Showing posts with label liberty. Show all posts
Showing posts with label liberty. Show all posts

Thursday, May 13, 2010

Simple is the Solution... now what's the question?


Capitalism is not the problem. The problem is
corruption and lack of law enforcement. DC and Wall Street are so intertwined it's like they are two divisions of one entity, each helping the other to do their job in a manner that is mutually beneficial. Who was helped by the bailouts? Wall Street executives. Who conducted the bailouts? Ex Wall Street executives. Who was complicit? Blatantly, two congresses and two administrations, but there has been less blatant collusion for a century. Due to their corruption, Government is the problem.

Capitalism is the methods used to capitalize on situations available in the environment that has been created in which to operate. However, though the environment is technically the same for all, some are allowed to operate outside that environment and operate in a manner that would be illegal for you and me. It is illegal for them too, but they know they won't be brought to justice, and if they are, the justice will cost less than their profit. Government is the problem.

Capitalism is not the problem. Government's original role was to protect individuals' rights. To intervene when other individuals or entities violate those rights through fraud, theft, physical harm, or whatever. Transactions can be freely undertaken by and between individuals and other entities. Each party can know the details of the transaction and decide to enter into it or not. When one party does not uphold its end of the bargain, the government must intervene, otherwise the government has no business in the transaction. Instead, the government tries to legislate transactions and alter the environment under which these transactions can take place. Government is the problem.

Take, for instance, health insurance. The government and the insurance industry, along with the AMA and the pharmaceuticals industry, set up a system that would dictate how people would get medical treatment. The AMA said, "No chiropractic, no Eastern medicine, no homeopathy". The pharmaceuticals said, "Vitamins are bad, drugs are dangerous and need to be prescribed". The insurance industry said, "We need to create an environment that causes all insurance purchases to go through employment so we can sell big policies to large groups instead of small policies to little people. It must be tied to employment since that is where most of the healthy people are". The government said, "Ok. We'll regulate drugs to increase the cost, we'll disallow treatments not approved of by the AMA in order to create a monopoly, and we'll give tax breaks to people who buy their insurance through work". Government is the problem.

A different kind of example, the Department of Education. "We think all children should be vaccinated; if you don't get all your students vaccinated, we can't line the pockets of the pharmaceuticals and we won't send you any of that money your state sent us in taxes, so DO IT!". "We want all kids to be in school, regardless of their ability, their desire, or their demeanor. Therefore, we will pay you for each child you can get to say 'present' each day. The more you get, the more we pay. If you expel Big Bad Billy Bob, we will pay you less. Go ahead and let him disrupt class and terrorize other students, just MAKE SURE HE GETS TO CLASS!". "We decided that we want no child left behind. The way we will accomplish that is to ensure that you allow no child to forge ahead, thus leaving others behind. We will implement this plan with certain tests. Your job is to teach the kids how to pass these tests; if they learn something along the way, great. If you don't do what we tell you, we will close your school, so DO IT!". Question. Once we achieve 'No Child Left Behind', and everyone gets a college degree, who will pluck chickens? Government is the problem.

The more laws our government passes, the more corruption we can (and do) have. These laws that are written to guard against these capitalists are aimed toward the little capitalists to keep them from competing with the big capitalists. The big capitalists are nice people; they volunteer their time to help government by actually drafting these laws against themselves! They even help congress to create the loopholes they need in order to operate unencumbered. How nice is that! The more laws our government passes, the less freedom we have to make our own choices. They help us by telling us we can't buy Penicillin without their permission. They help us by giving us a tax break on insurance, as long as we buy what they allow, from whom they allow, with the terms they deem appropriate. Politicians allow this to happen. Government is the problem.

If government had little power to control people or economics, she would not have any currency to bargain with when the lobbyists come knockin'. Corruption must have a currency or it can not be transacted. If we lessen government's power, we lessen corruption by the same degree.

Using one of the examples above, what if the federal (and state) government did not collect or distribute tax money for, or make rules for schools? The county would have to collect money for school funding and it would directly affect those who are paying for it. It would be much more efficient, right now we send $100 to DC and get $60 back. If this were all done at the county level, it would be $99. Then, if Johnny is a bad kid, we could kick him out of school and send him to chicken-plucker school, or carpentry school, or whatever would work best for him. Simple is the solution.

Jim

Thursday, September 3, 2009

President Obama's Speech Sept, 8, 2009

If I had children in preK - 12 I would keep them home on Monday and Tuesday, the 7th and 8th, because I do not know what he will say to the children, but from the instructions to the teachers, there is potential for an indoctrination session to take place; and I wouldn't put it past them/him because the general consensus is 'get to the children early if you want to help shape their thinking'. I want some answers ahead of time before I turn my kids' minds over to the government. Answers to questions like:

1- What is the purpose of setting aside so much time for the children to work, study, and discuss the president's speech?

2- Why do you want to know how children can help in schools? They are only between the ages of 4 and 12! Given the current debates on Cap and Trade, Healthcare, Bailouts, TARP, and the surprising and overwhelming showing of frustration by the general public in Town Hall meetings, is this really a questions of 'how can you take this propaganda home and tell your parents their stupid'? Or is this a long-term strategy to change the direction of thinking in the next generation?

