please sue me about the state of the apartment when you moved in.
me (5/26/2008 3:08:10 PM): Please bring everything we have signed together to the court date.
me (5/26/2008 3:08:28 PM): Please move the heck out of my building. and pay me what you owe me.
me (5/26/2008 3:09:53 PM): And if you don't allow me to show the apartment, I will attempt to collect any rent I would have received from a new tenant had the apartment been rented.
me (5/26/2008 3:10:08 PM): This is more than 24 hours notice.

As you can see, still, I am allowing myself to take this personally. Hopefully, it will be over soon.

Janet Johnson

Environmental Scarcities

2008-05-27T03:39:00.000-07:00

Do environmental scarcities undermine international security? If so, how? Please provide at least one example. If you were in charge of developing U.S. policies how would you reconcile the two problems?

Environmental scarcities, such as oil (a debatable point, but not the topic of this post, http://www.msnbc.msn.com/id/4542853/, March 16, 2008, & http://www.govspot.com/issues/anwr.htm , May 2008), have certainly had a large impact on our dependency on the Middle East. Most of our (outside) security problems originate from this area. Were we able to depend solely on U.S. drilled oil, we would be able to stop associations with countries in the Middle East.

Were I in charge, I would strongly encourage with money and attitude a science revolution akin to one when electricity was first invented. I would encourage the smaller automobile, the more efficient appliance, the 'offgrid' families would receive the highest tax breaks. I would work to get small towns to build their own 'wind' farms and 'solar power' collection sites, and to sell this power to the consumers. I would reward electric and hybrid cars usership annually. And most of all, I would release all noncompetition agreements between power companies.
(I want to strongly say that this next paragraph should not indicate that I think a nontrade situation is desirable overall. I do, however, think think that our economic dependence on foreign oil will prohibit us from evaluating our problems with the Middle East objectively.)
I do not think that developing U.S. drilling sites is the answer. I'm in the market for a new car. I want one that seats at least seven (the number of children plus adults that are in my immediate family) and that gets at least 30 MPH in town and 40 on the highway. I know it is possible because with our Hybrid Toyota, we get between 45 and 55 MPH out of every tank, and we easily seat five in that vehicle. That car does not yet exist, but it should all the technology is there. I view the U.S. dependence on foreign oil much like this situation. The technology is all there, no body has put it together in a package and given it a name yet. If I were in charge, I would merely put it all together and give it a name.

Thank you,
Janet Johnson

The Pollution in India and China

2008-05-22T15:53:00.001-07:00

This post is in response to an assignment in my class. The assignment was:
Debate the following proposition: “The countries of India and China have a “right” to pollute the environment until they catch up with more industrialized countries.” Construct a one-two paragraph posting in which you explore the supposition that follows, supporting your answer with references.

My post:

India’s pollution problem is comparable to the pollution problem in the West in the 1960s. The factors that prompted the cleanup over the last 50 years are: 1. Public outrage 2. Strong laws 3. Strict monitoring and enforcement.
As of yet, India has not been self motivated to clean itself up. If we suppose that India has NO right to pollute the globe as the West did, if we suppose that we have the obligation to force it to clean it’s own pollution., we must also suppose that we had a means of monitoring and enforcing rules. As we respect the sovereignty of each country, we have no methods to force compliance.
If we assume that India and China have the right to pollute, then we must trust that the same influences that changed the direction here in the West will assert themselves in the East. The brunt of the destruction will fall upon the poor. Cancer rates will rise, drinking water will be polluted, bodies of water will become barren of life. After quality of life has declined to pre industrial times, people will force the government to monitor and enforce laws.

References:
Agarwal, A, (January 2000), When will India be able to control pollution?, The Hindu, found on http://www.cseindia.org/hindu.htm on May 22, 2008
Brahic, C, (November 2007), Pollution is dimming India’s sunshine, New Scientist Environment, Found on May 22, 2008 on the NewScientist.com news service, http://environment.newscientist.com/article/dn12919
Leslie, J, (December 2007), The last empire: China’s pollution problem goes global, found on May 22, 2008 on Mother Jones at http://www.motherjones.com/news/feature/2008/01/the-last-empire.html

GNP and living on ten cents a day

2008-05-15T18:44:00.000-07:00

This post is in response to an assignment by my professor.
What are the components of Gross National Product (GNP)? How does it understate aggregate production in Third World countries where substantial economic production may be consumed directly and thus not reach markets where it can be measured? Finally, is per capita income (PCI) a good measure of the level of living people enjoy or are the data skewed, given substantial differences in the distribution of income especially in Third World countries? Construct a one-two paragraph posting in which you respond thoroughly, supporting your answer with references.

