High School

The Meaning of Independence Day — Video

Posted on July 3, 2014. Filed under: American History, College, Communications, Constitution, Education, High School, history, Language, Law, liberty, Life, Links, media, People, Philosophy, Politics, Press, Radio, Raves, Talk Radio, Video, Wealth, Wisdom | Tags: , , , , |

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The Meaning of Independence Day – Ayn Rand Center for Individual Rights

Dr. Michael Berliner, co-chairman of the Board of Directors of the Ayn Rand Institute, former professor of philosophy and executive director of the Ayn Rand Institute, reminds us of the true meaning of Independence Day.

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16 Year Old Teenager Stabs 20 in High School — Progressives Call For Registration of All Knives, Concealed Knife Carry Permits and Ban On All Assault Knives — Will Baseball Bats Be Next? — Videos

Posted on April 10, 2014. Filed under: Blogroll, Culture, Diasters, Economics, Education, Freedom, High School, Law, liberty, Life, Links, media, People, Philosophy, Photos, Press, Rants, Security, Talk Radio, Terrorism, Video, Wisdom | Tags: , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , |

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Story 1:16 Year Old Teenager Stabs 20 in High School — Progressives Call For Registration of All Knives, Concealed Knife Carry Permits and Ban On All Assault Knives — Will Baseball Bats Be Next? —  Videos

Kitchen-knives

20_hurt_in_Pennsylvania_school_stabbing_1492980000_4031342_ver1.0_640_480franklin-regional-hs-600franklin2 the_stabber stabber_2Alex Hribal suspect

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News Wrap: Teenager stabs students at Pennsylvania school

High School Stabbing Franklin Regional High School Murrysville Pennsylvania 20 Students

Alex Hribal Did High School Stabbing At Franklin High Murrysville Pennsylvania

BREAKING: Surgeon Reports Over Mass Stabbing at Franklin High School

Mass Stabbing 20 Students injured Franklin Regional High School in Murrysville PA YouTube

BREAKING: Mass Stabbing Suspect Alex Hribal to be Tried as Adult

News Wrap: Teenager stabs students at Pennsylvania school

CNN Contributor Compares MASS Stabbing VS Shooting: You Get Your Hands Dirty

Suspect in School Stabbing Spree Is ‘Confused, Scared and Depressed’

Alex Hribal, the 16-year-old student who police say stabbed 22 people at his Pennsylvania high school Wednesday, is “confused, scared and depressed,” his attorney told ABC News in an exclusive interview.

“I think he understands what he did,” attorney Patrick Thomassey said in an interview with “Good Morning America.”

“I don’t think he at this point understands the gravity of what he did. I don’t think he realizes how severely injured some of these people are. And, hopefully, there’s no death involved in any of these. We’re praying that everybody is all right.”

Knife-Wielding Pa. Student Wounds at Least 22 in Stabbing Spree

Thomassey said he’s unaware of any signs of Hribal’s being bullied, adding that the teen’s parents are shocked and horrified.

“They could not have predicted that this was going to happen,” he said. “They don’t understand how this occurred.”

The stabbing spree happened at Franklin Regional High School in Murrysville, a suburb located about 20 miles east of Pittsburgh. Morgan Ritchey, who said she had two classes with Hribal, described him as being “a little misunderstood.”

I just always felt like he had a different side to him that nobody knew and it was, like, hard to uncover,” said Ritchey. Hribal, a sophomore, used two 8-to-10 inch “kitchen-type” “straight” knives in the attack, which started shortly after 7 a.m., police said. Murrysville Police Officer William “Buzz” Yakshe, a school resource officer, heard a disturbance in the hallway and joined a school security guard to go find out what was happening, according to a police affidavit. The guard and officer split up. The next time Yakshe saw the guard, he was leaning against a wall, bleeding from his stomach. Sam King, the school’s assistant principal, told police he saw Hribal stab the security guard. King tackled the teen and subdued him while Yakshe handcuffed him. King heard one of the victims say, “I’ve been stabbed,” he told police. Authorities charged Hribal as an adult with four counts of attempted criminal homicide, 21 counts of aggravated assault and one count of possession of weapons on school property. He was being held without bail in a juvenile detention center in Westmoreland County. Murrysville Police Chief Thomas Seefeld said someone pulled a fire alarm during the attack, raising attention and getting students and teachers to evacuate. “When we got there we saw a hallway in chaos, as you can imagine,” Seefeld said at a news conference. “There was a lot of evidence of blood on the floors and in the hallway, we had students running about, trying to get out of the area.” Nate Moore, 15, was stabbed during the rampage and said he had to be treated with 15 stitches. “It was really fast. It felt like he hit me with a wet rag because I felt the blood splash on my face. It spurted up on my forehead,” Moore told The Associated Press. Student Gracey Evans said heroes emerged during the attack. “My best friend, he stepped in front of me and in the meantime, he got stabbed in the back protecting me,” she said. “You couldn’t step a single place without pretty much stepping in blood.” At least 22 people were injured after the stabbings at the start of the school day, Westmoreland County emergency management spokesman Dan Stevens said. The motive for the rampage is under investigation. Seefeld said officials were unaware of any warning signs from the suspect, a sophomore at the school. At least four people with injuries emergency management officials described as “serious” were flown to hospitals for treatment. Others were not actually stabbed, he said, and some of their injuries included cuts and scrapes. http://gma.yahoo.com/suspect-school-stabbing-spree-confused-scared-depressed-115319444–abc-news-topstories.html

A BLANK LOOK, FOLLOWED BY BLOODSHED AT HIGH SCHOOL

It was just before the start of class and the hallways were packed with students at their lockers or chatting with friends.

Nate Moore was walking to homeroom, book in hand, when a classmate he knew to be quiet and unassuming tackled a freshman boy a few feet in front of him. Moore thought it was the start of a fistfight and went to break it up.

But 16-year-old Alex Hribal wasn’t throwing punches — he was stabbing his victim in the belly, Moore said. The suspect got up and slashed Moore’s face, then took off down the hall, where authorities said he stabbed and slashed other students in an attack that injured 21 students and a security guard — and might have been even worse but for the “heroes” who Pennsylvania’s governor said helped prevent further injury or loss of life.

An assistant principal tackled and subdued Hribal, who was charged Wednesday night with four counts of attempted homicide and 21 counts of aggravated assault and jailed without bail. Authorities said he would be prosecuted as an adult.

The suspect’s motive remained a mystery.

“He wasn’t saying anything,” Moore recalled hours later. “He didn’t have any anger on his face. It was just a blank expression.”

At a brief hearing Wednesday night, District Attorney John Peck said that after he was taken into custody, Hribal made comments suggesting he wanted to die. Defense attorney Patrick Thomassey described him as a good student who got along with others, and asked for a psychiatric examination.

Thomassey told ABC’s Good Morning America on Thursday that any defense he offers would likely be based on Hribal’s mental health. He said he hoped to move the charges against the teenager to juvenile court, where he could be rehabilitated. If convicted as an adult, Hribal faces likely decades in prison.

Thomassey told several media outlets that Hribal is remorseful, though he acknowledged his client didn’t appear to appreciate the gravity of his actions.

“At this point, he’s confused, scared and depressed. Over the next few days we’ll try to figure out what the heck happened here,” Thomassey told ABC. “I think he understands what he did. … I don’t think he realizes how severely injured some of these people are.”

At least five students were critically wounded in the attack, including a boy who was on a ventilator after a knife pierced his liver, missing his heart and aorta by only millimeters, doctors said. He had additional surgery overnight, they said.

The rampage comes after decades in which U.S. schools have focused their emergency preparedness on mass shootings, not stabbings.

While knife attacks at schools are not unusual, they’re most often limited to a single victim, said Mo Canady, executive director of the National Association of School Resource Officers.

Nevertheless, there have been at least two major stabbing attacks at U.S. schools over the past year, the first at a community college in Texas last April that wounded at least 14 people, and another, also in Texas, that killed a 17-year-old student and injured three others at a high school last September.

The attack in Pittsburgh unfolded shortly after 7 a.m. Wednesday, a few minutes before the start of classes at 1,200-student Franklin Regional High School, in an upper-middle-class area 15 miles east of Pittsburgh. By Thursday morning, the school was no longer being treated as a crime scene, according to police and school officials, who said they expected it to reopen Monday.

Mia Meixner, 16, said the freshman boy who was tackled tried to fight back, then, when his assailant got off him, stood up and lifted his shirt to reveal a midsection covered in blood.

“He had his shirt pulled up and he was screaming, ‘Help! Help!'” said another witness, Michael Float, 18. “He had a stab wound right at the top right of his stomach, blood pouring down.”

As students rushed to the boy’s aid, the attacker slashed Moore before taking off around a bend.

“It was really fast. It felt like he hit me with a wet rag because I felt the blood splash on my face. It spurted up on my forehead,” said Moore, whose gashed right cheek required 11 stitches.

The boy ran down about 200 feet of hallway, slashing and stabbing other students with kitchen knives about 8 to 10 inches long, police said. The assault touched off a “stampede of kids” yelling, “Run! Get out of here! Someone has a knife!” according to Meixner.

Assistant Principal Sam King heard the commotion and found a chaotic scene in the blood-soaked hall.

“I’ve been stabbed,” he heard a student say, according to a police affidavit.

King then saw Hribal stab a security guard, who leaned against the wall, bleeding from his stomach, the affidavit said. King tackled Hribal and kept him on the floor until a school police officer handcuffed him.

The rampage lasted about five minutes.

“There are a number of heroes in this day. Many of them are students,” Gov. Tom Corbett said in a visit to the town. “Students who stayed with their friends and didn’t leave their friends.”

He also commended cafeteria workers, teachers and teacher’s aides who put themselves at risk to help others.

Looking for a motive, Murrysville Police Chief Thomas Seefeld said investigators were checking reports of a threatening phone call between Hribal and another student the night before. He didn’t say whether the suspect received or made the call.

The FBI went to the boy’s house, and local media reports said agents removed at least one computer along with other items.

Meixner and Moore called the attacker a shy and quiet boy who largely kept to himself, but they said he was not an outcast and they saw no indication before the attack that he might be violent.

“He was never mean to anyone, and I never saw people be mean to him,” Meixner said. “I never saw him with a particular group of friends.”

During the attack, the boy had a “blank look,” she said. “He was just kind of looking like he always does, not smiling, not scowling or frowning.”

___

Associated Press writers Michael Rubinkam in northeastern Pennsylvania, Joe Mandak in Pittsburgh and JoAnn Loviglio in Philadelphia contributed to this report.

http://www.breitbart.com/system/wire/ap_9a58be3772564946b1e85a87f10519ca

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MLA Style Tutorials — Videos

Posted on November 15, 2013. Filed under: Blogroll, Book, Books, College, Communications, Computers, Constitution, Diasters, Education, Employment, government spending, High School, Language, People, Philosophy, Politics, Rants, Raves, Talk Radio, Tutorials, Video, Wisdom, Writing | Tags: , , , , , |

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MLA_Cheat_Sheet

mla_example-1mla-sample-research-paper

Color_Guide

mla_article

Purdue OWL: MLA Formatting – The Basics

Purdue OWL: MLA Formatting: List of Works Cited

Using Purdue OWL as MLA and Bibliography resource

MLA in Three Minutes

MLA Tutorial #1: Basic Paper Formatting

MLA Tutorial #2: Basic Citation Format

MLA Tutorial #3: Works Cited Page Formatting

MLA Tutorial #4: Web Citations

MLA Tutorial #5: Citing Research

MLA Tutorial #6: In-Text Citations

MLA Tutorial #7: Punctuating In-Text Citations

Citing with MLA

Quoting vs. Paraphrasing – MLA Style

MLA Style Essay Format – Word Tutorial

MLA Citation Format, Part 1–Put Your Papers & Essays in Perfect MLA Style

Writing a Research Paper and Using In-text Citations

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Collectivists Common Core Standards Funded By Gates and Department of Educations — Videos

Posted on October 2, 2013. Filed under: American History, Babies, Blogroll, Books, Business, College, Communications, Constitution, Crime, Culture, Economics, Education, Employment, government, government spending, High School, history, Investments, Language, Law, liberty, Life, Links, Literacy, Math, media, People, Philosophy, Photos, Politics, Programming, Psychology, Raves, Regulations, Resources, Reviews, Science, Strategy, Technology, Unemployment, Video | Tags: , , , , , , , |

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What do the Common Core State Standards mean to you?

Ben Swann Exposes Common Core Curriculum

Joy Pullmann on Common Core

Problems with Common Core

PJTV: How the Obama Administration Is Dumbing Down Education

Obama’s Race to the Bottom: US Is Seizing School Power and Setting Lower Education Standards

PJTV: Obama Replacing Classics with Government Propaganda

Common Core State Standards – An Introduction To Marxism 101

FIXING AMERICA’S EDUCATION “BILL GATES” !

Bill Gates at the National Conference of State Legislatures (clip 4)

Bill Gates at the National Conference of State Legislatures (clip 5)

Bill Gates at the National Conference of State Legislatures (clip 6)

Bill Gates: How state budgets are breaking US schools

Why was a parent arrested for protesting Common Core

SHOCKING! Parent Arrested for Objecting to Obama Common Core

Common Core debate: Critics blast new education standards

Reclaiming Education Freedom: The Fight to Stop Common Core National Standards and Tests

“Common Core Common Sense: Why It’s Illiberal and Unconstitutional”

Who Is Behind The Privatization Of Education:Gates, Broad, KIPP, Pearson, WestEd & The Gulen Schools

Bill Bennett Endorses the Common Core

Resource Bank 2013: Confronting the Common Core: Strategic Discussion

Exposing Common Core

The Problem With Common Core – July 27, 2013 Boise, Idaho

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The Glenn Beck Program: Common Core and Education

You’ll never guess who is supporting Common Core?

