Sunday, October 18, 2009
What's Wrong with Baseball
Friday, October 9, 2009
The Body, The Body, The Body!

Saturday, September 26, 2009
Never Mind...

http://www.boston.com/news/nation/washington/articles/2006/04/27/kennedy_faces_fight_on_cape_wind/
Friday, September 4, 2009
Dear Leader
Menu of Classroom Activities
President Obama’s Address to Students Across America
(Pre-K6)
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.
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.
Menu of Classroom Activities
President Obama’s Address to Students Across America
(Grades 7-12)
Produced by Teaching Ambassador Fellows, U.S. Department of Education
September 8, 2009
Before the Speech
Conduct a "quick write" or "think/pair/share" activity with students. (In the latter activity, students spend a few minutes thinking and writing about the question. Next, each student is paired with another student to discuss. Finally, the students share their ideas with the class as a whole). Teachers may choose to ask the following questions:
What ideas do we associate with the words "responsibility," "persistence," and "goals?"
How would we define each term?
Teachers then may choose to create a web diagram of student ideas for each of the words.
Have students participate in a "quick write" or brainstorming activity. Teachers may ask students:
What are your strengths?
What do you think makes you successful as a student and as a person?
Teachers may engage students in short readings. Teachers may post in large print around the classroom notable quotes excerpted from President Obama’s speeches on education. Teachers might ask students to think alone, compare ideas with a partner, or share their thoughts with the class. Teachers could ask students to think about the following:
What are our interpretations of these excerpts?
Based on these excerpts, what can we infer that the president believes is important in order to be educationally successful?
Create a "concept web." Teachers may ask students to think of the following:
Why does President Obama want to speak with us today? How will he inspire us?
How will he challenge us?
What might he say?
Do you remember any other historic moments when the president spoke to the nation?
What was the impact?
After brainstorming answers to these questions, students could create a "cause]and]effect" graphic organizer.
During the Speech
Teachers might conduct a "listening with purpose" exercise based on the following ideas: personal responsibility, goals, and persistence. Teachers might ask pairs of students to create a word bank at the top of a notes page that has been divided into two columns. On the right]hand side, students could take notes (trying to capture direct quotations or main ideas) while President Obama talks about personal responsibility, goals, or persistence. At the end of the speech, students could write the corresponding terms from the word bank in the left]hand column, to increase retention and deepen their understanding of an important aspect of the speech.
Teachers might conduct a "listening with purpose" exercise based on the themes of inspiration and challenges. Using a similar double]column notes page as the one described above, teachers could focus students on quotations that either propose a specific challenge to them or that inspire them in some meaningful way. Students could do this activity individually, in pairs, or in groups.
Transition/Quick Review
Teachers could ask students to look over their notes and collaborate in pairs or small groups. Teachers might circulate and ask students questions, such as:
What more could we add to our notes?
What are the most important words in the speech?
What title would you give the speech?
What is the thesis of the speech?
After the Speech
Guided Discussion:
What resonated with you from President Obama’s speech? What lines or phrases do you remember?
Whom is President Obama addressing? How do you know? Describe his audience.
We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of responsibility? How? Give examples.
How are the individuals in this classroom similar? How is each student different?
Suppose President Obama were to give another speech about being educationally successful. To whom would he speak? Why? What would the president say?
What are the three most important words in the speech? Rank them.
Is President Obama inspiring you to do anything? Is he challenging you to do anything?
What do you believe are the challenges of your generation?
How can you be a part of addressing these challenges?
The brilliance of Dear Leader knows no bounds and this stroke of invincible genius boosts the effective invincibility of the American Democratic Socialist Workers Proletariat a thousandfold, sending the criminal Republican imperialists reeling in a panic, smashing their frantic anti-Revolutionary schemes at one stroke. Hail victory! Hail the Leader!
Source: http://www.ed.gov/teachers/how/lessons/7-12.pdf
Source: http://www.ed.gov/teachers/how/lessons/prek-6.pdf
Friday, August 28, 2009
Worse Than The Disease

One hundred forty-four years later, things have changed. We’re not facing a shooting war as Mr. Lincoln did but rather a political war that could be even more destructive in its own way, a war over the way we live our lives in this country. On the one side are the forces led by Mr. Obama, forces that claim the right that Mr. Lincoln so eloquently denied, that they are entitled to the profits earned by others and which they indignantly demand: Home mortgages subsidized by others, automobiles subsidized by others, jobs subsidized by others and now health insurance subsidized by others. The system is unfair, they cry; it’s time to restructure the United States to favor the poor and damn the costs, hence this quote from Nancy Pelosi at a news conference last June:
“First of all, the health care bill will be paid for. Second of all, we have to reduce cost. Cost must be reduced as we go forward. We know there are many initiatives of prevention and wellness and the rest that may not score down. But, nonetheless, we have to try to keep the number a containable one, an affordable one, one where waste, fraud, abuse, other aspects of -- well, as the President has already indicated, there's money to be found in Medicare and Medicaid, not that that's waste, fraud, and abuse, but just in how it is managed and -- administratively it's okay, but how the money is spent.