Gross National Product and living on 10 cents per day.

The GNP is comprised of the value of all the goods and services produced in a given year. Valentino Piana describes three components of the GNP, demand, income and production.. (Piana, 2001) No matter the sellable products in a country, there is a certain minimum level of demand. There is a calorie minimum to ensure continuity of a country. Gardens and bartering are two things that are not calculated in the GNP of third world countries.
When Per Capita Income of Turkey is $6,700 (http://globalis.gvu.unu.edu/indicator_detail.cfm?IndicatorID=140&Country=TR) it seems that people would be dying from malnutrition. Standard of living is dependent on a few things that aren’t in the formula.. Purchasing power is much higher in smaller countries. In 2005 only 1/3 of the average family’s income was spent on food and clothing. The rest of the need for food and clothing is taken care of in immeasurable things, trade and home production (gardens and sewing).
PCI is a good measure of success families in developed countries. In comparing two developed countries, GNP is a good indicator. But, in third world countries, and even in some pockets within a developed country, these measures would only show no real comparison.

Thank you,
Janet Johnson

Piana, Valentino, (2001), Gross Domestic Product, from the Economics Web Institute at http://www.economics/sebinstitute.org/glossary/

Global Civil Society

2008-05-15T17:50:00.000-07:00

This post is in response to an assignment by my professor.
Describe and assess how international law has addressed matters of trade, human rights, and the environment. How have these efforts contributed to developing or retarding the construction of global civil society? Why? Construct a one-two paragraph posting in which you respond thoroughly, supporting your answer with references.
Global Civil Society

Our international society has become one defined by the agreements and treaties that each country enters. Economically, the World Trade Organization (WTO), formerly General Agreement on Tariffs and Trade (GATT), North American Free Trade Agreement (NAFTA), U.S. and Central American Free Trade Agreement (CAFTA), and others are the treaties and the organizations based on the treaties we have signed. These regulate the tariffs, practices, and regulations that we share with our international trading partners. They have been evolving and developing since the largest threat to free trade was pirates.

In the areas of Human Rights, agreements are relatively new, and this type of diplomacy is in its infancy. Before the Holocaust in Germany, countries tended to respect sovereignty and custom and most had policies of non-interference. Since that time, we have been exposed to governments which participate in slavery, starvation, genocide, and other human rights atrocities. We have graduated to a place where we will interfere when the situation reaches a point of offending our now shared norms and when doing something is possible given the set of circumstances. The United Nations is our main peacekeeping (rules and agreement based) organization, they are the world's watchdog on human rights' issues. (The U.N. Web page, http:/un.org)

Internationally, our agreements with other countries in order to protect the environment are few. The ones that are signed, like the Kyoto Protocols, are virtually unenforceable. (World Public Opinion.org, http://www.americans-world.org/digest/global_issues/globalization/envAgreemnts.cfm) While public opinion is strong on wanting the United States to be a leader in environmental issues, allowing policing of our businesses by foreign countries has little support.

A global civil society is well defined in a paper supporting such a situation written in 2002 by David Korten, Nicanor Perlas, and Vandana Shiva as, "Humanity has entered into the final stage of an epic struggle between the forces of imperial rule (empire) - presently represented by the institutions of elite globalization - and the forces of democratic rule (community) - presently represented by the Global Civil Society. It does seem plausible, yet unlikely that we will ever form the type of empire or the type of community envisioned by the writers of this document (and book, published later). Regardless of how many treaties we enter into, without the bite of enforceable law, they remain about as strong as a gentleman's handshake.

Thank you,
Janet Johnson

Check out my ebay listings...