GLENN BECK,Did Bill Gates admit the real purpose of Common Core?

The Government will Control Your Childs Every Move? Common Core Disaster?

The Danger Of Common Core – TheBlazeTV – The Glenn Beck Radio Program – 2013.03.15

Common Core Glenn Beck

Learn the Common Core Standards in 10 Minutes

Common Core: Dangers And Threats To American Liberty And Education

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Part 1 of 5 Stop the Common Core

Part 2 of 5 Stop the Common Core

Part 3 of 5 Stop the Common Core

Part 4 of 5 Stop the Common Core

Part 5 of 5 Stop the Common Core

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The Truth About War With Syria — Videos

Posted on September 8, 2013. Filed under: American History, Banking, Blogroll, College, Communications, Constitution, Coptic Christian, Demographics, Diasters, Economics, Education, Employment, Energy, Farming, Federal Government, Federal Government Budget, Fiscal Policy, Food, Foreign Policy, Genocide, government, government spending, High School, history, History of Economic Thought, IRS, Islam, Islam, Language, Law, liberty, Life, Links, Literacy, Macroeconomics, media, Microeconomics, Monetary Policy, Money, Natural Gas, Nuclear Power, Oil, People, Philosophy, Politics, Programming, Rants, Raves, Regulations, Religion, Resources, Security, Shite, Strategy, Sunni, Talk Radio, Tax Policy, Taxes, Technology, Terrorism, Unemployment, Unions, Video, War, Wealth, Weapons, Wisdom | Tags: , , , , , , , |

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Who Controls America — George Carlin — Videos

Posted on May 15, 2013. Filed under: American History, Banking, Blogroll, College, Communications, Diasters, Economics, Employment, Federal Government, Federal Government Budget, Fiscal Policy, Foreign Policy, government, government spending, High School, history, Inflation, Investments, Language, Law, Life, Links, Macroeconomics, Monetary Policy, Money, People, Philosophy, Politics, Raves, Religion, Resources, Security, Strategy, Talk Radio, Tax Policy, Technology, Video, War, Wealth, Wisdom | Tags: , , , , , , , |

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Public Safety Exception or Enemy Combatant Designation of Boston Bomber Terrorist Suspect Dzhokhar Tsarnaev — The History of FBI Fake Terrorist Plot Planning — The One That Got Away From FBI’s Terror Factory — The Saudi Deportation of Abdul Rahman Ali Alharbi By National Counterterrorism Center (NCTC) Event File Tagged Section 212 3B — “Security and related grounds” — “Terrorist activities” –Videos

Posted on April 21, 2013. Filed under: American History, Blogroll, Bomb, College, Communications, Constitution, Crime, Economics, Education, Employment, Federal Government, Foreign Policy, government, government spending, High School, history, Law, liberty, Life, Links, media, People, Philosophy, Pistols, Politics, Radio, Rants, Raves, Rifles, Security, Talk Radio, Taxes, Video, War, Wisdom | Tags: , , , , , , , , , , , , , , , , , , , , , , , |

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Glenn Beck Reveals More about Saudi National

“…Monday on radio, Glenn Beck revealed further details about the Saudi national who was the first suspect in the Boston marathon bombing. Despite denials from Janet Napolitano and officials from the U.S. Immigrations and Customs (ICE) that a Saudi national was taken into custody in connection to the Boston marathon bombing, several sources have confirmed that Abdul Rahman Ali Al-Harbi was set to be deported for proven terrorist activity.

According to two FBI sources, Abdul Rahman Ali Al-Harbi was taken “into custody” Monday April 15th at a Boston after he was injured in the blast.

A source within the National Counterterrorism Center (NCTC) told TheBlaze that on Monday night Al-Harbi’s Revere, Massachusetts apartment was searched and property was taken out.

At 4:00pm ET on Tuesday April 16th, The NCTC Field Watch Commander created an “event file” calling for Al-Harbi’s deportation using Section 212 3b, which is proven terrorist activity. According to TheBlaze’s sources, tagging someone as 3b requires solid evidence.

Fox News reporter Todd Starnes has also reported, “The Saudi national who was initially detained and then ruled out as a suspect in the Boston Marathon terrorist attack had been flagged on a terror watch list and was granted a student visa without being properly vetted, sources have told me.”

Starnes report no longer appears on the Fox News website, but can be found on Townhall.

Rep. Jeff Duncan (R-SC) has told TheBlaze that he has detailed information on the Saudi national and confirmed that Al-Harbi was to be deported under Section 212 3b of the Immigration and Nationality Act. Alongside three other Congressmen, Rep. Duncan has requested a classified briefing on the Saudi national and the deportation order. …”

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BOSTON BOMBING Did you notice this?

FBI_TERRORPLOT

Background Articles and Videos

Abdulrahman Ali Al-Harbi deportation order records altered

Abdulrahman Ali Al-Harbi was originally named as a ‘person of interest’ after the Boston bombings. The Saudi National was cleared of any involvement in the bombing, but there have been a lot of strange things going on with Abdulrahman Ali Al-Harbi and the Obama regime. According to Breitbart,  the Saudi National Abdulrahman Ali Al-Harbi had his deportation order records altered. This rescinded his deportation order. Michelle Obama decided to pay Al-Harbi a visit while he was in the hospital recovering from wounds in the attack. Michelle Obama never paid a visit to any of the other injured people, including those who lost limbs in the attack. Also, Obama himself met with the Saudi foreign minister two days after the attack. This was not listed on Obama’s public schedule and as usual the media didn’t report on this. Something very fishy is going on here. I wonder if this was supposed to be Glenn Beck’s big ‘bombshell’ for tomorrow? If so, Breitbart scooped him.

Now that it’s been revelaed that Abdulrahman Ali Al-Harbi deportation order records altered, it probably explains why Janet Napolitano got so testy when asked about Al-Harbi last week. Why would Obama or his regime alter the deportation order? Are they hiding something? Of course they are. Without a media in this country, we’ll never know what they are hiding.

The alteration occurred the night before Secretary Napolitano vehemently denied the existence of any deportation order in testimony before the House of Representatives. Sources with knowledge of these matters says the change occurred subsequent to Secretary John Kerry’s closed door meeting on Tuesday with the Saudi Minister and around the time of the meeting between the Saudi Minister and Obama later on Wednesday evening. The Saudi National has been identified as Abdulrahman Ali Al-Harbi. There is no evidence that Al-Harbi is connected to the Boston Marathon Bombings. Steven Emerson announced on Wednesday night’s episode of Hannity that the Saudi National who was a person of interest and later cleared, was set to be deported.

http://www.fireandreamitchell.com/2013/04/21/abdulrahman-ali-al-harbi-deportation-order-records-altered/?utm_source=rss&utm_medium=rss&utm_campaign=abdulrahman-ali-al-harbi-deportation-order-records-altered

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15-year_old_girl_guns

15 year old girl leaves anti-gun politicians speechless

Background Articles and Videos

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Posted on April 5, 2013. Filed under: Banking, Blogroll, Business, College, Communications, Computers, Demographics, Economics, Education, Employment, Federal Government Budget, Fiscal Policy, High School, Macroeconomics, Microeconomics, Monetary Policy, Money, Tax Policy | Tags: , , , , , , , , |

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Latest:  Unemployment Numbers

American Economic Collapse, martial law

sgs-emp

 unemploymentU3U6U7

BLS paper describing undercounting of long-term discouraged umemployed

Unemployment Measures

http://www.bls.gov/opub/mlr/1995/10/art3full.pdf

Will The Unemployment Rate Stall in 2013? (Extra Segment) (EiP) 

Will the Unemployment Rate Stall in 2013? (Full Video) (EiP)

unemployment-chart

Table A-15. Alternative measures of labor underutilization

HOUSEHOLD DATA Table A-15.  Alternative measures of labor underutilization

[Percent]
Measure Not seasonally adjusted Seasonally adjusted
Mar. 2012 Feb. 2013 Mar. 2013 Mar. 2012 Nov. 2012 Dec. 2012 Jan. 2013 Feb. 2013 Mar. 2013
U-1 Persons unemployed 15 weeks or longer, as a percent of the civilian labor force 4.9 4.3 4.3 4.6 4.3 4.3 4.2 4.2 4.1
U-2 Job losers and persons who completed temporary jobs, as a percent of the civilian labor force 4.8 4.6 4.3 4.5 4.1 4.1 4.3 4.2 4.1
U-3 Total unemployed, as a percent of the civilian labor force (official unemployment rate) 8.4 8.1 7.6 8.2 7.8 7.8 7.9 7.7 7.6
U-4 Total unemployed plus discouraged workers, as a percent of the civilian labor force plus discouraged workers 8.9 8.6 8.1 8.7 8.3 8.5 8.4 8.3 8.1
U-5 Total unemployed, plus discouraged workers, plus all other persons marginally attached to the labor force, as a percent of the civilian labor force plus all persons marginally attached to the labor force 9.7 9.6 9.0 9.6 9.2 9.4 9.3 9.2 8.9
U-6 Total unemployed, plus all persons marginally attached to the labor force, plus total employed part time for economic reasons, as a percent of the civilian labor force plus all persons marginally attached to the labor force 14.8 14.9 13.9 14.5 14.4 14.4 14.4 14.3 13.8
NOTE: Persons marginally attached to the labor force are those who currently are neither working nor looking for work but indicate that they want and are available for a job and have looked for work sometime in the past 12 months. Discouraged workers, a subset of the marginally attached, have given a job-market related reason for not currently looking for work. Persons employed part time for economic reasons are those who want and are available for full-time work but have had to settle for a part-time schedule. Updated population controls are introduced annually with the release of January data.http://www.bls.gov/news.release/empsit.t15.htm

EmployPop2554June2012

Employment-population Ratio

 16 years and over

Employment_Population_Ration_1960_jan_2013_mar

Series Id:           LNS12300000
Seasonally Adjusted
Series title:        (Seas) Employment-Population Ratio
Labor force status:  Employment-population ratio
Type of data:        Percent or rate

Age:                 16 years and overEmployment_Population_Ratio

Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 64.6 64.6 64.6 64.7 64.4 64.5 64.2 64.2 64.2 64.2 64.3 64.4
2001 64.4 64.3 64.3 64.0 63.8 63.7 63.7 63.2 63.5 63.2 63.0 62.9
2002 62.7 63.0 62.8 62.7 62.9 62.7 62.7 62.7 63.0 62.7 62.5 62.4
2003 62.5 62.5 62.4 62.4 62.3 62.3 62.1 62.1 62.0 62.1 62.3 62.2
2004 62.3 62.3 62.2 62.3 62.3 62.4 62.5 62.4 62.3 62.3 62.5 62.4
2005 62.4 62.4 62.4 62.7 62.8 62.7 62.8 62.9 62.8 62.8 62.7 62.8
2006 62.9 63.0 63.1 63.0 63.1 63.1 63.0 63.1 63.1 63.3 63.3 63.4
2007 63.3 63.3 63.3 63.0 63.0 63.0 62.9 62.7 62.9 62.7 62.9 62.7
2008 62.9 62.8 62.7 62.7 62.5 62.4 62.2 62.0 61.9 61.7 61.4 61.0
2009 60.6 60.3 59.9 59.8 59.6 59.4 59.3 59.1 58.7 58.5 58.6 58.3
2010 58.5 58.5 58.5 58.7 58.6 58.5 58.5 58.5 58.5 58.3 58.2 58.3
2011 58.3 58.4 58.4 58.4 58.4 58.2 58.2 58.3 58.4 58.4 58.5 58.6
2012 58.5 58.6 58.5 58.5 58.6 58.6 58.5 58.4 58.7 58.7 58.7 58.6
2013 58.6 58.6 58.5

http://www.bls.gov/news.release/pdf/empsit.pdf

Labor Force Statistics from the Current Population Survey

Employment Level

143,286,000 March 2013

146,595,000 Nov. 2007 Peak of Boom

Series Id:           LNS12000000
Seasonally Adjusted
Series title:        (Seas) Employment Level
Labor force status:  Employed
Type of data:        Number in thousands
Age:                 16 years and over
employment_level
Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 136559(1) 136598 136701 137270 136630 136940 136531 136662 136893 137088 137322 137614
2001 137778 137612 137783 137299 137092 136873 137071 136241 136846 136392 136238 136047
2002 135701 136438 136177 136126 136539 136415 136413 136705 137302 137008 136521 136426
2003 137417(1) 137482 137434 137633 137544 137790 137474 137549 137609 137984 138424 138411
2004 138472(1) 138542 138453 138680 138852 139174 139556 139573 139487 139732 140231 140125
2005 140245(1) 140385 140654 141254 141609 141714 142026 142434 142401 142548 142499 142752
2006 143150(1) 143457 143741 143761 144089 144353 144202 144625 144815 145314 145534 145970
2007 146028(1) 146057 146320 145586 145903 146063 145905 145682 146244 145946 146595 146273
2008 146378(1) 146156 146086 146132 145908 145737 145532 145203 145076 144802 144100 143369
2009 142153(1) 141644 140721 140652 140250 140005 139898 139481 138810 138421 138665 138025
2010 138439(1) 138624 138767 139296 139255 139148 139167 139405 139388 139097 139046 139295
2011 139253(1) 139471 139643 139606 139681 139405 139509 139870 140164 140314 140771 140896
2012 141608(1) 142019 142020 141934 142302 142448 142250 142164 142974 143328 143277 143305
2013 143322(1) 143492 143286
1 : Data affected by changes in population controls.

