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Public Sector Unions

PUBLIC SECTOR UNIONS ARE THE PROBLEM!!!!!

How long will the general population of America be intimidated by the public sector unions?

The time has come to outlaw public sector unions, as they were in the past!

If one tracks the public debt increase, if one tracks the cities that are going bankrupt, you can track the problem back to the formation of public sector unions!

By their very nature public union have a conflict of interest! How is it possible for a person who receives money from tax revenue be objective about tax increases? How is it possible for someone to be objective when the power support mechanisms forces each person to conform: ” for the good of the group”  without personal accountability.

The conflict of interest becomes the most serious problem at the very point when we need our public employees need to be the most objective, In times of crisis! But in the mind set of Union leadership, when the public is most needy and vulnerable are the times when the unions can take the greatest advantage. At these times they can and do hold the public hostage!

From personal experience working for more than a decade with  the public education system, I can assure you the single motivation of the leadership within the teachers union has nothing to do with the better education of our children! Their goal (which is appropriate for their mandate as officials obligated to protect their members) has nothing to do with the education of our children! Their goals is to get the largest amount of money and benefits for their members! Good for them!

But that very mandate is a conflict of interest! That s why public sector union should be prevented!

In times past, working for the government meant you did not make very much money but the job was secure. That was before unions were allowed in the public sector.

Since public sector unions have been allowed:

Public debt, local, state and federal has soared out of control! The average Federal job pays (with benefits) well over $100,000.00. State government jobs are a prize that only are given to those who know someone or  have relatives within the system and local government jobs have hundreds of applicants for each job for we all know it is like winning the lottery! Security, good money each month and no one can be fired!

How long can a country survive when those who are double minded have been given the task to make things work?  Not Long.

If you are a government employee (Federal, State, Local, even public education related) who belongs to a union shame on you!!!!! if you allow your union to stand against common sense and fiscal responsibility!!!!!!!!!!!!

Public Sector U…

Public Sector Unions

indoctrination centers

In reality public education as it existed in the past no longer exists. Local schools are now truly, government sponsored, run indoctrination centers.

I know how this sounds, but having worked with public education institutions for over a decade and having been involved with schools across the nation up to and including teaching at the university level.

Before that, I watched as the federal government slowly moved to change texts to promote the growing acceptance of larger and larger aspects of government control, while removing any foundational moral center, or even independent critical thinking. Instead they “directed” thinking lessons and exercises. Schools are intended to be amoral. Independent thinking is discouraged. It is purposeful.

Of course it is not stated that way, but in fact it is what it is. Under the guise of providing a safer, more accepting learning environment for our children and by reaching for a future generation of politically correct citizen above all other goals, the vast majority of local public schools have slid into the goal of not teaching critical thinking, or even basic reading, writing or math education. Instead, in each, “subject” area there is a directed seed of how to make a good citizen while teaching math, English etc. The texts have all but ignored the historical foundational truths our nation is built upon.

The goal is to remove the foundation. If you do not believe me, do the work, do the research.

The international test scores of these government schools are evidence genuine education is no longer the goal. The education system is control by two major systems at the federal level: one the teachers union and two, socialist leaning universities with an agenda outline in numerous documents. For years they have been placing each other in jobs of authority within the federal government and at high levels with many state governments.  It is a closed loop. If you do not agree with their agenda (philosophy of education and government) you are out and not to be taken seriously.

The “public schools” we knew are almost all gone! They have been replaced with government run indoctrination centers. Trust me, I know how this sounds. But it is true..

We must, if we are to have a hope of reclaiming our students, do away with the Federal Department of Education. Our children are seriously at risk from this focused and deliberate intellectual attack. 

Parents are responsible for the education of their children. Not the government. Parents are the experts regarding their children, not teachers, not therapist, not government school officials.

For public schools to have a chance to be effective it must be under total local control. They must be free. But freedom is the opposite of what most bureaucratic within the government schools systems desire. They are at every turn dramatically opposed to local parental control of the schools.

As long as the Feds have the money to give it will control local schools with the strings of financial rewards on those who conform.

The Federal Government’s role in Education

In the United States of America’s Constitution there is no right to an education. I know we all feel it is very important. Beyond important, it is critical for the success of our children in life and their future. We all know and agree it is true.

But the most important aspect of this critically important developmental aspect of a child’s life is the parent’s responsibility to ensure the education of their child or children. It is the parents responsibility not the government’s or societies. It is true our society; country, state, and local community have a vested interest in the education of the children but the obligation and responsibility lies with the parents.

It was not until October 17, 1979 there was even a federal department of education. It was signed into law by President Jimmy Carter. Up until that time each state guided by small local school districts (control by locally concerned parents) directed the education of the children in America. The scores and amazing productivity of our students was the standard of the world!