2008-05-15T15:21:00.000-07:00

This is for a watch that Dagny got as a gift.
http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&sspagename=STRK%3AMESELX%3AIT&viewitem=&item=260239553967

This is for a toy that we are done with.
http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&sspagename=STRK%3AMESELX%3AIT&viewitem=&item=260239571153

And this is for a batch of birds sitting on houses that I bought to give someone as a gift, but they didn't like them. Drat!
http://cgi.ebay.com/ws/eBayISAPI.dll?ViewItem&sspagename=STRK%3AMESELX%3AIT&viewitem=&item=260240073088

Just some other stuff I am working on.
Janet

Which Criteria Should the President Use to Decide on Armed Intervention?

2008-05-15T07:08:00.000-07:00

Which Criteria Should the President Use to Decide on Armed Intervention?
Janet L. Johnson
LIB: 320
Global Socioeconomic Perspectives
Errol G. Palmer, Ph.D.
May 12, 2008

Abstract
After economic and military capabilities are assessed, our president must look at the more abstract and fickle criteria of domestic political support. There are at least five criteria which tend to influence the availability of domestic political support and support by the American public. These are separately classified as sovereignty, national interest, human rights, expected net effect on the human condition, and the degree of multilateralism. (Viotti & Kauppi, 2009) I will look at these criteria and how they conflict with each other. I will look at what criteria I think are most important if I had to make these decisions.

Which Criteria Should the President Use to Decide on Armed Intervention?
When all diplomacy has been exhausted, when the threat is real, when American lives are in real danger, armed intervention might occur. Our position as a military force, armed to the teeth, generally prevents other states from taking action which might mean war with the United States of America or with her allies. We are a rich country with financial resources, and a generally stable economy. Our military has been built up to over 600,000 troops on active duty (Casey, 2008)and has the capacity to enlarge itself using the military draft. Domestic political support and support of the American public are the real determining factors as to whether a president should consider armed intervention. The separately classified criteria are sovereignty, national interest, human rights, expected net effects on the human condition, and the degree of multilateralism. Looking at them together as separate influences and as conflicting issues, a president must either move with the support of the country or risk not getting the moral, financial, and actual support for his war.

Sovereignty has in times past been a shield used to protect a state from possible armed conflict. Under international law and normal customs, states are prohibited from intervening in domestic affairs unless the legitimate government requests aid. The only exception would be if self defense to an aggressive act by that state. The population of the United States holds its sovereignty as infinite and unquestionable. This attitude might imply a stronger respect for foreign sovereignty than is even guaranteed by the United Nations.

National interest is another criteria. It is often stated that the wars we engage in are because of “oil” rather than some other stated reason. These issues of National Interest are not as simple as this. It is difficult to clearly define when and what might be declared of national interest, but in each particular case there is this ambiguous factor.

Human Rights are largely becoming the stated underlying reason for military use. When our country was formed it was to protect our inalienable rights of life, liberty, and the pursuit of happiness. After 220 years of these guaranteed rights, the population of the United States has moved toward recognizing that all humans have these rights. The United Nations has openly declared, in September 1999 that states bent on criminal behavior should " know that frontiers are not an absolute defense, that massive and systematic violations of human rights, wherever they may take place, should not be allowed to stand." (Haass, 2003)

Expected Net Effect on the Human Condition must be considered. Even if the numbers can’t be known, that there will be a devastating effect on human life, private property, and long term effects on the surviving solders and civilians after an armed conflict is well established. This must be respected and taken into account when deciding on whether or not to use armed intervention.

The last consideration which would influence popular opinion and political support is multilateralism. Getting support from our allies is of greater importance than ever. While our military strength may be so mighty that we would be unchallenged if we moved without the support of the world, we are vulnerable in the economic sense. The “sticks” which could be applied by our trading partners might upend our economy.