Civilian Labor Force

155,028,000 March 2013

153,845,000 Nov. 2008

Series Id:           LNS11000000
Seasonally Adjusted
Series title:        (Seas) Civilian Labor Force Level
Labor force status:  Civilian labor force
Type of data:        Number in thousands
Age:                 16 years and over

Civilian_Labor_Force

Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 142267(1) 142456 142434 142751 142388 142591 142278 142514 142518 142622 142962 143248
2001 143800 143701 143924 143569 143318 143357 143654 143284 143989 144086 144240 144305
2002 143883 144653 144481 144725 144938 144808 144803 145009 145552 145314 145041 145066
2003 145937(1) 146100 146022 146474 146500 147056 146485 146445 146530 146716 147000 146729
2004 146842(1) 146709 146944 146850 147065 147460 147692 147564 147415 147793 148162 148059
2005 148029(1) 148364 148391 148926 149261 149238 149432 149779 149954 150001 150065 150030
2006 150214(1) 150641 150813 150881 151069 151354 151377 151716 151662 152041 152406 152732
2007 153144(1) 152983 153051 152435 152670 153041 153054 152749 153414 153183 153835 153918
2008 154063(1) 153653 153908 153769 154303 154313 154469 154641 154570 154876 154639 154655
2009 154232(1) 154526 154142 154479 154742 154710 154505 154300 153815 153804 153887 153120
2010 153455(1) 153702 153960 154577 154110 153623 153709 154078 153966 153681 154140 153649
2011 153244(1) 153269 153358 153478 153552 153369 153325 153707 154074 154010 154096 153945
2012 154356(1) 154825 154707 154451 154998 155149 154995 154647 155056 155576 155319 155511
2013 155654(1) 155524 155028
1 : Data affected by changes in population controls.

 

Civilian Labor Force Participation Rate

63.3% March 2013

66.0% Nov. 2007

63.3% May 1979

Series Id:           LNS11300000
Seasonally Adjusted
Series title:        (Seas) Labor Force Participation Rate
Labor force status:  Civilian labor force participation rate
Type of data:        Percent or rate
Age:                 16 years and over

labor_participation_rate
Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 67.3 67.3 67.3 67.3 67.1 67.1 66.9 66.9 66.9 66.8 66.9 67.0
2001 67.2 67.1 67.2 66.9 66.7 66.7 66.8 66.5 66.8 66.7 66.7 66.7
2002 66.5 66.8 66.6 66.7 66.7 66.6 66.5 66.6 66.7 66.6 66.4 66.3
2003 66.4 66.4 66.3 66.4 66.4 66.5 66.2 66.1 66.1 66.1 66.1 65.9
2004 66.1 66.0 66.0 65.9 66.0 66.1 66.1 66.0 65.8 65.9 66.0 65.9
2005 65.8 65.9 65.9 66.1 66.1 66.1 66.1 66.2 66.1 66.1 66.0 66.0
2006 66.0 66.1 66.2 66.1 66.1 66.2 66.1 66.2 66.1 66.2 66.3 66.4
2007 66.4 66.3 66.2 65.9 66.0 66.0 66.0 65.8 66.0 65.8 66.0 66.0
2008 66.2 66.0 66.1 65.9 66.1 66.1 66.1 66.1 66.0 66.0 65.9 65.8
2009 65.7 65.8 65.6 65.7 65.7 65.7 65.5 65.4 65.1 65.0 65.0 64.6
2010 64.8 64.9 64.9 65.1 64.9 64.6 64.6 64.7 64.6 64.4 64.6 64.3
2011 64.2 64.2 64.2 64.2 64.2 64.0 64.0 64.1 64.2 64.1 64.1 64.0
2012 63.7 63.9 63.8 63.6 63.8 63.8 63.7 63.5 63.6 63.8 63.6 63.6
2013 63.6 63.5 63.3

labor_participation_rate_1948_2013

Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
1948 58.6 58.9 58.5 59.0 58.3 59.2 59.3 58.9 58.9 58.7 58.7 59.1
1949 58.7 59.0 58.9 58.8 59.0 58.6 58.9 59.2 59.1 59.6 59.4 59.2
1950 58.9 58.9 58.8 59.2 59.1 59.4 59.1 59.5 59.2 59.4 59.3 59.2
1951 59.1 59.1 59.8 59.1 59.4 59.0 59.4 59.2 59.1 59.4 59.2 59.6
1952 59.5 59.5 58.9 58.8 59.1 59.1 58.9 58.7 59.2 58.7 59.1 59.2
1953 59.5 59.5 59.6 59.1 58.6 58.9 58.9 58.6 58.5 58.5 58.6 58.3
1954 58.6 59.3 59.1 59.2 58.9 58.5 58.4 58.7 59.2 58.8 58.6 58.1
1955 58.6 58.4 58.5 59.0 58.8 58.8 59.3 59.7 59.7 59.8 59.9 60.2
1956 60.2 59.9 59.8 59.9 60.2 60.1 60.1 60.0 60.0 59.8 59.8 59.8
1957 59.5 59.9 59.8 59.5 59.5 59.8 60.0 59.3 59.6 59.5 59.5 59.6
1958 59.3 59.3 59.3 59.6 59.8 59.5 59.6 59.8 59.7 59.6 59.2 59.2
1959 59.3 59.0 59.3 59.4 59.2 59.2 59.4 59.2 59.3 59.4 59.1 59.5
1960 59.1 59.1 58.5 59.5 59.5 59.7 59.5 59.5 59.7 59.4 59.8 59.7
1961 59.6 59.6 59.7 59.3 59.4 59.7 59.3 59.3 59.0 59.1 59.1 58.8
1962 58.8 59.0 58.9 58.7 58.9 58.8 58.5 59.0 59.0 58.7 58.5 58.4
1963 58.6 58.6 58.6 58.8 58.8 58.5 58.7 58.5 58.7 58.8 58.8 58.5
1964 58.6 58.8 58.7 59.1 59.1 58.7 58.6 58.6 58.7 58.6 58.5 58.6
1965 58.6 58.7 58.7 58.8 59.0 58.8 59.1 58.9 58.7 58.9 58.8 59.0
1966 59.0 58.8 58.8 59.0 59.0 59.1 59.1 59.3 59.3 59.3 59.6 59.5
1967 59.5 59.3 59.1 59.4 59.3 59.6 59.6 59.7 59.7 59.9 59.8 59.9
1968 59.2 59.6 59.6 59.5 59.9 60.0 59.8 59.6 59.5 59.5 59.6 59.7
1969 59.6 60.0 59.9 60.0 59.8 60.1 60.1 60.3 60.3 60.4 60.2 60.2
1970 60.4 60.4 60.6 60.6 60.3 60.2 60.4 60.3 60.2 60.4 60.4 60.4
1971 60.4 60.1 60.0 60.1 60.2 59.8 60.1 60.2 60.1 60.1 60.4 60.4
1972 60.2 60.2 60.5 60.4 60.4 60.4 60.4 60.6 60.4 60.3 60.3 60.5
1973 60.0 60.5 60.8 60.8 60.6 60.9 60.9 60.7 60.8 60.9 61.2 61.2
1974 61.3 61.4 61.3 61.1 61.2 61.2 61.4 61.2 61.4 61.3 61.3 61.2
1975 61.4 61.0 61.2 61.3 61.5 61.2 61.3 61.3 61.2 61.2 61.1 61.1
1976 61.3 61.3 61.3 61.6 61.5 61.5 61.8 61.8 61.6 61.6 61.9 61.8
1977 61.6 61.9 62.0 62.1 62.2 62.4 62.1 62.3 62.3 62.4 62.8 62.7
1978 62.8 62.7 62.8 63.0 63.1 63.3 63.2 63.2 63.3 63.3 63.5 63.6
1979 63.6 63.8 63.8 63.5 63.3 63.5 63.6 63.6 63.8 63.7 63.7 63.9
1980 64.0 64.0 63.7 63.8 63.9 63.7 63.8 63.7 63.6 63.7 63.8 63.6
1981 63.9 63.9 64.1 64.2 64.3 63.7 63.8 63.8 63.5 63.8 63.9 63.6
1982 63.7 63.8 63.8 63.9 64.2 63.9 64.0 64.1 64.1 64.1 64.2 64.1
1983 63.9 63.8 63.7 63.8 63.7 64.3 64.1 64.3 64.3 64.0 64.1 64.1
1984 63.9 64.1 64.1 64.3 64.5 64.6 64.6 64.4 64.4 64.4 64.5 64.6
1985 64.7 64.7 64.9 64.9 64.8 64.6 64.7 64.6 64.9 65.0 64.9 65.0
1986 64.9 65.0 65.1 65.1 65.2 65.4 65.4 65.3 65.4 65.4 65.4 65.3
1987 65.4 65.5 65.5 65.4 65.7 65.5 65.6 65.7 65.5 65.7 65.7 65.7
1988 65.8 65.9 65.7 65.8 65.7 65.8 65.9 66.1 65.9 66.0 66.2 66.1
1989 66.5 66.3 66.3 66.4 66.3 66.5 66.5 66.5 66.4 66.5 66.6 66.5
1990 66.8 66.7 66.7 66.6 66.6 66.4 66.5 66.5 66.4 66.4 66.4 66.4
1991 66.2 66.2 66.3 66.4 66.2 66.2 66.1 66.0 66.2 66.1 66.1 66.0
1992 66.3 66.2 66.4 66.5 66.6 66.7 66.7 66.6 66.5 66.2 66.3 66.3
1993 66.2 66.2 66.2 66.1 66.4 66.5 66.4 66.4 66.2 66.3 66.3 66.4
1994 66.6 66.6 66.5 66.5 66.6 66.4 66.4 66.6 66.6 66.7 66.7 66.7
1995 66.8 66.8 66.7 66.9 66.5 66.5 66.6 66.6 66.6 66.6 66.5 66.4
1996 66.4 66.6 66.6 66.7 66.7 66.7 66.9 66.7 66.9 67.0 67.0 67.0
1997 67.0 66.9 67.1 67.1 67.1 67.1 67.2 67.2 67.1 67.1 67.2 67.2
1998 67.1 67.1 67.1 67.0 67.0 67.0 67.0 67.0 67.2 67.2 67.1 67.2
1999 67.2 67.2 67.0 67.1 67.1 67.1 67.1 67.0 67.0 67.0 67.1 67.1
2000 67.3 67.3 67.3 67.3 67.1 67.1 66.9 66.9 66.9 66.8 66.9 67.0
2001 67.2 67.1 67.2 66.9 66.7 66.7 66.8 66.5 66.8 66.7 66.7 66.7
2002 66.5 66.8 66.6 66.7 66.7 66.6 66.5 66.6 66.7 66.6 66.4 66.3
2003 66.4 66.4 66.3 66.4 66.4 66.5 66.2 66.1 66.1 66.1 66.1 65.9
2004 66.1 66.0 66.0 65.9 66.0 66.1 66.1 66.0 65.8 65.9 66.0 65.9
2005 65.8 65.9 65.9 66.1 66.1 66.1 66.1 66.2 66.1 66.1 66.0 66.0
2006 66.0 66.1 66.2 66.1 66.1 66.2 66.1 66.2 66.1 66.2 66.3 66.4
2007 66.4 66.3 66.2 65.9 66.0 66.0 66.0 65.8 66.0 65.8 66.0 66.0
2008 66.2 66.0 66.1 65.9 66.1 66.1 66.1 66.1 66.0 66.0 65.9 65.8
2009 65.7 65.8 65.6 65.7 65.7 65.7 65.5 65.4 65.1 65.0 65.0 64.6
2010 64.8 64.9 64.9 65.1 64.9 64.6 64.6 64.7 64.6 64.4 64.6 64.3
2011 64.2 64.2 64.2 64.2 64.2 64.0 64.0 64.1 64.2 64.1 64.1 64.0
2012 63.7 63.9 63.8 63.6 63.8 63.8 63.7 63.5 63.6 63.8 63.6 63.6
2013 63.6 63.5 63.3

Unemployment Level

11,742,000 March 2013

7,240,000 Nov. 2007

Series Id:           LNS13000000
Seasonally Adjusted
Series title:        (Seas) Unemployment Level
Labor force status:  Unemployed
Type of data:        Number in thousands
Age:                 16 years and over

unemployment_Level
Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 5708 5858 5733 5481 5758 5651 5747 5853 5625 5534 5639 5634
2001 6023 6089 6141 6271 6226 6484 6583 7042 7142 7694 8003 8258
2002 8182 8215 8304 8599 8399 8393 8390 8304 8251 8307 8520 8640
2003 8520 8618 8588 8842 8957 9266 9011 8896 8921 8732 8576 8317
2004 8370 8167 8491 8170 8212 8286 8136 7990 7927 8061 7932 7934
2005 7784 7980 7737 7672 7651 7524 7406 7345 7553 7453 7566 7279
2006 7064 7184 7072 7120 6980 7001 7175 7091 6847 6727 6872 6762
2007 7116 6927 6731 6850 6766 6979 7149 7067 7170 7237 7240 7645
2008 7685 7497 7822 7637 8395 8575 8937 9438 9494 10074 10538 11286
2009 12079 12881 13421 13826 14492 14705 14607 14819 15005 15382 15223 15095
2010 15016 15078 15192 15281 14856 14475 14542 14673 14577 14584 15094 14354
2011 13992 13798 13716 13872 13871 13964 13817 13837 13910 13696 13325 13049
2012 12748 12806 12686 12518 12695 12701 12745 12483 12082 12248 12042 12206
2013 12332 12032 11742