But since that time when Mr. Carter signed into law the federal department of education scores have steadily gone downhill. Now The United States of America is close if not on the bottom of scores when compared to developed nations.

Einstein’s definition of insanity is to expect different results when doing the same thing.

The time has come to acknowledge reality (proven by 3 decades of verifiable data). The federal government is fundamentally incapable of creating an environment in which local schools will improve the education of our children.

The time has come to abolish the Federal Department of Education!

The time has come to trust parents. The time has come to trust local school districts to know their communities and what is best for their specific needs and goals of our children/students.

Government Education?

A favorite graduate school professor of mine; Dr. George Barnard use to say: “ life is too short just to read people you agree with!

Critical thinking! It is the foundation of a solid healthy education. It is freedom to an artist. It is the foundation to innovation. It is the heart beat of an inventor! It is life’s blood to an entrepreneur! It is that intangible which genuinely establishes an educated person. Critical Thinking,  there’s the ticket to solid well balanced educational system which leads to a healthy Democratic Republic such as America was and can be again.

In many, to many to list, published documents of the U.S. Department of Education (et. al.) the goal of successful education is to produce well rounded responsible citizen for the 21st century. Unfortunately this requires far more than just academic education.  Let me quote from the United States Department of Education: ” The cornerstone of the No Child Left Behind Act of 2001 is academic achievement and professional success built upon a foundation of moral strength and civic virtue. As Secretary of Education Margaret Spellings has said, “We must not simply teach children how to count, we must teach them what counts.” … just one of literally thousands of similar documents. Sounds good, looks good and is almost true. There is just one huge problem.

Who’s values? Who gets to say , “what counts”? Who gets to define the morality of what is or is not a civic virtue?

What is the moral, civic virtue advocated by the US Dept of Education?

Do you understand the foundational issue here? Public Education, with purpose and forethought is establishing itself as the “State Church” in America. They get to define what is or is not moral. They, the Educators have the final say of what is a virtue. Not you, not the old fashion church, not the grandparents or traditions. No these tradional ethical systems only get in the way of those who are smarter, more moral and understand virtue far better than you. They are currently teaching and should teach your children morality from their perspective. Your understanding of what is right and wrong is just not, well, trustworthy.

No longer do they teach math, science or English composition (international scores demonstrate that clear enough). No longer do they teach skills where students think for themselves. No, in today’s America the Highest levels of Education in America want to supplant the historical role of theologians.

Critical thinking? Well read? Eclectic? Things of the past! In today’s America an Educated person yields to those who tells them what to think and what is: smart, clever, artistic and even funny. The US Dept of Education has a directed agenda who’s apparent outcome is to produce George Orwell’s 1984 citizen.  To Quote Mr. Orwell from 1984: ” When finally you surrender to us, it must be of your own free will. We do not destroy the heretic because he resists us; so long as he resists us we never destroy him. We convert him, we capture his inner mind, we reshape him. We burn all evil and all illusion out of him; we bring him over to our side, not in appearance, but genuinely, heart and soul. We make him one of ourselves before we kill him. It is intolerable to us that an erroneous thought should exist anywhere in the world, however secret and powerless it may be.”

Diversity is not necessarily a societal strength!

Only when there is a common moral ethic is diversity a societal strength! A common moral ethic such as murder is bad, saving a life is good. Basic ideas like these which we can build a common ground of understanding on and then move to nuance.
When the fundamental understanding of good and bad, right and wrong are different there is no common ground for building a strong health community. The very fabric from which a society is woven pulls apart. If your “good” is my “bad” then we will be forever at odds and forever suspect with no common ground to build a health society. After all if it is my goal to emphasis and help build the “good” in society but since my “good” is your “bad” you will see all of my efforts as destroying your “good” in society.
For many years now we have all heard that one of the great strengths of America is its diversity. Historically when those of greatly diverse backgrounds, nations, racial groups, religions and just varied points of view or lifestyles came together in America the vast majority came with or conformed to a Judeo/Christian moral ethic. With that foundation of understand of right and wrong our very diverse forefathers built the greatest nation the world has ever known. The blend of differing insights and perspectives kept us on track with a solid rudder or the common moral ethic. Not a religion, not a church, but the moral truths derived from the blend of historical Judeo/Christian ethics tempered with truths of great western philosophers.
Now America has lost her way because of diversity without a common moral ethic or rudder.
The longer we blindly proclaim and accept platitudes like diversity is strength, without understanding that which infuses that strength, we will continue to drift into societal fraying until it is beyond repair.
Institutions, like public schools, without a foundational moral ethic, whose responsibility it is to help build educated responsible citizens have no rudder with which to guide, teach encourage and train students. Leaving children to determine ethics and or morality for themselves will simply and is truing America into a “Lord of the Flies” society.
Doubt me? Look at any inner city gang structure!
Just giving academic information without ethical/moral guidance is amoral in itself.
There is no greater demonstration of this truth than in special education community.