Discussion
Assuming that the financial and military arguments are sound that all diplomacy has been exhausted, and that the threat is real, the criteria we are debating must be considered, but how they are viewed by the American public can be manipulated. While Americans respect the sovereignty of a foreign government, placing doubt as to the legitimacy is a commonly used practice. Human rights violations can be manufactured, or old already addressed instances can be dragged out as if new. The expected net effect can be mineralized and whatever issue is in our national interest can be built up. What cannot be manufactured is our degree of multilateralism.
How much support other countries are offering would be the criteria that I would use to decide. The American values that we bring to every discussion are simply basic human values. They are shared by most of our allies. If we are fully prepared to invade a foreign state, the ‘rightness’ of it should be obvious to any who share our value and have access to our information.
This multilateralism is also a good gage as to how much manipulation of facts has occurred in the issues mentioned above. The degree of abuses of human rights might be played about on our news channels. We can generally assume that the news organizations have done their function as the invisible fourth branch of government, checking and balancing the power of the sitting president. In this internet age, we have access to the other press of the world.
Multilateralism is also important when looking at the cost of the war in “human condition”. If our allies are fighting alongside us, the financial cost will be shared. The experience of their militaries are available to the troops. The new technologies can be shared. Channels open for movement of supplies and of troops. Overall, the war will be shortened and the burden shared.

Conclusion
In deciding on whether or not to use armed intervention, the criteria described above are all useful. The one that I would use to make final decisions are the criteria of Multilateralism or support from the world at large. If we enjoy the support of our allies, we can form clear goals and exit in a way that is agreed upon by all players.

References
Haass, R., (February 7, 2003), Armed intervention: When nations forfeit their sovereign privileges, International Herald Tribune online, retrieved at http://www.iht.com/articles/2003/02/07/edhaass.php
On May 12, 2008
Podur, J, (2006), Kofi Annan’s Haiti, New Left Review 37, January - February 2006, retrieved on May 12, 2008 http://www.newleftreview.org/?view=2604
Viotti, P.R. & Kauppi, M.V. (2009), International relations and world politics, fourth edition, Pearson prentice hall, New Jersey
Wheeler, N. (2001), Melbourne Journal of International Law, 2001, retrieved at www.mjil.law.unimelb.edu.au/issues/archive/2001(2)/10Wheeler.pdf

A National Model Needed for No Child Left Behind

2008-05-15T06:57:00.000-07:00

A National Model for States to Meet Teacher Requirements Set Out by the No Child Left Behind Act of 2001
Janet Johnson
History 324
Judith Richardson
April 28, 2008

A National Model for States to Meet Teacher Requirements Set Out by No Child Left Behind Act of 2001

Introduction

President George W. Bush first ran for President of the United States in 2000 as an education candidate. He used the improved Texas education system as a model to show the public what could be accomplished with oversight. In January 2002, he signed the No Child Left Behind Act of 2001 into law with overwhelming support. The Act tried to increase accountability and flexibility and increase federal support for education. (US Department of Education, 2004)
One of the increasingly debated portions of this legislation is the Teacher Quality Objectives. Under No Child Left Behind, all teachers must be highly qualified by the end of the 2005-06 school year. The wording “highly qualified” has become accepted as meaning: 1) hold a bachelor's degree, (2) hold a certification or licensure to teach in the state of his or her employment, and (3) have proven knowledge of the subjects he or she teaches. In 2005 the president requested that teachers receive financial support through training, recruitment, and loan forgiveness. He requested 5.1 billion in 2005 and 4.4 billion in 2004.
Issue to be Investigated
Individual states have historically had the responsibility to educate and license teachers. This new legislation provides oversight, but the responsibility still is a state and local function. (Pullman & Van Patten, 2007) A national model is necessary in order to meet the teacher quality objectives for the No Child Left Behind Act.
I will outline what the No Child Left Behind Act is requiring of states in regards to teacher quality. I will look at what the majority of states currently have in place now. I will outline what is necessary for a national model and look at where we are in reaching those goals set out in No Child Left Behind Act.