U-3 Unemployment Rate

7.6% March 2013

4.7% Nov. 2007

Series Id:           LNS14000000
Seasonally Adjusted
Series title:        (Seas) Unemployment Rate
Labor force status:  Unemployment rate
Type of data:        Percent or rate
Age:                 16 years and over

u_3_unemployment_rate

Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 4.0 4.1 4.0 3.8 4.0 4.0 4.0 4.1 3.9 3.9 3.9 3.9
2001 4.2 4.2 4.3 4.4 4.3 4.5 4.6 4.9 5.0 5.3 5.5 5.7
2002 5.7 5.7 5.7 5.9 5.8 5.8 5.8 5.7 5.7 5.7 5.9 6.0
2003 5.8 5.9 5.9 6.0 6.1 6.3 6.2 6.1 6.1 6.0 5.8 5.7
2004 5.7 5.6 5.8 5.6 5.6 5.6 5.5 5.4 5.4 5.5 5.4 5.4
2005 5.3 5.4 5.2 5.2 5.1 5.0 5.0 4.9 5.0 5.0 5.0 4.9
2006 4.7 4.8 4.7 4.7 4.6 4.6 4.7 4.7 4.5 4.4 4.5 4.4
2007 4.6 4.5 4.4 4.5 4.4 4.6 4.7 4.6 4.7 4.7 4.7 5.0
2008 5.0 4.9 5.1 5.0 5.4 5.6 5.8 6.1 6.1 6.5 6.8 7.3
2009 7.8 8.3 8.7 9.0 9.4 9.5 9.5 9.6 9.8 10.0 9.9 9.9
2010 9.8 9.8 9.9 9.9 9.6 9.4 9.5 9.5 9.5 9.5 9.8 9.3
2011 9.1 9.0 8.9 9.0 9.0 9.1 9.0 9.0 9.0 8.9 8.6 8.5
2012 8.3 8.3 8.2 8.1 8.2 8.2 8.2 8.1 7.8 7.9 7.8 7.8
2013 7.9 7.7 7.6

U-6 Total Unemployment Rate

13.8% March 2013

88.4% Nov. 2007

Series Id:           LNS13327709
Seasonally Adjusted
Series title:        (seas) Total unemployed, plus all marginally attached workers plus total employed 
part time for economic reasons, as a percent of all civilian labor force plus all marginally attached workers
Labor force status:  Aggregated totals unemployed
Type of data:        Percent or rate
Age:                 16 years and over
Percent/rates:       Unemployed and mrg attached and pt for econ reas as percent of labor force plus marg attached

u_6_unemployment_rate

Year Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Annual
2000 7.1 7.2 7.1 6.9 7.1 7.0 7.0 7.1 7.0 6.8 7.1 6.9
2001 7.3 7.4 7.3 7.4 7.5 7.9 7.8 8.1 8.7 9.3 9.4 9.6
2002 9.5 9.5 9.4 9.7 9.5 9.5 9.6 9.6 9.6 9.6 9.7 9.8
2003 10.0 10.2 10.0 10.2 10.1 10.3 10.3 10.1 10.4 10.2 10.0 9.8
2004 9.9 9.7 10.0 9.6 9.6 9.5 9.5 9.4 9.4 9.7 9.4 9.2
2005 9.3 9.3 9.1 8.9 8.9 9.0 8.8 8.9 9.0 8.7 8.7 8.6
2006 8.4 8.4 8.2 8.1 8.2 8.4 8.5 8.4 8.0 8.2 8.1 7.9
2007 8.4 8.2 8.0 8.2 8.2 8.3 8.4 8.4 8.4 8.4 8.4 8.8
2008 9.2 9.0 9.1 9.2 9.7 10.1 10.5 10.8 11.0 11.8 12.6 13.6
2009 14.2 15.1 15.7 15.9 16.4 16.5 16.5 16.7 16.7 17.1 17.1 17.1
2010 16.7 17.0 17.0 17.1 16.6 16.5 16.5 16.5 16.8 16.7 16.9 16.6
2011 16.2 16.0 15.8 16.0 15.8 16.1 16.0 16.1 16.3 16.0 15.5 15.2
2012 15.1 15.0 14.5 14.5 14.8 14.8 14.9 14.7 14.7 14.5 14.4 14.4
2013 14.4 14.3 13.8

Employment Situation Summary

Transmission of material in this release is embargoed                        USDL-13-0581
until 8:30 a.m. (EDT) Friday, April 5, 2013

Technical information:
 Household data:       (202) 691-6378  *  cpsinfo@bls.gov  *  www.bls.gov/cps
 Establishment data:   (202) 691-6555  *  cesinfo@bls.gov  *  www.bls.gov/ces

Media contact:         (202) 691-5902  *  PressOffice@bls.gov

                         THE EMPLOYMENT SITUATION -- MARCH 2013

Nonfarm payroll employment edged up in March (+88,000), and the unemployment rate was
little changed at 7.6 percent, the U.S. Bureau of Labor Statistics reported today.
Employment grew in professional and business services and in health care but declined
in retail trade.

Household Survey Data

Both the number of unemployed persons, at 11.7 million, and the unemployment rate, at
7.6 percent, were little changed in March. (See table A-1.)

Among the major worker groups, the unemployment rates for adult men (6.9 percent),
adult women (7.0 percent), teenagers (24.2 percent), whites (6.7 percent), blacks
(13.3 percent), and Hispanics (9.2 percent) showed little or no change in March. The
jobless rate for Asians was 5.0 percent (not seasonally adjusted), little changed from
a year earlier. (See tables A-1, A-2, and A-3.)

In March, the number of long-term unemployed (those jobless for 27 weeks or more) was
little changed at 4.6 million. These individuals accounted for 39.6 percent of the
unemployed. (See table A-12.)

The civilian labor force declined by 496,000 over the month, and the labor force
participation rate decreased by 0.2 percentage point to 63.3 percent. The employment-
population ratio, at 58.5 percent, changed little. (See table A-1.)

The number of persons employed part time for economic reasons (sometimes referred to
as involuntary part-time workers) fell by 350,000 over the month to 7.6 million. These
individuals were working part time because their hours had been cut back or because
they were unable to find a full-time job. (See table A-8.)

In March, 2.3 million persons were marginally attached to the labor force, essentially
unchanged from a year earlier. (The data are not seasonally adjusted.) These individuals
were not in the labor force, wanted and were available for work, and had looked for a job
sometime in the prior 12 months. They were not counted as unemployed because they had not
searched for work in the 4 weeks preceding the survey. (See table A-16.)

Among the marginally attached, there were 803,000 discouraged workers in March, little
changed from a year earlier. (These data are not seasonally adjusted.) Discouraged workers
are persons not currently looking for work because they believe no jobs are available for
them. The remaining 1.5 million persons marginally attached to the labor force in March
had not searched for work for reasons such as school attendance or family responsibilities.
(See table A-16.)

Establishment Survey Data

Total nonfarm payroll employment edged up in March (+88,000). Over the prior 12 months,
employment growth had averaged 169,000 per month. In March, employment increased in
professional and business services and in health care, while retail trade employment
declined. (See table B-1.)

Professional and business services added 51,000 jobs in March. Over the past 12 months,
employment in this industry has grown by 533,000. Within professional and business
services, accounting and bookkeeping services added 11,000 jobs over the month, and
employment continued to trend up in temporary help services and in several other
component industries.

Job growth in health care continued in March, with a gain of 23,000, similar to the prior
12-month average. Within health care, employment increased by 15,000 in ambulatory health
care services, such as home health care, and by 8,000 in hospitals.

Construction employment continued to trend up in March (+18,000). Job growth in this
industry picked up this past fall; since September, the industry has added 169,000
jobs. In March, employment continued to expand among specialty trade contractors 
(+23,000). Employment in specialty trade contractors has increased by 128,000 since
September, with the gain about equally split between the residential and nonresidential
components.

Within leisure and hospitality, employment in food services and drinking places continued
to trend up in March (+13,000). Over the past year, the industry added 262,000 jobs.

In March, retail trade employment declined by 24,000. The industry had added an average
of 32,000 jobs per month over the prior 6 months. In March, job declines occurred in
clothing and clothing accessories stores (-15,000), building material and garden supply
stores (-10,000), and electronics and appliance stores (-6,000).

Within government, U.S. Postal Service employment fell by 12,000 in March. Employment in
other major industries, including mining, manufacturing, wholesale trade, transportation
and warehousing, information, financial activities, state government, and local government,
showed little change over the month.

The average workweek for all employees on private nonfarm payrolls increased by 0.1
hour to 34.6 hours. The manufacturing workweek decreased by 0.1 hour to 40.8 hours, and
factory overtime rose by 0.1 hour to 3.4 hours. The average workweek for production and
nonsupervisory employees on private nonfarm payrolls was unchanged at 33.8 hours. (See
tables B-2 and B-7.)

In March, average hourly earnings for all employees on private nonfarm payrolls, at $23.82,
changed little (+1 cent). Over the year, average hourly earnings have risen by 42 cents,
or 1.8 percent. Average hourly earnings of private-sector production and nonsupervisory
employees, at $20.03, changed little (-1 cent) in March. (See tables B-3 and B-8.)

The change in total nonfarm payroll employment for January was revised from +119,000 to
+148,000, and the change for February was revised from +236,000 to +268,000.

____________
The Employment Situation for April is scheduled to be released on Friday, May 3, 2013, at
8:30 a.m. (EDT).

Employment Situation Summary Table A. Household data, seasonally adjusted

HOUSEHOLD DATA
Summary table A. Household data, seasonally adjusted
[Numbers in thousands]

CategoryMar.
2012Jan.
2013Feb.
2013Mar.
2013Change from:
Feb.
2013-
Mar.
2013Employment status Civilian noninstitutional population242,604244,663244,828244,995167Civilian labor force154,707155,654155,524155,028-496Participation rate63.863.663.563.3-0.2Employed142,020143,322143,492143,286-206Employment-population ratio58.558.658.658.5-0.1Unemployed12,68612,33212,03211,742-290Unemployment rate8.27.97.77.6-0.1Not in labor force87,89889,00889,30489,967663 Unemployment rates Total, 16 years and over8.27.97.77.6-0.1Adult men (20 years and over)7.77.37.16.9-0.2Adult women (20 years and over)7.47.37.07.00.0Teenagers (16 to 19 years)25.023.425.124.2-0.9White7.37.06.86.7-0.1Black or African American14.013.813.813.3-0.5Asian (not seasonally adjusted)6.26.56.15.0-Hispanic or Latino ethnicity10.39.79.69.2-0.4 Total, 25 years and over6.86.56.36.2-0.1Less than a high school diploma12.612.011.211.1-0.1High school graduates, no college8.08.17.97.6-0.3Some college or associate degree7.57.06.76.4-0.3Bachelor’s degree and higher4.23.73.83.80.0 Reason for unemployment Job losers and persons who completed temporary jobs7,0216,6376,5226,329-193Job leavers1,11198195698630Reentrants3,2643,5153,3403,176-164New entrants1,4211,2871,2791,31637 Duration of unemployment Less than 5 weeks2,5962,7662,6672,464-2035 to 14 weeks2,7843,0282,7822,8385615 to 26 weeks1,8771,8581,6951,7374227 weeks and over5,3024,7084,7974,611-186 Employed persons at work part time Part time for economic reasons7,6647,9737,9887,638-350Slack work or business conditions5,0605,1265,1364,906-230Could only find part-time work2,3602,6302,5782,576-2Part time for noneconomic reasons18,53018,46418,90818,745-163 Persons not in the labor force (not seasonally adjusted) Marginally attached to the labor force2,3522,4432,5882,326-Discouraged workers865804885803– Over-the-month changes are not displayed for not seasonally adjusted data.
NOTE: Persons whose ethnicity is identified as Hispanic or Latino may be of any race. Detail for the seasonally adjusted data shown in this table will not necessarily add to totals because of the independent seasonal adjustment of the various series. Updated population controls are introduced annually with the release of January data.