"And we can wring out money, and we must. We can't just say, "Well, we want the health care bill we want and we'll pay for it and how are we going to do that?" No. We have to reduce cost, establish priorities, and then go forward with how we pay for it."
“Wring out money.” For anyone not familiar with liberal jargon, that means higher taxes. Not for everyone, mind you, but only for the top ten percent of Americans who already pay 65% of all Federal income taxes. Speaker Pelosi wants to knock them down and steal their lunch money and then give it to the people she represents – the bottom fifty percent of wage earners who pay only 4% of Federal income taxes, those who want to “wring their bread from the sweat of other men’s faces.”
On the other side are conservatives who resist the notion of a national health care system like they would resist the plague, who resist the higher costs, higher taxes, invasive regulation, fraud, waste and corruption such a system would bring. A recent Congressional Budget Office study indicates that Mr. Obama’s plan, though costing an additional $1.6 trillion over ten years, would only cover ten million of the estimated 47 million Americans lacking health insurance, meaning that if he truly wants universal health care in the United States, Mr. Obama will have to find $7 trillion that he hasn’t already spent. Second, his claim that the creation of a new Federal health care plan would lower costs because of competition with private health companies is a blind alley. Private health insurers would quickly realize that they lacked the resources to compete with the Federal government and would collapse, especially as businesses realized they could unload the cost of insuring their employees to the Feds: Thus the competition Mr. Obama envisions would result in a single, gigantic national plan and stratospheric expenses, which might suit his socialist philosophy but not the long-term interests of the country.
Third, as I’ve mentioned in this space before, even if Mr. Obama establishes a national health care plan and finds the money to pay for it, he will simply be adding another 47 million patients to the existing infrastructure. As far as I know, he doesn’t plan on buying one more bed, building one more hospital or hiring one more doctor, meaning that America will have rationed health care if his plan is adopted.
Fourth, the government never runs anything efficiently, thus it is amazing that the same people who complain bitterly about the DMV or the Post Office or the IRS ardently support Mr. Obama’s plan to establish a national health care program costing trillions of dollars. The current high costs of health care result in large part from Americans’ desire to get something for nothing, so if national health care is established and private insurers are driven out of business, there will truly be no incentive to save money anywhere and the country will be bankrupted.
Fifth, Senator Kent Conrad is urging the taxation of employee health insurance benefits as a method of raising money for the Democrats’ health reform plan. Since World War II, offering employee health benefits has been a way for businesses to attract and keep the best workers without increasing basic salaries. Taxing these benefits would push people into higher tax brackets and punish them for their success, but beyond raising money for universal coverage though, such taxation would discourage enrollment in private health care plans and drive people toward the single national program Mr. Obama is advocating. Once again, the liberals are obsessed with forcing everyone in America into one monolithic system and are willing to sacrifice our freedoms to do it.
Sixth, tied to the point I make above, is that after having unloaded their employee health coverage to the Federal government, businesses will want to do the same with their employee retirement plans. Health insurance and retirement are hugely expensive and the opportunity for a business to dump these costs on the Federal taxpayers will be too enticing to resist, so the American people will be funding the total cost of medical care and pensions for every worker in America and their families.
Seventh, the health care benefits paid to union workers would be exempt from the taxes imposed on non-union workers. This would encourage higher union enrollment and, together with the check-card voting system proposed by the Democrats, might reverse the 30-year decline in union membership which is essential to the establishment of a true socialist state. However, I doubt that any of Mr. Obama’s devotees have thought this approach through to its logical conclusion: As more workers join the union ranks, tax receipts from private health benefits would plummet while health care costs would climb. Since the money for the new Federal health program would have to come from somewhere, these new union members (as well as their veteran colleagues) would find their benefits eminently taxable by the same government they trusted.
Eighth, and this is quite taboo among the legacy media and the liberal intelligentsia, prosperity is the product of risk. A doctor with ten years’ training took greater risks and thus is entitled to a higher salary than the drive-thru guy at McDonald’s. Someone who starts a billion-dollar software company took greater risks and is entitled to a higher salary than an associate at Best Buy. And by and large, the top ten percent of wage earners in America have taken greater risks and thus earn higher incomes than the bottom fifty percent. They didn’t cheat the bottom fifty percent of their just due, they didn’t defraud anyone, they just worked harder and made better decisions and that enfuriates His Serene Loftiness. Some people have the unmitigated gall to succeed on their own in a difficult career while others take fewer risks, earn lower incomes and bitch about being cheated. These latter are Nancy Pelosi’s constituents and Mr. Obama’s, the millions who want to make very safe choices or none at all, who aver higher education or tough technical training, who never move or want to change jobs or invent something useful or start a business but yet want the rewards of such risk-taking: A guaranteed income, a guaranteed home, guaranteed pensions and now, health care for life guaranteed by the American taxpayer. They want to enslave America to their dream of a safe, worry-free life, yoking everyone else to their burden and draining the coffers dry, forcing everyone to the same level of mediocrity for as long as life endures. They don’t object to slavery as long as someone else is the slave, and the first African-American President of the United States is whipping us onward to that particular cliff. “Ironic” doesn’t quite characterize that scenario and neither will “catastrophic” if this nightmarish plan isn’t soundly and permanently defeated.