Literature Review

The issue that I am looking at is teacher quality. When looking for articles and information on this subject, I have discovered that there are many articles that verify the position that a skilled teacher is essential for student performance to excel. The problem that I had was that I discovered few articles that gave objective means of defining “skilled”. The wording in NCLB is not vague but it still leaves question.
I found my topic for this paper in the article, State Policies Hinder Teacher Quality, which was anonymously written for American Teacher in September 2007. It looks at the “patchwork of state policies designed to promote teacher quality”. This article is where I discovered the “2007 State Teacher Policy Yearbook”, which I found on the National Council on Teacher Quality website.
The best source for data and concrete numbers that I was able to find was the website for the National Council on Teacher Quality. In the section “About Us” (http://www.nctq.org/p/about/index.jsp) they did a good job of summing up the problems that I had with my research. “We recognize the absence of much of the evidence necessary to make a compelling case for change and seek to fill that void with a research agenda that has direct and practical implications for policy. … increasing public awareness about three sets of institutions that have the greatest impact on teacher quality: states, teacher preparation programs, and teacher unions.”
While looking for information about the scope of the problem. I found on ProQuest, an article by Suzanne Perez Tobias, from April 18, 2008, discussing a school district which completely restructured it’s middle schools’ teachers. They failed to meet the test score targets for six years. The article, Restructuring Shuffles half of schools’ teachers, appeared in The Tribune Business News, Washington.

The U.S. Department of Education website was also a great wealth of information with concrete numbers defining both portions of the problem and ways of identifying progress. It uses the NCLB as a backdrop on all of its research and reports. On their “Stronger Accountability” page, there is a searchable database that gives numbers that correlate to each state. I was able to compare the states of New Hampshire and Louisiana within seconds. 98 % of New Hampshire‘s elementary school students that live in high poverty areas have highly qualified teachers, compared to the 85.3% of high poverty students in Louisiana. (http://www.ed.gov/nclb/accountability/results/progress/index.html)
John Wright, President of the Arizona Education Association testified before the Senate Subcommittee on Labor, Health & Human Services, Education and Related Agencies on April 16, 2008, only 12 days before this report was due. I was able to get he content of his speech from the National Education Association. He gave good working definitions for Quality Teacher, he also discusses teaching as a profession, and details a career path whereas quality teachers will emerge. He quoted a document, What Matters Most: Teaching and America’s Future.
What Matters Most: Teaching and America’s Future, a 162 page document published by the National Commission on Teaching and America’s Future in 1996, which was rich with information about teacher quality, how to define it, how to find it in all teachers, and how important this is. Because the information is over 10 years old, it helps us define what the problems are and how to address them. It also gives some data which can be compared to the current data. (in 1990 about 70 % of teachers were certified, but only about 50% had a bachelor’s degree in the subject that they taught. In math the numbers were much lower at around 35%) I found this document downloadable in PDF form at www.nctaf.org/documents/WhatMattersMost. The article, Interfacing Culture Specific Pedagogy with Counseling: A Proposed Diversity Training Model for Preparing Preservice Teachers for Diverse Learners, published in Multicultural Education in the Spring of 2007 issue, was a through article about how new teachers can be trained to teach in schools that are racially and culturally diverse. This problem arises when the goal of “highly qualified” teachers arises. Working in schools with students from low socio-class and minority backgrounds causes more turnover of teachers and addressing this issue before they begin working might help stem the flow of teachers to wealthier school districts.