Employment Situation Summary Table B. Establishment data, seasonally adjusted

ESTABLISHMENT DATA
Summary table B. Establishment data, seasonally adjusted
Category Mar.
2012
Jan.
2013
Feb.
2013(p)
Mar.
2013(p)
EMPLOYMENT BY SELECTED INDUSTRY
(Over-the-month change, in thousands)
Total nonfarm 205 148 268 88
Total private 208 164 254 95
Goods-producing 37 41 73 16
Mining and logging 1 3 5 1
Construction -4 24 49 18
Manufacturing 40 14 19 -3
Durable goods(1) 26 5 9 4
Motor vehicles and parts 10.7 1.7 1.3 0.8
Nondurable goods 14 9 10 -7
Private service-providing(1) 171 123 181 79
Wholesale trade 5.9 13.7 4.7 -1.0
Retail trade -5.6 22.4 14.6 -24.1
Transportation and warehousing 3.1 -22.2 -1.7 -2.8
Information -2 4 19 5
Financial activities 23 7 8 -2
Professional and business services(1) 43 46 80 51
Temporary help services -7.1 11.6 23.4 20.3
Education and health services(1) 46 15 31 44
Health care and social assistance 28.7 16.5 36.9 27.9
Leisure and hospitality 52 31 26 17
Other services 5 6 -2 -9
Government -3 -16 14 -7
WOMEN AND PRODUCTION AND NONSUPERVISORY EMPLOYEES(2)
AS A PERCENT OF ALL EMPLOYEES
Total nonfarm women employees 49.3 49.4 49.3 49.3
Total private women employees 47.8 47.9 47.8 47.8
Total private production and nonsupervisory employees 82.6 82.6 82.6 82.6
HOURS AND EARNINGS
ALL EMPLOYEES
Total private
Average weekly hours 34.5 34.4 34.5 34.6
Average hourly earnings $23.40 $23.78 $23.81 $23.82
Average weekly earnings $807.30 $818.03 $821.45 $824.17
Index of aggregate weekly hours (2007=100)(3) 96.2 97.4 97.9 98.2
Over-the-month percent change -0.1 -0.1 0.5 0.3
Index of aggregate weekly payrolls (2007=100)(4) 107.4 110.4 111.1 111.6
Over-the-month percent change 0.2 0.0 0.6 0.5
HOURS AND EARNINGS
PRODUCTION AND NONSUPERVISORY EMPLOYEES
Total private
Average weekly hours 33.7 33.6 33.8 33.8
Average hourly earnings $19.68 $19.98 $20.04 $20.03
Average weekly earnings $663.22 $671.33 $677.35 $677.01
Index of aggregate weekly hours (2002=100)(3) 103.5 104.7 105.5 105.6
Over-the-month percent change -0.1 -0.2 0.8 0.1
Index of aggregate weekly payrolls (2002=100)(4) 136.0 139.7 141.2 141.3
Over-the-month percent change 0.1 0.1 1.1 0.1
DIFFUSION INDEX(5)
(Over 1-month span)
Total private (266 industries) 68.8 63.0 59.6 54.3
Manufacturing (81 industries) 74.1 55.6 54.3 46.3
Footnotes
(1) Includes other industries, not shown separately.
(2) Data relate to production employees in mining and logging and manufacturing, construction employees in construction, and nonsupervisory employees in the service-providing industries.
(3) The indexes of aggregate weekly hours are calculated by dividing the current month’s estimates of aggregate hours by the corresponding annual average aggregate hours.
(4) The indexes of aggregate weekly payrolls are calculated by dividing the current month’s estimates of aggregate weekly payrolls by the corresponding annual average aggregate weekly payrolls.
(5) Figures are the percent of industries with employment increasing plus one-half of the industries with unchanged employment, where 50 percent indicates an equal balance between industries with increasing and decreasing employment.
(p) Preliminary

Discouraged Worker

In economics, a discouraged worker is a person of legal employment age who is not actively seeking employment or who does not find employment after long-term unemployment. This is usually because an individual has given up looking or has had no success in finding a job, hence the term “discouraged”.

In other words, even if a person is still looking actively for a job, that person may have fallen out of the core statistics of unemployment rate after long-term unemployment and is therefore by default classified as “discouraged” (since the person does not appear in the core statistics of unemployment rate). In some cases, their belief may derive from a variety of factors including a shortage of jobs in their locality or line of work; discrimination for reasons such as age, race, sex, religion, sexual orientation, and disability; a lack of necessary skills, training, or experience; or, a chronic illness or disability.[1]

As a general practice, discouraged workers, who are often classified as “marginally attached to the labor force”, “on the margins” of the labor force, or as part of “hidden unemployment”, are not considered to be part of the labor force and are thus not counted in most official unemployment rates, which influences the appearance and interpretation of unemployment statistics. Although some countries offer alternative measures of unemployment rate, the existence of discouraged workers can be inferred from a low employment-to-population ratio.

United States

Discouraged Workers (US, 2004-09)

In the United States, a discouraged worker is defined as a person not in the labor force who wants and is available for a job and who has looked for work sometime in the past 12 months (or since the end of his or her last job if a job was held within the past 12 months), but who is not currently looking because of real or perceived poor employment prospects.[2][3][4]

The Bureau of Labor Statistics does not count discouraged workers as unemployed but rather refers to them as only “marginally attached to the labor force”.[5][6][7] This means that the officially measured unemployment captures so-called “frictional unemployment” and not much else.[8] This has led some economists to believe that the actual unemployment rate in the United States is higher than what is officially reported while others suggest that discouraged workers voluntarily choose not to work.[9] Nonetheless, the U.S. Bureau of Labor Statistics has published the discouraged worker rate in alternative measures of labor underutilization under U-4 since 1994 when the most recent redesign of the CPS was implemented.[10][11]

The United States Department of Labor first began tracking discouraged workers in 1967 and found 500,000 at the time.[12] Today, In the United States, according to the U.S. Bureau of Labor Statistics as of April 2009, there are 740,000 discouraged workers.[13][14] There is an ongoing debate as to whether discouraged workers should be included in the official unemployment rate.[12] Over time, it has been shown that a disproportionate number of young people, blacks, Hispanics and men, make up discouraged workers.[15][16] Nonetheless, it is generally believed that the discouraged worker is underestimated because it does not include homeless people or those who have not looked for or held a job during the past twelve months and is often poorly tracked.[12][17]

According to the U.S. Bureau of Labor Statistics, the top five reasons for discouragement are the following:[18]

  1. The worker thinks no work is available.
  2. The worker could not find work.
  3. The worker lacks schooling or training.
  4. The worker is viewed as too young or too old by the prospective employer.
  5. The worker is the target of various types of discrimination. …

References

  1. ^ a b c Akyeampong, Ernest B. “Discouraged workers – where have they gone?” (PDF). Perspectives on Labour and Income. 3 (Canada: Statistics Canada) 4 (Article 5). Catalogue=75- 001E. Retrieved 2009-05-12.
  2. ^ O’Sullivan, Arthur; Sheffrin, Steven M. (2003) [January 2002]. Economics: Principles in Action. The Wall Street Journal: Classroom Edition (2nd ed.). Upper Saddle River, New Jersey 07458: Pearson Prentice Hall: Addison Wesley Longman. p. 336. ISBN 0-13-063085-3.
  3. ^ “BLS Information”. Glossary. U.S. Bureau of Labor Statistics Division of Information Services. February 28, 2008. Retrieved 2009-05-05.
  4. ^ “Glossary”. Congressional Budget Office. Retrieved 2009-05-10. [dead link]
  5. ^ Castillo, Monica D. (July 1998). “Persons outside the labor force who want a job”. Monthly Labor Review. LABSTAT Bureau of Labor Statistics. Retrieved 2009-05-12.
  6. ^ Hederman Jr., Rea S. (January 9, 2004). “Tracking the Long-Term Unemployed and Discouraged Workers”. WebMemo #389. The heritage foundation. Retrieved 2009-05-10.
  7. ^ Rampell, Catherine (April 30, 2009). “Job Market Pie”. Business: Economicx. The New York Times. Retrieved 2009-05-10.
  8. ^ Garrison, Roger (July 12, 2004). “The Sin of Wages?”. Archives. Ludwig von Mises Institute. Retrieved 2009-05-12.
  9. ^ Zuckerman, Sam (Sunday, November 17, 2002). “Jobless statistics overlook many Official numbers omit discouraged seekers, part-time workers”. Business. San Francisco Chronicle. Retrieved 2009-05-12.
  10. ^ “Alternative measures of labor underutilization”. Economic News Release. U.S. Bureau of Labor Statistics Division of Current Employment Statistics. May 8, 2009. Retrieved 2009-05-12.
  11. ^ “The Unemployment Rate and Beyond: Alternative Measures of Labor Underutilization (Issues in Labor Statistics, Summary 08-06, June 2008)”. Issues in labor statistics. U.S. Bureau of Labor Statistics. June 2008. Retrieved 2009-05-12.
  12. ^ a b c McCARROLL, THOMAS (Monday, Sep. 09, 1991). “Down And Out: “Discouraged” Workers”. magazine. Time magazine. Retrieved 2009-05-10.
  13. ^ “Black Male Unemployment Jumps to 17.2%”. Dollars & Sense. Friday, May 08, 2009. Retrieved 2009-05-10. [dead link]
  14. ^ “Employment Situation Summary”. Economic News Release. U.S. Bureau of Labor Statistics Division of Labor Force Statistics. May 8, 2009. Retrieved 2009-05-10.
  15. ^ “Issues in Labor Statistics: Ranks of Discouraged Workers and Others Marginally Attached to the Labor Force Rise During Recession”. Issues in Labor Statistics. U.S. Bureau of Labor Statistics Division of Information Services. May 1, 2009. p. 2. Retrieved 2009-05-10.
  16. ^ Ahrens, Frank (May 8, 2009; 3:25 PM ET). “Actual U.S. Unemployment: 15.8%”. Economy Watch. The Washington Post. Retrieved 2009-05-10.
  17. ^ PODSADA, JANICE (April 19, 2009). “‘Hidden Unemployment’ Inflates State’s Real Jobless Figures”. Business. The Hartford Courant. Retrieved 2009-05-10.
  18. ^ “Ranks of Discouraged Workers and Others Marginally Attached to the Labor Force Rise During Recession”. Issues in Labor Statistics. U.S. Bureau of Labor Statistics. April 2009. Retrieved 2009-05-12.
  19. ^ a b c d Akyeampong, Ernest B. (Autumn 1989). “Discouraged Workers” (PDF). Perspectives on Labour and Income. 2 (Canada: Statistics Canada) 1. Retrieved 2009-05-12.
  • Akyeampong, Ernest B. “Persons on the Margins of the Labour Force,” The Labour Force (71-001). Statistics Canada, April 1987.
  • Akyeampong, Ernest B. “Women Wanting Work But Not Looking Due to Child Care Demands,” The Labour Force. April 1988.
  • Australian Bureau of Statistics. Persons in the Labour Force, Australia (Including Persons who Wanted Work but who were not Defined as Unemployed) (6219.0). July 1985.
  • Jackson, George. “Alternative Concepts and Measures of Unemployment,” The Labour Force. February 1987.
  • Macredie, Ian. “Persons Not in the Labour Force: Job Search Activities and the Desire for Employment, September 1984,” The Labour Force. October 1984.
  • Organization for Economic Co-operation and Development. OECD Employment Outlook. September 1987. Akyeampong, E.B. “Discouraged workers.” Perspectives on labour and income, Quarterly, Catalogue 75-001E, Autumn 1989. Ottawa: Statistics Canada, pp. 64–69.
  • “Women wanting work, but not looking due to child care demands.” The labour force, Monthly, Catalogue 71-001, April 1988. Ottawa: Statistics Canada, pp. 123–131.
  • “Persons on the margins of the labour force.” The labour force, Monthly, Catalogue 71-001, April 1987. Ottawa: Statistics Canada, pp. 85–131.
  • Frenken, H. “The pension carrot: incentives to early retirement.” Perspectives on labour and income, Quarterly, Catalogue 75-001E, Autumn 1991. Ottawa: Statistics Canada, pp. 18–27.
  • Jackson, G. “Alternative concepts and measures of unemployment.” The labour force, Monthly, Catalogue 71-001, February 1987. Ottawa: Statistics Canada, pp. 85–120.
  • Macredie, I. “Persons not in the labour force – job search activities and the desire for employment, September 1984.” The labour force, Monthly, Catalogue 71-001, October 1984. Ottawa: Statistics Canada, pp. 91–104.

 Further reading

External links

 United States

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Excellence in Action — Strategies Sessions — Videos

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excellence_in_action

Breakfast Keynote: Arne Duncan, U.S. Secretary of Education

Strategy Session 1: Reaching More Students with Vouchers and Tax-credit Scholarships

Whether you are an advocate of education vouchers for all or believe special scholarships should be reserved for students in failing schools, the debate on school choice is one that matters. States across the country are enacting new reforms and expanding those that already exist to ensure vouchers and tax-credit scholarships reach the kids who need them the most. Join these state lawmakers as they discuss strategies to keep up with the growing demand from families for quality school choice options.

Moderator: John Kirtley, Chairman of Step Up for Students and vice chairman of the Alliance for School Choice and the American Federation for Children

Panelists: Conrad Appel, Louisiana State Senator Algie Howell, Virginia State Delegate Jason Nelson, Oklahoma State Representative Bill O’Brien, New Hampshire State Representative

Strategy Session 2: Implementing Bold Teacher-Effectiveness Reform

Over the past few years, states across the country have passed reforms linking student-learning data to teacher evaluations. Now, leaders have entered the critical phase of putting the reforms into practice at the local level. Learn how these education chiefs are developing assessments and evaluation systems in their respective states to measure hard-to-test areas and elevate educators’ professional development.

Moderator: Hanna Skandera, New Mexico Secretary-Designate of Public Education and Vice-Chair of Chiefs for Change

Panelists: Kevin Huffman, Tennessee Commissioner of Education Jill Hawley, Colorado Associate Commissioner for Achievement and Strategy Dr. Diane Ullman, Chief Talent Officer for the Connecticut State Department of Education

Strategy Session 3: Accountability-Based Flexibility for School Districts

Across the nation, crisis situations are giving birth to new, student-centered learning models. In the midst of challenging economic times and a national focus on improving the quality of education, a new kind of school district is emerging — one with both autonomy and performance-based accountability. Learn how some of our nation’s most troubled school districts are challenging a conventional structure to change the futures of their students, schools and cities.

Moderator: Dr. Paul Hill, Founder of the Center on Reinventing Public Education

Panelists: David Harris, Founder and CEO of The Mind Trust John White, Louisiana Superintendent of Education Tyrone Winfrey, Chief of Staff of the Michigan Education Achievement Authority

Strategy Session 4: How to Prepare for Common Core Assessments

The state-led transition to Common Core State Standards will change the expectation of what students need to be learning and is aligned with what they’ll need for success after high school in our changing world. The pressure is on for the Partnership for Assessment of Readiness of College and Careers (PARCC) and Smarter Balanced Assessment Consortium to deliver new online assessments and for schools to build the technology infrastructure they’ll need to use those assessments. The Common Core transition brings individual opportunities for states but also challenges. Meanwhile, many state leaders are preparing parents, teachers and communities for the initial results which will likely follow new standards and assessments. Join this panel to discuss specific strategies states and districts can take to ensure everyone and everything is prepared to transition to these new assessments.