Source: http://news.prnewswire.com/DisplayReleaseContent.aspx?ACCT=104&STORY=/www/story/06-18-2009/0005046655&EDATE=
Friday, May 8, 2009
Cruel Torments of the Devil

Perez Hilton: "Vermont recently became the 4th state to legalize same-sex marriage. Do you think every state should follow suit. Why or why not?"
Carrie Prejean: "Well I think its great that Americans are able to choose one or the other. We live in a land where you can choose same-sex marriage or opposite marriage. And you know what, in my country, in my family, I think that I believe that a marriage should be between a man and a woman. No offense to anybody out there, but that’s how I was raised and that’s how I think it should be between a man and a woman. Thank you very much."
It is my practice, my lord, to refer to you all matters concerning which I am in doubt. For who can better give guidance to my hesitation or inform my ignorance? I have never participated in trials of Christians. I therefore do not know what offenses it is the practice to punish or investigate, and to what extent. And I have been not a little hesitant as to whether there should be any distinction on account of age or no difference between the very young and the more mature; whether pardon is to be granted for repentance, or, if a man has once been a Christian, it does him no good to have ceased to be one; whether the name itself, even without offenses, or only the offenses associated with the name are to be punished.
Meanwhile, in the case of those who were denounced to me as Christians, I have observed the following procedure: I interrogated these as to whether they were Christians; those who confessed I interrogated a second and a third time, threatening them with punishment; those who persisted I ordered executed. For I had no doubt that, whatever the nature of their creed, stubbornness and inflexible obstinacy surely deserve to be punished. There were others possessed of the same folly; but because they were Roman citizens, I signed an order for them to be transferred to Rome.
Soon accusations spread, as usually happens, because of the proceedings going on, and several incidents occurred. An anonymous document was published containing the names of many persons. Those who denied that they were or had been Christians, when they invoked the gods in words dictated by me, offered prayer with incense and wine to your image, which I had ordered to be brought for this purpose together with statues of the gods, and moreover cursed Christ--none of which those who are really Christians, it is said, can be forced to do--these I thought should be discharged. Others named by the informer declared that they were Christians, but then denied it, asserting that they had been but had ceased to be, some three years before, others many years, some as much as twenty-five years. They all worshipped your image and the statues of the gods, and cursed Christ.
They asserted, however, that the sum and substance of their fault or error had been that they were accustomed to meet on a fixed day before dawn and sing responsively a hymn to Christ as to a god, and to bind themselves by oath, not to some crime, but not to commit fraud, theft, or adultery, not falsify their trust, nor to refuse to return a trust when called upon to do so. When this was over, it was their custom to depart and to assemble again to partake of food--but ordinary and innocent food. Even this, they affirmed, they had ceased to do after my edict by which, in accordance with your instructions, I had forbidden political associations. Accordingly, I judged it all the more necessary to find out what the truth was by torturing two female slaves who were called deaconesses. But I discovered nothing else but depraved, excessive superstition.
I therefore postponed the investigation and hastened to consult you. For the matter seemed to me to warrant consulting you, especially because of the number involved. For many persons of every age, every rank, and also of both sexes are and will be endangered. For the contagion of this superstition has spread not only to the cities but also to the villages and farms. But it seems possible to check and cure it. It is certainly quite clear that the temples, which had been almost deserted, have begun to be frequented, that the established religious rites, long neglected, are being resumed, and that from everywhere sacrificial animals are coming, for which until now very few purchasers could be found. Hence it is easy to imagine what a multitude of people can be reformed if an opportunity for repentance is afforded.
Letter from Trajan answering Pliny the Younger:
You observed proper procedure, my dear Pliny, in sifting the cases of those who had been denounced to you as Christians. For it is not possible to lay down any general rule to serve as a kind of fixed standard. They are not to be sought out; if they are denounced and proved guilty, they are to be punished, with this reservation, that whoever denies that he is a Christian and really proves it--that is, by worshiping our gods--even though he was under suspicion in the past, shall obtain pardon through repentance. But anonymously posted accusations ought to have no place in any prosecution.
Sunday, May 3, 2009
Good Riddance