I found the article More with Less: Urban Teacher Experiences in a New Small School published in Negro Educational Review in Fall 2007 to be useful in defining the quality of schools and of teachers. This article is about a public school within a larger school. The attempt is to increase graduation rates, daily attendance, and daily student experience with a smaller school and effective teachers. It defines how, with a large school district, revenue is not necessarily dependant on quality of outcome. This article explores how competition can act as a mechanism of recuperation, even if that competition comes from within the school itself.
In Jerry Odland’s article, NCLB-Year for Change, explores the reasons behind the separate issues in NCLB legislation. This article, published in Olney in the Fall of 2007 was useful in verifying the underlying principles and objectives of the NCLB Act.
Findings
In high poverty schools nationwide, in 2006-2007 school year, 90.42 % of elementary and secondary students have “highly qualified” teachers. (Department of education website, Stronger Accountability page) State policies determine the career path of teachers, who gets a license, who gets to work where. Being called into question is the existence the distinct systems overall. There are separate plans being instituted by each state from the Department of Education website on the “Highly Qualified Teachers Revised State Plans” page.
Discussion
There was bipartisan support for the No Child Left Behind Act from its’ inception. With charter schools, private schools, alternative districts, and home schooling, there are some options to parents who want their child to get the best education possible. Now, with testing requirements of the No Child Left Behind Act, the performance numbers are available to assist parents in making the best possible choice for their child.
Public school will not be a perfect fit for all students, with respect to religious practices and medical conditions, but it must be a good choice for all of the children who need it. The NCLB Act can help to achieve this by assuring that teachers are highly qualified, well trained and have degrees in their subjects. According to the wording in NCLB, a teacher is highly qualified with full certification, a bachelor’s degree and demonstrated competence in subject knowledge and teaching.
The NEA goes further to suggest that a quality teacher will know their subject matter, know how to teach that subject matter, and understand how students learn and what it takes to reach them (emphasis mine). (Wright, 2008) Teacher preparedness to deal with any type of classroom, as would be self reported by new teachers entering a classroom has improved over the last ten years (Marbley, 2007).
New teachers must be highly educated on how information is learned, (Pullman, 2007) not just what information is tested. To make matters more complicated, new teachers are often white and come from a non-diverse background. New teachers often feel particularly unprepared to teach children of diverse backgrounds and socio-economic backgrounds.
Conclusion
This paper covers the requirements set out for testing of teachers in the No Child Left Behind Act, it looks at the different state models for improvement, and it tries to show that a model for training teachers and allowing them to enter the classroom as highly qualified has yet to be discovered. No state has reached the goals set out by NCLB to date. In fact, some districts are having to fire all their teachers and rehire only those who meet the standards set by NCLB, and they are striving to make the job attractive enough to ensure that there are enough teachers to fill the vacancies that exist.
Before the 2001 Act was passed, only about 70% were certified and between 35% and 50% had degrees in the subjects that they taught. (What matters most, teaching America’s future, 1996). Things have improved since the inception of the act, but only two states, Tennessee and South Carolina have even come close to reaching the goals
Performance (National Council on Teacher Quality Yearbook, 2007). In the area of special education, only small parts of the goals have been achieved.
With no state meeting all the parts of the highly qualified teacher wording from the No Child Left Behind Act, there are currently no states that would serve as a national model. We, as a country, are getting closer to meeting the lofty goals.