Moderator: Governor Bob Wise, President of Alliance for Excellent Education

Panelists: Dr. Tony Bennett, Indiana Superintendent of Public Instruction and Chairman of Chiefs for Change Steve Bowen, Maine Commissioner of Education Laura McGiffert Slover, Senior Vice President of Achieve Dr. Joe Willhoft, Executive Director of the Smarter Balanced Assessment Consortium

More results

bill coleman common core standards

Strategy Session 5: Transforming Colleges of Education

Nine out of every ten teachers graduate from traditional teacher prep programs at colleges of education. Should these colleges be held accountable for the caliber of students they admit into their programs and the teachers they send into the classroom? Don’t miss this discussion on what can be done to ensure new teachers entering the profession are fully equipped to help each of their students succeed.

Moderator: Kate Walsh, President of the National Council on Teacher Quality

Panelists: Dr. John Chubb, CEO of Education Sector and member of the Koret Task Force on K-12 Education Paul Pastorek, former Louisiana Superintendent of Education

Strategy Session 6: Charter Schools: Accountability and Funding

With over 40 states now authorizing charter schools, the potential for innovation continues to grow. Each state serves as a testing site for diverse approaches to approving, funding and maintaining the accountability of these unique public schools. Learn the best policies states are using to shape high-quality charter schools across the nation.

Moderator: Jeanne Allen, President of the Center for Education Reform

Panelists: Todd Huston, Indiana State Representative Peggy Lehner, Ohio State Senator Nina Rees, President and CEO of the National Alliance for Public Charter Schools James H. Shelton III, Assistant Deputy Secretary for Innovation and Improvement at the U.S. Department of Education

Strategy Session 7: Thinking Outside the School-Zone Box

From coast to coast, states are proving there is more than one way to provide families with school choice options. Many are developing new strategies to empower parents with the ability to choose the public school that is best for their child. Listen to these battle-proven leaders share lessons learned and strategies to expand public school choice programs and remove barriers limiting students’ education options.

Moderator: Mike Petrilli, Executive Vice President of the Thomas B. Fordham Institute

Panelists: Matthew Barnes, Executive Director of Families Empowered John Huppenthal, Arizona Superintendent of Public Instruction Luther Olsen, Wisconsin State Senator

Strategy Session 8: College & Career Readiness

State leaders are facing a desperate call to action: just one-third of America’s high school students graduate with the knowledge and skills they’ll need to succeed in college. This tragic reality calls for rigorous standards and innovative policies, ones that incentivize acceleration and launch students into college or gainful employment. It’s time to give students the opportunity to advance to college or careers as soon as they are ready, even if that’s earlier that the traditional K-12 calendar allows. Get the details on what methods states are using to prepare our youngest generation to thrive in today’s competitive global economy.

Moderator: Laysha Ward, President of Community Relations and the Target Foundation

Panelists: David Abbott, Deputy Commissioner and General Counsel at the Rhode Island Department of Education Russell Armstrong, Education and Workforce Policy Advisor to Louisiana Governor Bobby Jindal Joe Pickens, President of St. Johns River State College Kelli Stargel, Florida State Senator

Strategy Session 9: Developing and Retaining Teachers We Can’t Afford to Lose

A teacher’s influence — good or bad — can have life-long effects on the students in his or her classroom. Hear new research on the teacher-retention crisis, and join the ensuing discussion on what can be done to develop and retain the high-quality educators our states need to reverse student decline and elevate the status of the teaching profession.

Moderator: Dr. Stefanie Sanford, Director of Policy & Advocacy, United States Program, The Bill & Melinda Gates Foundation

Panelists: Tim Daly, President of the New Teacher Project Christopher Cerf, New Jersey Commissioner of Education Gary Holder-Winfield, Connecticut State Representative

Strategy Session 10: The Florida Formula for Student Achievement

More than a dozen years ago, Florida embarked on a path to reverse a generation of decline in its public schools by forcing the system to focus on the student instead of the adult. Since then, Florida’s formula of high expectations for students, accountability for schools, choices for families and rewards for progress has yielded incredible gains in student learning. In the eight-year period prior to the reforms, graduation rates had declined by nearly seven percent, but since the reforms were put in place, graduation rates have increased by 20 percent. Education in the Sunshine State is now a model for the nation, inspiring leaders to strategically and boldly transform public education. Learn how Florida’s formula can transform student achievement for any state.

Moderator: Julia Johnson, President of Net Communications and former member of Florida’s Board of Education

Panelists: Dr. Christy Hovanetz, Senior Policy Fellow at the Foundation for Excellence in Education Dr. Matthew Ladner, Senior Advisor on Policy and Research to the Foundation for Excellence in Education

Strategy Session 11: Transforming Education for the Digital Age

Last year, Digital Learning Now! released “The Roadmap for Reform: Digital Learning,” a guide providing governors, lawmakers and policymakers with the nuts-and-bolts policies to transition to student-centered education. Now, states are changing the face of education by introducing blended learning models that combine the best of face-to-face instruction with the best of online learning. Hear state and school leaders share what they are doing — and what is yet to be done — to harness the power of technology and provide students with rigorous, high-quality, customized education.

Moderator: John Bailey, Executive Director of Digital Learning Now!

Panelists: Dr. Janet Barresi, Oklahoma Superintendent of Public Instruction Dr. Mark Edwards, Superintendent of Mooresville Graded School District Pam Myhra, Minnesota State Representative Governor Bev Perdue, North Carolina Chip Rogers, Majority Leader of the Georgia State Senate

General Session: Common Core State Standards

Moderator: Governor Jeb Bush, Governor of Florida from 1999-2007 and Chairman of the Foundation for Excellence in Education

Panelists: David Coleman, President and CEO of the College Board Bob Corcoran, President and Chairman of the GE Foundation Dr. William Schmidt, University Distinguished Professor and Co-Director of the Education Policy Center at Michigan State University, Minnesota State Representative

Lunch Keynote: Mitch Daniels, Indiana Governor

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Stop Obama’s Common Core Curriculum Standards — Progressive Indoctrination, Standardization and Tracking of American Children Into Collectivists — Little Boxes — Videos

Posted on April 2, 2013. Filed under: American History, Blogroll, Books, Business, College, Communications, Computers, Demographics, Economics, Education, Employment, Federal Government Budget, Fiscal Policy, government spending, High School, history, Language, Law, liberty, Life, Links, Literacy, Math, media, People, Philosophy, Politics, Programming, Psychology, Raves, Regulations, Resources, Science, Tax Policy, Taxes, Technology, Video, War, Wealth, Wisdom | Tags: , , , , , , , , , |

common-core

Little Boxes – Walk off the Earth

Obama On The Common Core Standards

President Obama, Secretary Duncan Announce Race to the Top

The Bottom Line :Education Database

Why We Need Common Core: “I choose C.”

Common Core Lesson Plans – Rated very funny!

Common Core Standards & Forming a Professional Learning Network (PLN)

Vision of the Common Core

Common Core State Standards: Principles of Development

General Session: Common Core State Standards

Moderator: Governor Jeb Bush, Governor of Florida from 1999-2007 and Chairman of the Foundation for Excellence in Education

Panelists: David Coleman, President and CEO of the College Board Bob Corcoran, President and Chairman of the GE Foundation Dr. William Schmidt, University Distinguished Professor and Co-Director of the Education Policy Center at Michigan State University, Minnesota State Representative

The Common Core State Standards and What’s Next for Higher Education | College Board Forum 2012

P20 Statewide Longitudinal Data System

Indoctrination And The Progressive Future – TheBlazeTV – The Glenn Beck Program – 2013.03.27

Data Mining In Common Core – TheBlazeTV – The Glenn Beck Program

Urgent Message On Common Core – TheBlazeTV – The Glenn Beck Radio Program – 2013.03.28 

Part 1 of 5 Stop the Common Core

Part 2 of 5 Stop the Common Core

Part 3 of 5 Stop the Common Core

Part 4 of 5 Stop the Common Core

Part 5 of 5 Stop the Common Core

The Government will Control Your Childs Every Move? Common Core Disaster?

The Glenn Beck Program – Air Date: Thursday, March 14, 2013

Rick Hess: Common Core as one more Obama initiative

Teacher Talk episode: Common Core State Standards

Learn the Common Core Standards in 10 Minutes

Common Core Curriculum Standards

Common Core Standards Overview | LiteracyTA

Common Core Standards- Mathematics by David Foster

Two Moms Against Common Core

Neal McCluskey: The Folly of Common Core Curricula

Pete Seeger – What Did You Learn In School?

School-Standards Pushback

Conservative Groups Oppose National ‘Common Core’ as an Intrusion on States

By STEPHANIE BANCHERO

The Common Core national math and reading standards, adopted by 46 states and the District of Columbia two years ago, are coming under attack from some quarters as a federal intrusion into state education matters.

The voluntary academic standards, which specify what students should know in each grade, were heavily promoted by the Obama administration through its $4.35 billion Race to the Top education-grant competition. States that instituted changes such as common learning goals received bonus points in their applications.

Supporters say the Common Core standards better prepare students for college or the workforce, and are important as the U.S. falls behind other nations in areas such as math proficiency.

A 2010 report from the Thomas B. Fordham Institute, a right-leaning educational-research group, said the Common Core standards “are clearly superior to those currently in use in 39 states in math and 37 states in English. For 33 states, the Common Core is superior in both math and reading.”

But conservative lawmakers and governors in at least five states, including Utah and Alabama, recently have been pushing to back out, or slow down implementation, of Common Core. They worry that adoption of the standards has created a de facto national curriculum that could at some point be extended into more controversial areas such as science.

Critics argue that the standards are weak and could, for example, de-emphasize literature in favor of informational texts, such as technical manuals. They also dislike that the standards postpone teaching algebra until ninth grade from the current eighth grade in many schools.

A study released this year by a researcher at the Brookings Institution think tank projected Common Core will have no effect on student achievement. The study said states with high standards improved their national math and reading scores at the same rate as states with low standards from 2003 to 2009.

But mainly, critics of Common Core object to what they see as the federal government’s involvement in local-school matters.

“The Common Core takes education out of the hands of South Carolina and parents, so we have no control over what happens in the classroom,” said Michael Fair, a Republican state senator who plans to introduce a measure that would bar his state from spending money on activities related to the standards, such as training teachers and purchasing textbooks.

South Carolina Gov. Nikki Haley, who took office after the state adopted Common Core, wrote in a letter to Mr. Fair that the state should not “relinquish control of education to the federal government, neither should we cede it to the consensus of other states.”

Common Core could take another hit Friday when the 23-member board of the American Legislative Exchange Council, a group of more than 2,000 state lawmakers and business members who back limited government and free markets, among other conservative goals, is set to vote on a resolution to formally oppose the standards. The resolution was passed by the ALEC education task force in December.Model legislation often is drafted from the group’s resolutions and taken by ALEC members to their state legislatures.

Common Core evolved from a drive by the National Governors Association and the Council of Chief State School Officers to delineate world-class skills students should possess. The standards, created with funding from, among others, the Bill & Melinda Gates Foundation, set detailed goals, such as first graders should understand place values in math and eighth graders should know the Pythagorean Theorem.

“We brought the best minds in the country together to create international benchmarks that, once mastered, would make our students more competitive, globally,” said Gene Wilhoit, executive director of the Council of Chief State School Officers. He said his group has no plans to create national science standards.

As the standards were being developed, the Obama administration launched Race to the Top in July 2009, which awarded points to states that adopted “a common set of K-12 standards” that are “substantially identical across all states in a consortium,” according to the grant’s policies. The department didn’t specifically mention Common Core, but it was the only common set of standards being developed.

As a result, most state’s legislatures or state boards of education adopted Common Core.

The standards have yet to show up in many classrooms as states are just beginning to implement them. But in Kentucky, where Common Core rolled out this school year, teachers are altering instruction and searching for new classroom reading materials.

Jahn Owens, a teacher in Owensboro, Ky., said the more rigorous standards require her to teach her fifth-graders how to multiply and divide fractions. Previously, that was taught in sixth grade. First-grade teacher Heidi Dees has added more nonfiction books to her classroom.

“These standards take students much deeper into the subjects and force them to do more critical thinking,” Ms. Owens said. “It’s been hard work for the teachers because the implementation was so quick, but we are now more purposeful about student learning.”

The Obama administration has awarded more than $360 million to two groups to create student assessments aligned to Common Core.

Wireless Generation, an education-technology company owned by News Corp., which also owns The Wall Street Journal, recently purchased Intel-Assess, a company that creates student assessments aligned to Common Core.

Justin Hamilton, a spokesman for the U.S. Department. of Education, called Common Core a “game changer” but said the administration didn’t force states to adopt it. “A bipartisan group of governors created these standards and states collectively adopted them,” he said.

But Emmett McGroarty, executive director of American Principles in Action, a conservative lobbying group that wrote the ALEC resolution, said states were “herded” into adopting the standards with no time to deliberate on their worth. He called the standards “mediocre” and costly to implement.

http://online.wsj.com/article/SB10001424052702303630404577390431072241906.html

The Common Core Curriculum
National education standards that even conservatives can love.