Autism Linked to Multisensory Integration

As most professionals who work with autistic children know Autism is linked to Multisensory issues.

In the article below we find some rather conclusive information. Is it proof positive? The verdict as far as science goes is still out. But from an empirical perspective it is very convincing.

ScienceDaily (Aug. 20, 2010) — A new study by researchers at Albert Einstein College of Medicine of Yeshiva University has provided concrete evidence that children with autism spectrum disorders (ASD) process sensory information such as sound, touch and vision differently than typically developing children.
The study, which appears in the August 17 online issue of Autism Research, supports decades of clinical and anecdotal observations that individuals with ASD have difficulty coping with multiple sources of sensory information. The Einstein finding offers new insights into autism and could lead to objective measures for evaluating the effectiveness of autism therapies.
“One of the classic presentations of autism is the child in the corner with his hands over his ears rocking back and forth trying to block out the environment,” said senior author Sophie Molholm, Ph.D., associate professor in the Dominick P. Purpura Department of Neuroscience and of pediatrics. “People have long theorized that these children might not be integrating information across the senses very well. If you have all these sights and sounds coming at you but you can’t put them together in a meaningful way, the world can be an overwhelming place.”
The theory that autistic kids have trouble processing multisensory information has not been reliably supported by behavioral studies, and has rarely, if at all, been tested using measures of brain activity. Over the last few years, Dr. Molholm and her colleagues have been refining methods for measuring multisensory integration (MSI) using brainwave electroencephalogram (EEG) recordings.
In the current study, MSI was measured in 17 ASD children, ages 6 to 16, and 17 typically developing children matched for age and non-verbal IQ. The children watched a silent video of their choice while they were presented with unrelated sounds and vibrations. The auditory and vibrational stimuli were presented separately (creating so-called unisensory conditions) and then together (multisensory condition), which acted as the researchers’ index of MSI. The children’s EEG responses to the unisensory conditions were summed and compared to their EEG responses to multisensory conditions.
The responses of the typically developing children to the multisensory stimuli exceeded the sum of their responses to the unisensory stimuli―an indication of healthy MSI, according to the researchers. In the ASD children, by contrast, the differences between the sum of children’s unisensory responses and their MSI responses were not nearly as pronounced, indicating that these kids were not integrating multisensory information as effectively.
“Our data makes a compelling case, at least for these conditions, that there are differences in multisensory integration between the two groups,” said Dr. Molholm.
After our nerves are stimulated, “sensory information arrives in the brain’s cortex within 20 milliseconds (ms), or 20/1000ths of a second,” said co-author John Foxe, Ph.D., professor in the Dominick P. Purpura Department of Neuroscience and of pediatrics and director of research of the Children’s Evaluation and Rehabilitation Center at Einstein. “Then it takes an additional 100 to 200 ms for the brain to integrate information arriving from different senses, since many brain regions are involved in analyzing it.”
In this study, the differences between the typically developing and ASD children were most striking for that time interval in which multisensory stimuli is normally processed. “We saw robust MSI in the typically developing kids from 100 and 200 ms after sensory stimulation reached the brain’s cortex,” said Dr. Foxe. “But in the ASD kids, MSI occurred significantly later — at about 310 ms — and at a much lower level.”
“This doesn’t mean that the children with ASD didn’t integrate the information at all,” he added. “It does mean that they didn’t integrate it as effectively as they should have, given their age and maturity. They may go on to integrate well later in life. We don’t know. This is a single slice of the developmental trajectory.”
“This was a much-needed study of multisensory integration in autism,” said Barry E. Stein, Ph.D., professor and chair of neurobiology & anatomy at Wake Forest University School of Medicine, who was not involved in the Einstein study. “Using simple logic and standard techniques for electrically mapping the brain, the authors have identified defects in the way ASD individuals synthesize cues from different senses. In doing so, they have not only helped confirm the insights of parents and clinicians, but they’ve improved our understanding of how the behavioral differences in children with ASD may result from sensory anomalies.”
“Today, there’s a cottage industry — actually more like a military-industrial complex — for multisensory integration therapies for children with autism,” said Dr. Foxe. “A lot of parents’ hard-earned cash goes into these interventions, all in the absence of actual empirical evidence that there is anything wrong with MSI in these children or that these therapies do any good.”
The researchers are currently evaluating MSI in children from 6 years of age through early adulthood to better understand the developmental trajectory of multisensory integration. They also plan to study MSI in lower-functioning ASD children. “This experimental paradigm is especially good for that, because it makes so little demand on the kids,” said Dr. Foxe. “As you can imagine, asking them to do tasks doesn’t work very well.”
Support for this research was provided by Cure Autism Now, the National Institute of Mental Health, the Wallace Research Foundation and the Canadian Institute of Health Research.