References
Anonymous, (2007), State policies hinder teacher quality, American teacher. Washington: September 2007, vol. 92, iss. 1, pg 5, 1 pg, Retrieved April 14 from ProQuest Direct database
Abstract (Summary)
The study finds that no state comes close to being a national model for change in the six areas; meeting NCLB teacher quality objectives, teacher licensure, teacher evaluation and compensation, state approval of teacher preparation programs, alternate routes to certification and preparation of special education teachers. Forty-one states require teacher preparation programs to administer a basic skills test, but 24 of those states delay testing until the candidates complete the preparation program.

Garth-McCullough, Ruanda, (2007), Negro educational review. Greensboro: Gall 2007, vol. 58, iss. ¾; pg. 253, 20 pgs, Retrieved April 14 from ProQuest Direct database
Abstract (summary)
While reform options such as creating new schools seem tempting, they challenge the ills of public schools with new school creation under the same system. Of interest are the lessons that can be gleaned from teachers at a small school that serves a Black American population. A theory on declining institutions was used to explore teachers’ experiences and the feasibility of exit, voice, and loyalty as mechanisms of recuperation. Interview data concerning the benefits and challenges of working at a small school in a larger system illuminate the realities of changing a system from within. With an investigation of the lessons learned, the educational community was able to explore the viability of a Small School option as an effective way to provide an equitable, free education for non-White students in large urban school districts.
Kupermintz, H. (Fall 2003). Teacher effects and teacher effectiveness: A validity investigation of the Tennessee value added assessment system, Education evaluation and policy analysis, no. 3, pp 287-298, article retrieved on April 27, 2008 from National Education Association Website http://www.nea.org/teacherquality/validity.html
Abstract
Student test score gains have recently been proposed as a measure of educational “value-added” contribution by teachers and schools to student learning. Recent educational reform efforts such as NCLB seek to employ standardized test score gains as a key policy instrument for holding educators and school systems accountable. Currently the most influential value-added model is the Tennessee Value Added Assessment System, which analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness.
Marbley, A.F., Bonner II, F.A., McKisick, S., Henfield, M.S, Watts, L.M., (2007), Interfacing culture specific pedagogy with counseling: a proposed diversity training model for preparing preservice teachers for diverse learners, Multicultural education. San Francisco: Spring 2007, vol. 14, iss. 3, pg. 8, 9 pgs, Retrieved April 20 from ProQuest Direct database
National Commission on Teaching and America’s Future (1996). What matters most: Teaching for America’s future. New York: Teachers College Press; Little, J. W. (1990)
Summary
A plan that outlines a lofty goal of improving the education system in America. It is a large document, 162 pages, and it lists the drawbacks and the roadblocks that might happen as the system improves for all of the states.
Odland, J., (2007), NCLB- year for change, Childhood Education. Olney: Fall 2007, Vol 84, Iss 1, pg 30B, 2 pgs, Retrieved April 14, 2008 from the ProQuest Direct database
Abstract (Summary)
Drafted in 2001 and signed into law in January 2002, NCLB provided the framework for President George W. Bush's bipartisan education reform plan intended to ensure that every child in U.S. public schools has equal access to high-quality education and, in the process, raise the achievement level of elementary and secondary school students.
This article looks at the implementation of mandates in NCLB in practical terms, what it is designed for, how does it handle accountability, how it rates students, teachers, schools, and districts?
Pullman, J.D., and Van Patten, J.J. (2007), History of Education in America, New Jersey, Pearson Education
Tobias, S.P., (2008), Restructuring shuffles half of schools’ teachers, McClatchy - Tribune business news. Washington: April 18, 2008, Retrieved April 27, 2008 from the ProQuest Direct database
Abstract
Representatives with America’s Choice, a for-profit school turnaround company, were in Wichita this week to visit seven schools they will help redesign. Last month, employees at Marshall and Mead middle schools had to reapply to district administrators for their jobs as a part of a start from scratch restructuring required under the federal No Child Left Behind Act.
U.S. Department of Education, Office of the Secretary, Office of Public Affairs, A Guide to Education and No Child Left Behind, Washington, D.C., 2004.
http://www.ed.gov/nclb/overview/intro/guide/guide_pg12.html#history
Summary
This document gives a fourteen page summary of what was expected in the NCLB legislation and updates on its successes and failures.

U. S. Department of Education, No Child Left Behind Overview, Proven methods, teacher quality frequently asked questions, http://www.ed.gov/nclb/methods/teachers/teachers-faq.html, Retrieved on April 25, 2008
Summary
This document is designed to answer the questions: 1. How does this law improve teacher quality? 2. How are states and districts held accountable for improving teacher quality? 3. What about paraprofessionals or teachers’ aids? Does NCLB call for increased academic requirements for them? 4. Why is teacher quality such an important issue?
Walsh, Kate, National Council on teacher quality website, (2007) http://www.nctq.org/stpy/about.jsp
Summary
The State Teacher Policy Yearbook examines what is arguably the single most powerful authority over the teaching profession: states. States' influence over the profession-whether through regulation approved by state boards of education or profession standards boards or laws passed by state legislatures-is far reaching. These policies have an impact on who decides to enter teaching and who stays and everything in between. The Yearbook provides an unprecedented analysis of each state's full range of teacher policies, measured against a realistic blueprint for reform.

Wright, John (April 16, 2008), The federal role: quality teachers in every classroom Statement submitted before the Senate Subcommittee on labor, health& human services, education and related agencies, retrieved from the NEA website on April 27, 2008, http://www.nea.org/lac/funding/041608testi.html
Summary
Improving the quality of teaching in America's schools continues to be a central focus of school improvement and educational reform efforts. This is because teacher quality matters. Teachers do not enter the classroom as accomplished professionals — they increase their knowledge and skills with increased experience, and, as a result, effect greater student learning. Simply put, good teachers produce good students.1 In fact, research continues to show that having a good teacher is a key to students' success. The National Education Association understands and values this and is a leading voice that supports and promotes quality teaching. Throughout its long history, the NEA has advanced the profession of teaching and works toward a goal of a qualified teacher in every classroom.
In my statement I first review NEA's policies on teacher quality, next highlight some of our initiatives to improve teacher quality, and finally focus on the federal role.