By Chester E. Finn, Jr. & Michael J. Petrilli

After votes yesterday in Massachusetts and the District of Columbia, 28 states have now embraced the new “Common Core” standards for primary and secondary education. Already, a majority — including red states such as South Carolina, Utah, and Oklahoma — have declared that they will use Common Core English and math standards in their public schools. Yet this profound, and we think positive, shift in American education is occurring with little outcry from the right, save for a half-dozen libertarians who don’t much care for government to start with. How come?

It certainly helps that the new standards were created by a voluntary partnership of 48 states, not by the federal government. But it’s also true that the Common Core standards are remarkably strong, vastly better than the standards most states have developed independently over the past 15 years. Yesterday, our institute released a 370-page study that finds the Common Core standards to be clearly superior to the existing English standards of 37 states and the existing math standards of 39.

One reason the Common Core fared so well is that its authors eschewed the vague and politically correct nonsense that infected so many state standards (and earlier attempts at national standards). They expect students to master arithmetic and memorize their times tables; they promote the teaching of phonics in the early grades; they even expect all students to read and understand the country’s founding documents. The new standards aren’t perfect. Our reviewers found three jurisdictions that did better in English (California, Indiana, and — believe it or not — the District of Columbia), mostly because they better distinguish among different “genres” of literature and other writing. Another dozen states (including Massachusetts) are “too close to call,” meaning that their standards are about equal in content and rigor to the Common Core. But anybody worried that this national effort will dumb down what we expect young Americans to learn in school can relax, at least for now.

Anxiety will surely rise when school kids across the land begin (three or four years hence) to take tests linked to these standards, and even more when those test results start to determine promotion from fifth to sixth grade or graduation from high school. (The development of those tests will soon start, aided by $350 million of federal stimulus funds.) But without tests and results-based accountability, along with solid curricula, quality textbooks, and competent teaching, standards alone have no traction in real classrooms. Adopting good standards is like having a goal for your cholesterol; it doesn’t mean you will actually eat a healthy diet or live longer.

When high expectations for schools and students are combined with smart implementation in thousands of classrooms, policymakers can move mountains. That’s the lesson we take from Massachusetts, which has established high standards, well-designed assessments, a tough-minded (yet humane) accountability system, rigorous certification requirements for teachers, and a high bar that students must clear to earn their diplomas. The Bay State has been making steady achievement gains in reading and math in both fourth and eighth grades. That, of course, is why Massachusetts politicians and policymakers sparred over the proposal by state education commissioner Mitchell Chester to replace the state’s standards and tests with the new national versions.

Until now, however, the vast majority of states have failed to adopt rigorous standards, much less to take actions geared to boosting pupil achievement. In 2007, we published a comparison of states’ “proficiency” expectations under the federal No Child Left Behind Act. The results were dismaying: In some places, students could score below the tenth percentile nationally and still be considered “proficient.” In other locales, they had to reach the 77th percentile to wear the same label. And it wasn’t just that expectations varied, but that they varied almost randomly from place to place, grade to grade, and year to year.

Most Americans understand that this is not the way a big, modernized country on a competitive planet should operate its education system. Three years ago, an Education Next poll asked whether people favored “a single national standard and a single national test for all students in the United States? Or do you think that there should be different standards and tests in different states?”

http://www.nationalreview.com/articles/243517/common-core-curriculum-chester-e-finn-jr

Who’s Behind the Common Core Curriculum?

Written by 

Like so many education reform initiatives that seem to arise out of nowhere, the Common Core State Standards is another of these sweeping phantom movements that have gotten their impetus from a cadre of invisible human beings endowed with inordinate power to impose their ideas on everybody.

For example, the idea of collecting intimate personal data on public school students and teachers seems to have arisen spontaneously in the bowels of the National Center for Education Statistics in Washington. It required a small army of education psychologists to put together the data handbooks, which are periodically expanded to include more personal information.

Nobody knows who exactly authorized the creation of such a dossier on every student and teacher in American public schools, but the program exists and is being paid for by the taxpayer. And strange as it may seem, it arose seemingly out of nowhere, like a vampire, to suck the freedom out of the American people. Unlike Santa’s elves who work behind the scenes to bring happiness to children, these subterranean phantoms work overtime to find ways of making American children miserable.

The Common Core State Standards (CCSS) is another such vampire calculated not only to suck the freedom out of the American people, but also to suck out the brains of their children. And all of this is planned in the dark, away from the prying eyes of parents and writers like me. Ask any educator: “Who is the author of the Common Core Standards?” and they will not be able to tell you.

So I decided to look into the origin of the CCSS. It is said that it originated with the National Governors Association (NGA). When and where? At what meeting? At whose behest? The NGA’s Mission Statement says on its website:

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Sounds wonderful. But why do we need it? Why are we re-inventing the wheel? Didn’t our public schools provide a decent education for the “greatest generation” when they were in school? That generation not only learned enough to win World War II but also enough to create the scientific foundation of our high-tech society. The only reason why we need the CCSS is because all of these graduate educationists need something to do to justify their degrees and the salaries that go with them. And of course the new curriculum will cost billions of dollars which will enable these vampires to live in the style to which they’ve become accustomed. By the way, if you object to my referring to these people as vampires, feel free to use your own designations.

The CCSS adds nothing to what we know about how to teach reading. It adds nothing to how we teach arithmetic and mathematics. It adds nothing to how we teach history, geography, and the “social studies.” In short, it is a fraud to get the American taxpayer to shell out big bucks for something that we already know how to do.  Yes, science has greatly expanded, but it also expanded from 1850 to 1950 and didn’t require a different methodology from the scientific method developed by the great scientists of the past. We may have better equipment which students of science must learn to operate, but the scientific method has not changed.

And of course, the CCSS were made to be as complicated as possible so that no parent or normal human being could understand them. For example, there is something called “Common Core State Standards Official Identifiers and XML Representation.” It states:

As states, territories, the District of Columbia, and the Department of Defense Education Activity move from widespread adoption of the Common Core State Standards (CCSS) to implementation, there is a need to appropriately identify and link assets using a shared system of identifiers and a common XML representation. The Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA Center), working closely with the standards authors, have released an official, viable approach for publishing identifiers and XML designation to represent the standards, consistent with their adopted format, as outlined below.

So now we know that there is such a body as “the standards authors,” who work closely with such bureaucratic organizations as the Council of Chief State School Officers and the National Governors Association Center for Best Practices. And to make sure that the Standards are being correctly implemented, we read the following in typical vampire language:

De-referenceable Uniform Resource Identifier (URIs) at the corestandards.org domain, e.g. http://corestandards.org/2010/math/content/6/EE/1 or http://corestandards.org/2010/math/practice/MP7. Matching the published identifiers, these dereferenceable URIs allow individuals and technology systems to validate the content of a standard by viewing the web page at the identifier’s uniform resource locator (URL). The NGA Center and CCSSO strongly recommend that http://www.corestandards.org remain the address of record for referring to standards.

What kind of human beings not only write such gobbledegook but also know what it means? And these educationists are among the well-paid elite who know how to make everything so complicated that only they are capable of understanding their own complexity. Here’s more:

Globally unique identifiers (GUIDs), e.g. A7D3275BC52147618D6CFEE43FB1A47E. These allow, when needed, to refer to standards in both disciplines in a common format without removing the differences in the published identifiers. GUIDs are unwieldy for human use, but they are necessarily complex to guarantee uniqueness, an important characteristic for databases, and are intended for use by computer systems. There is no need for educators to decode GUIDs.

Did you read that line, “GUIDS are unwieldy for human use, but they are necessarily complex to guarantee uniqueness”?  These people are masters at creating complexity for its own sake. The more complex, the more difficult it is for normal human beings to know what in blazes they are talking about.

What is the National Governors Association for Best Practices? Here is what their website says:

The National Governors Association Center for Best Practices (NGA Center) develops innovative solutions to today’s most pressing public policy challenges and is the only research and development firm that directly serves the nation’s governors….

The mission of NGA Office of Federal Relations is to ensure governors’ views are represented in the shaping of federal policy. Policy positions, reflecting governors’ principles on priority issues, guide the association’s work to influence federal laws and regulations.

The initiative for the Common Core State Standards seems to have arisen from a speech NGA Chairman Governor Paul Patton, Democrat, of Kentucky gave at the NGA meeting on June 12, 2002, in which he said:

Governors are constantly searching for solutions that will help all schools succeed, but some schools require more help than others. The long-term goal for states is to improve overall system performance while closing persistent gaps in achievement between minority and non-minority students. Fortunately, there are places to look for guidance. Although some schools continue to struggle, some have responded successfully to state reform efforts and others have gone far in improving student performance and closing the achievement gap. Current research also suggests there are ways state policies can effectively stimulate and support school improvement.

How that was translated into the need for Common Core State Standards, is not very clear. The Executive Director of the NGA is Dan Crippen, a Washington policy bureaucrat who was director of the Congressional Budget Office from 1999 to 2002. The Director of the NGA Center for Best Practices is David Moore, formerly of the Congressional Budget Office. The Director of the Education Division is Richard Laine. His profile states:

Laine directs research, policy analysis, technical assistance and resource development for the Education Division in the areas of early childhood, K-12, and postsecondary education. The Education Division is working on a number of key policy issues relevant to governors’ efforts to develop and support the implementation of policy, including: birth to 3rd grade access, readiness and quality; the Common Core State Standards, STEM and related assessments; teacher and leader effectiveness; turning around low-performing schools; high school redesign; competency-based learning; charter schools; and postsecondary (higher education & workforce training) access, success & affordability. The Division is also working on policy issues related to bridging the system divides between the early childhood, K-12 and postsecondary systems.

Well now we know who’s in charge of the Common Core State Standards. What is Mr. Laine’s background?

Previous Positions: Director of Education, The Wallace Foundation; Director of Education Policy and Initiatives, Illinois Business Roundtable; Associate Superintendent for Policy, Planning and Resource Management, Illinois State Board of Education; Executive Director, Coalition for Educational Rights; Executive Secretary, Committee for Educational Rights; School Finance Analyst, Chicago Panel on Public School Policy and Finance; Associate Director, California Democratic Congressional Delegation.

Education: M.P.P., M.B.A. and Certificate of Advanced Study in Education Administration and Public Policy, University of Chicago; B.A., University of California — Santa Barbara.

Obviously, Mr. Laine is one of those invisible bureaucrats who create policies for the governors, few of whom ever read them. He was Associate Director of California’s Democratic Congressional Delegation, which includes some of the worst left-wing members of Congress. He’s also in charge of “birth to 3rd grade access,” which the National Education Association strongly favors. Among Mr. Laine’s staff is Albert Wat, whose expertise is Early Childhood Education. His profile states:

Wat provides state policymakers with analyses and information on promising practices and the latest research in early childhood education policy, from birth through third grade. His work focuses on preschool education systems and alignment of early childhood and early elementary practices and policies, including standards, assessments and data systems.

Previous Positions: Research Manager, Senior Research Associate and State Policy Analyst, The Pew Charitable Trusts, Pew Center on the States, Pre-K Now.

Education: Master of Arts in Education Policy Studies, The George Washington University; Nonprofit Management Executive Certificate, Georgetown University; Master of Arts in Education, with focus in Social Sciences in Education and Bachelor of Arts in Psychology, with Distinction, Stanford University.

Like so many Washington policy wonks, Mr. Wat has to justify his bureaucratic position by thinking up new ways to create costly education reform that no freedom- loving citizen wants. Note his and Mr. Laine’s interest in “birth to 3rd grade” education, an area traditionally left up to parents. But then the totalitarian mind wants control over everything and everybody.

In other words, the Common Core State Standards have no more legitimacy than the plans of your local village idiot to reform education. They are the thought emanations of those who have nothing better to do. Yet, they will cost the American taxpayer billions of dollars and make American public education more confusing than ever.

http://www.thenewamerican.com/reviews/opinion/item/13412-whos-behind-the-common-core-curriculum

Common Core State Standards Initiative

The Common Core State Standards Initiative is a U.S. education initiative that seeks to bring diverse state curricula into alignment with each other by following the principles of standards-based education reform. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO).

Development

The past twenty years in the U.S. have also been termed the “Accountability Movement,” as states are being held to mandatory tests of student achievement, which are expected to demonstrate a common core of knowledge that all citizens should have to be successful in this country.[1] As part of this overarching education reform movement, the nation’s governors and corporate leaders founded Achieve, Inc. in 1996 as a bi-partisan organization to raise academic standards, graduation requirements, improve assessments, and strengthen accountability in all 50 states.[2] The initial motivation for the development of the Common Core State Standards was part of the American Diploma Project (ADP).[3]

A report titled, “Ready or Not: Creating a High School Diploma That Counts,” from 2004 found that both employers and colleges are demanding more of high school graduates than in the past.[4] According to Achieve, Inc., “current high-school exit expectations fall well short of [employer and college] demands.”[5] The report explains that the major problem currently facing the American school system is that high school graduates were not provided with the skills and knowledge they needed to succeed.[5] “While students and their parents may still believe that the diploma reflects adequate preparation for the intellectual demands of adult life, in reality it falls far short of this common-sense goal.” (page 1). The report continues that the diploma itself lost its value because graduates could not compete successfully beyond high school,[5] and that the solution to this problem is a common set of rigorous standards.