3- How are the teachers supposed to steer the following discussion:
Why is it important that we listen to the president and other elected officials, like the mayor, senators, members of congress, or the governor? Why is what they say important?
Is what they say important because they are our elected officials and they determine the direction of our country? If so, I want to keep them home and teach them about the Constitution which specifically states that the rights belong to the people, not the government. I want to tell the children that it is much less important for us to listen to them than FOR THEM TO LISTEN TO US!

4- I want answers to these questions before they are asked of the children:
What is the president trying to tell me?
What is the president asking me to do?
What new ideas and actions is the president challenging me to think about?

5- Instead of these questions going to the children:
Students might think about the following:
What specific job is he asking me to do?
Is he asking anything of anyone else?
Teachers? Principals? Parents? The American people?
I might ask, "Why are the requests coming from the government to the people? Who works for whom?"

I like to keep things short, and I have too many questions for this post. Please read the communique sent to the teachers and school administrators and help me figure out what the goal of the president is. I have posted the communique in its entirety on this blog.

President Obama’s Address to Students Across America

Menu of Classroom Activities
(PreK‐6)
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009

Before the Speech

• Teachers can build background knowledge about the President of the United States and his speech by reading books about presidents and Barack Obama. Teachers could motivate students by asking the following questions:
Who is the President of the United States?
What do you think it takes to be president?
To whom do you think the president is going to be speaking?
Why do you think he wants to speak to you?
What do you think he will say to you?

• Teachers can ask students to imagine that they are delivering a speech to all of the students in the United States.
If you were the president, what would you tell students?
What can students do to help in our schools?
Teachers can chart ideas about what students would say.

• Why is it important that we listen to the president and other elected officials, like the mayor, senators, members of congress, or the governor? Why is what they say important?
During the Speech

• As the president speaks, teachers can ask students to write down key ideas or phrases that are important or personally meaningful. Students could use a note‐taking graphic organizer such as a “cluster web;” or, students could record their thoughts on sticky notes. Younger children could draw pictures and write as appropriate. As students listen to the speech, they could think about the following:
What is the president trying to tell me?
What is the president asking me to do?
What new ideas and actions is the president challenging me to think about?

• Students could record important parts of the speech where the president is asking them to do something. Students might think about the following:
What specific job is he asking me to do?
Is he asking anything of anyone else?
Teachers? Principals? Parents? The American people?

• Students could record questions they have while he is speaking and then discuss them after the speech. Younger children may need to dictate their questions.

2 After the Speech

• Teachers could ask students to share the ideas they recorded, exchange sticky notes, or place notes on a butcher‐paper poster in the classroom to discuss main ideas from the speech, such as citizenship, personal responsibility, and civic duty.

• Students could discuss their responses to the following questions:
What do you think the president wants us to do?
Does the speech make you want to do anything?
Are we able to do what President Obama is asking of us?
What would you like to tell the president?
Extension of the Speech
Teachers could extend learning by having students:

• Create posters of their goals. Posters could be formatted in quadrants, puzzle pieces, or trails marked with the following labels: personal, academic, community, and country. Each area could be labeled with three steps for achieving goals in that area. It might make sense to focus first on personal and academic goals so that community and country goals can be more readily created.

• Write letters to themselves about how they can achieve their short‐term and long‐term education goals. Teachers would collect and redistribute these letters at an appropriate later date to enable students to monitor their progress.

• Write goals on colored index cards or precut designs to post around the classroom.

• Interview one another and share goals with the class to create a supportive community.

• Participate in school‐wide incentive programs or contests for those students who achieve their goals.

• Write about their goals in a variety of genres, such as poems, songs, and personal essays.

• Create artistic projects based on the themes of their goals.

• Graph individual progress toward goals.

Sunday, August 23, 2009

The Wedge...

Let’s look at what happens after congress claims a right from an individual and it is upheld by the Supreme Court. In the ‘40s, some government agency made some guy stop growing wheat in his back yard even though it was for his own use. They claimed that power over this individual’s right because, they said, it affected interstate commerce. The famous “Interstate Commerce Clause”. The Supreme Court upheld the rulings. Now congress claims the right to intrude into every aspect of individual rights, claiming the Interstate Commerce Clause gives them the authority, even the duty.

The moral of this story is that every right that is transferred from the people to the federal government is a wooden wedge in the crack of our Constitutional rock. Congress can then slowly widen that wedge over time by pouring water over the wooden wedge, causing the wood to swell and the crack to slowly widen so they can stick a bigger wedge in there and start the water treatment all over again. It is not very difficult to split a rock if you have the time, but try putting that rock back together again! How long will it take before the rock is completely broken in two?

The mightiest rock cannot withstand a wedge and a bucket of water.

Wednesday, July 22, 2009

The Essence of Freedom

The essence of freedom is the proper limitation of government.
When government's power grows, people's freedom recedes.

http://www.wimp.com/thegovernment