In 2009 the National Governors Association hired David Coleman and Student Achievement to write curriculum standards in the areas of literacy and mathematics instruction. Announced on June 1, 2009,[6] the initiative’s stated purpose is to “provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.”[7] Additionally, “The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers,” which will place American students in a position in which they can compete in a global economy.[7] Forty-five of the fifty states in the United States are members of the initiative, with the states of Texas, Virginia, Alaska, and Nebraska not adopting the initiative at a state level.[8] Minnesota has adopted the English Language Arts standards but not the Mathematics standards.[9]

Standards were released for mathematics and English language arts on June 2, 2010, with a majority of states adopting the standards in the subsequent months. (See below for current status.) States were given an incentive to adopt the Common Core Standards through the possibility of competitive federal Race to the Top grants. President Obama and Secretary of Education Arne Duncan announced the Race to the Top competitive grants on July 24, 2009, as a motivator for education reform.[10] To be eligible, states had to adopt “internationally benchmarked standards and assessments that prepare students for success in college and the work place.”[11] This meant that in order for a state to be eligible for these grants, the states had to adopt the Common Core State Standards or a similar career and college readiness curriculum. The competition for these grants provided a major push for states to adopt the standards.[12] The adoption dates for those states that chose to adopt the Common Core State Standards Initiative are all within the two years following this announcement.[13] The common standards are funded by the governors and state schools chiefs, with additional support from the Bill and Melinda Gates Foundation, the Charles Stewart Mott Foundation, and others.[14] States are planning to implement this initiative by 2015[15] by basing at least 85% of their state curricula on the Standards.

Standards

In 2010, Standards were released for English language arts and mathematics. Standards have not yet been developed for science or social studies.

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

The stated goal of the English & Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects standards[16] is to ensure that students are college and career ready in literacy no later than the end of high school (page 3). There are five key components to the standards for English and Language Arts: Reading, Writing, Speaking and Listening, Language, and Media and Technology.[17] The essential components and breakdown of each of these key points within the standards are as follows:

Reading

  • As students advance through each grade, there is an increased level of complexity to what students are expected to read and there is also a progressive development of reading comprehension so that students can gain more from what they read.[17]
  • There is no reading list to accompany the reading standards. Instead, students are simply expected to read a range of classic and contemporary literature as well as challenging informative texts from an array of subjects. This is so that students can acquire new knowledge, insights, and consider varying perspectives as they read. Teachers, school districts, and states are expected to decide on the appropriate curriculum, but sample texts are included to help teachers, students, and parents prepare for the year ahead.[17]
  • There is some critical content for all students — classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare — but the rest is left up to the states and the districts.[17]

Writing

  • The driving force of the writing standards is logical arguments based on claims, solid reasoning, and relevant evidence. The writing also includes opinion writing even within the K–5 standards.[17]
  • Short, focused research projects, similar to the kind of projects students will face in their careers as well as long-term, in-depth research is another important piece of the writing standards. This is because written analysis and the presentation of significant findings is critical to career and college readiness.[17]
  • The standards also include annotated samples of student writing to help determine performance levels in writing arguments, explanatory texts, and narratives across the grades.[17]

Speaking and Listening

  • Although reading and writing are the expected components of an ELA curriculum, standards are written so that students gain, evaluate, and present complex information, ideas, and evidence specifically through listening and speaking.[17]
  • There is also an emphasis on academic discussion in one-on-one, small-group, and whole-class settings, which can take place as formal presentations as well as informal discussions during student collaboration.[17]

Language

  • Vocabulary instruction in the standards takes place through a mix of conversations, direct instruction, and reading so that students can determine word meanings and can expand their use of words and phrases.[17]
  • The standards expect students to use formal English in their writing and speaking, but also recognize that colleges and 21st century careers will require students to make wise, skilled decisions about how to express themselves through language in a variety of contexts.[17]
  • Vocabulary and conventions are their own strand because these skills extend across reading, writing, speaking, and listening.[17]

Media and Technology

  • Since media and technology are intertwined with every student’s life and in school in the 21st century, skills related to media use, which includes the analysis and production of various forms of media, are also included in these standards.[17]

Preliminary “example” works to be studied by students include works by Ovid, Atul Gawande, Voltaire, Shakespeare, Turgenev, Poe, Robert Frost, Yeats, Nathaniel Hawthorne, Amy Tan, and Julia Alvarez.[15]

Cursive and keyboarding

The standards do not mandate the teaching of cursive handwriting, although states are free either to add a cursive requirement or to permit individual school districts to require it. The standards include instruction in keyboarding.[18]

Mathematics

The stated goal of the mathematics Standards[19] is to achieve greater focus and coherence in the curriculum (page 3). This is largely in response to the criticism that American mathematics curricula are “a mile wide and an inch deep”.

The mathematics Standards include Standards for Mathematical Practice and Standards for Mathematical Content.

Mathematical practice

The Standards mandate that eight principles of mathematical practice be taught:

  1. Make sense of problems and persevere in solving them.
  2. Reason abstractly and quantitatively.
  3. Construct viable arguments and critique the reasoning of others.
  4. Model with mathematics.
  5. Use appropriate tools strategically.
  6. Attend to precision.
  7. Look for and make use of structure.
  8. Look for and express regularity in repeated reasoning.

The practices are adapted from the five process standards of the National Council of Teachers of Mathematics and the five strands of proficiency in the National Research Council’s Adding It Up report.[20] These practices are to be taught in every grade from kindergarten to twelfth grade. Details of how these practices are to be connected to each grade level’s mathematics content are left to local implementation of the Standards.

As an example of mathematical practice, here is the full description of the sixth practice:

6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

Mathematical content

The Standards lay out the mathematics content that should be learned at each grade level from kindergarten to Grade 8 (age 13-14), as well as the mathematics to be learned in high school. The Standards do not dictate any particular pedagogy or what order topics should be taught within a particular grade level. Mathematical content is organized in a number of domains. At each grade level there are several standards for each domain, organized into clusters of related standards. (See examples below.)

Four domains are included in each of the grades from kindergarten (age 5-6) to fifth grade (age 10-11):

  • Operations and Algebraic Thinking;
  • Number and Operations in Base 10;
  • Measurement and Data;
  • Geometry.

Kindergarten also includes the domain Counting and Cardinality. Grades 3 to 5 also include the domain Number and Operations–Fractions.

Four domains are included in each of the Grades 6 through 8:

  • The Number System;
  • Expressions and Equations;
  • Geometry;
  • Statistics and Probability.

Grades 6 and 7 also include the domain Ratios and Proportional Relationships. Grade 8 includes the domain Functions.

In addition to detailed standards (of which there are 21 to 28 for each grade from kindergarten to eighth grade), the Standards present an overview of “critical areas” for each grade. (See examples below.)

In high school (Grades 9 to 12), the Standards do not specify which content is to be taught at each grade level. Up to Grade 8, the curriculum is integrated; students study four or five different mathematical domains every year. The Standards do not dictate whether the curriculum should continue to be integrated in high school with study of several domains each year (as is done in other countries, as well as New York and Georgia), or whether the curriculum should be separated out into separate year-long algebra and geometry courses (as has been the tradition in most U.S. states). An appendix[21] to the Standards describes four possible pathways for covering high school content (two traditional and two integrated), but states are free to organize the content any way they want.

There are six conceptual categories of content to be covered at the high school level:

  • Number and quantity;
  • Algebra;
  • Functions;
  • Modeling;
  • Geometry;
  • Statistics and probability.

Some topics in each category are indicated only for students intending to take more advanced, optional courses such as calculus, advanced statistics, or discrete mathematics. Even if the traditional sequence is adopted, functions and modeling are to be integrated across the curriculum, not taught as separate courses. In fact, modeling is also a Mathematical Practice (see above), and is meant to be integrated across the entire curriculum beginning in kindergarten. The modeling category does not have its own standards; instead, high school standards in other categories which are intended to be considered part of the modeling category are indicated in the Standards with a star symbol.

Each of the six high school categories includes a number of domains. For example, the “number and quantity” category contains four domains: the real number system; quantities; the complex number system; and vector and matrix quantities. The “vector and matrix quantities” domain is reserved for advanced students, as are some of the standards in “the complex number system”.

Examples of mathematical content

Second grade example: In the second grade there are 26 standards in four domains. The four critical areas of focus for second grade are (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. Below are the second grade standards for the domain of “operations and algebraic thinking” (Domain 2.OA). This second grade domain contains four standards, organized into three clusters:

Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Add and subtract within 20.
2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.
3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Domain example: As an example of the development of a domain across several grades, here are the clusters for learning fractions (Domain NF, which stands for “Number and Operations—Fractions”) in Grades 3 through 6. Each cluster contains several standards (not listed here):

Grade 3:
  • Develop an understanding of fractions as numbers.

Grade 4:

  • Extend understanding of fraction equivalence and ordering.
  • Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
  • Understand decimal notation for fractions, and compare decimal fractions.

Grade 5:

  • Use equivalent fractions as a strategy to add and subtract fractions.
  • Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

In Grade 6, there is no longer a “number and operations—fractions” domain, but students learn to divide fractions by fractions in the number system domain.

High school example: As an example of a high school category, here are the domains and clusters for algebra. There are four algebra domains (in bold below), each of which is broken down into as many as four clusters (bullet points below). Each cluster contains one to five detailed standards (not listed here). Starred standards, such as the Creating Equations domain (A-CED), are also intended to be part of the modeling category.

Seeing Structure in Expressions (A-SSE)

  • Interpret the structure of expressions
  • Write expressions in equivalent forms to solve problems
Arithmetic with Polynomials and Rational Functions (A-APR)

  • Perform arithmetic operations on polynomials
  • Understand the relationship between zeros and factors of polynomials
  • Use polynomial identities to solve problems
  • Rewrite rational expressions
Creating Equations.★ (A-CED)

  • Create equations that describe numbers or relationships
Reasoning with Equations and Inequalities (A-REI)

  • Understand solving equations as a process of reasoning and explain the reasoning
  • Solve equations and inequalities in one variable
  • Solve systems of equations
  • Represent and solve equations and inequalities graphically

As an example of detailed high school standards, the first cluster above is broken down into two standards as follows:

Interpret the structure of expressions
1. Interpret expressions that represent a quantity in terms of its context.★
a. Interpret parts of an expression, such as terms, factors, and coefficients.
b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
2. Use the structure of an expression to identify ways to rewrite it. For example, see x4y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2y2)(x2 + y2).

Different standards, by state

States have individual variations on implementing the standards.

Vermont

  • Emphasize basic arithmetic, fractions in elementary school. Focus on memorization instead of reliance on calculators.
  • An Algebra I capability is perceived for elementary school graduates; Algebra II for high school graduates.
  • Improve difficulty level of books being read. Less emphasis on how students “feel” about a book and more on analyzing content.
  • Testing by computer is planned with results available almost “instantly.”[15]

Criticism

Critics question forcing a rigid template on schools already coping with other initiatives like No Child Left Behind. For some states, this will be the third (or more) major change over the past 16 years.[15]

Some critics also question whether there is a demand for creating state standards to begin with. According to the NGA and the CCSSO one motivating factor is the U.S.’s ranking on international test results; however, there does not seem to be a relationship between the US’s low score on these tests and the US’s economic ranking.[22] The United States has ranked 1st or 2nd on the World Economic Forum since 1998 despite scoring near the bottom on the International Mathematics and Science Studies for the past 50 years.[22]

In June 2011, the Voice of America Special English reported on the common core standards on its weekly Education Report for people learning American English. Some commentators criticized the idea that “one size fits all.”[23][24]

In a Huffington Post piece, “Do We Need a Common Core?”, Nicholas Tampio raised two objections to the Common Core. First, he suggests the importance of “America’s historical commitment to local control over school districts,” and the second is his anecdotal discussion of the Common Core claims that the program provide appropriate benchmarks to all students everywhere. He recounts the changes in his son’s kindergarten as the teacher began spending more time teaching from the Common Core curriculum, and says an “inspired kindergarten curriculum has been replaced with a banal one.”

Adoption of Common Core Standards by states

The chart below contains the adoption status of the Common Core Standards as of January 15, 2013.[25] Texas and Alaska are the only states that are not members of the initiative. Nebraska and Virginia are members but have decided not to adopt the standards. Minnesota rejected the Common Core Standards for mathematics, but accepted the English/Language Arts standards.[9] The District of Columbia, the U.S. Virgin Islands, Guam, the Northern Mariana Islands, and the American Samoa Islands have also adopted the standards. Puerto Rico has not adopted the standards.

State Adoption stance
Alabama Formally adopted; repeal legislation introduced in upper and lower houses, February, 2013[26]
Alaska Non-member
Arizona Formally adopted
Arkansas Formally adopted
California Formally adopted
Colorado Formally adopted
Connecticut Formally adopted
Delaware Formally adopted
District of Columbia Formally adopted
Florida Formally adopted
Georgia Formally adopted
Hawaii Formally adopted
Idaho Formally adopted
Illinois Formally adopted
Indiana Formally adopted; repealed in State Senate on February 21, 2013
Iowa Formally adopted
Kansas Formally adopted
Kentucky Formally adopted
Louisiana Formally adopted
Maine Formally adopted
Maryland Formally endorsed
Massachusetts Formally adopted
Michigan Formally adopted
Minnesota Adopted (English standards only, math standards rejected)
Mississippi Formally adopted
Missouri Formally adopted
Montana Formally adopted
Nebraska Initiative member (will not adopt)[27]
Nevada Formally adopted
New Hampshire Formally adopted
New Jersey Formally adopted
New Mexico Formally adopted
New York Formally adopted
North Carolina Formally adopted
North Dakota Formally adopted
Ohio Formally adopted
Oklahoma Formally adopted
Oregon Formally adopted
Pennsylvania Formally adopted
Rhode Island Formally adopted
South Carolina Formally adopted
South Dakota Formally adopted
Tennessee Formally adopted
Texas Non-member
Utah Formally adopted
Vermont Formally adopted
Virginia Initiative member (will not adopt)[28]
Washington Formally adopted
West Virginia Formally adopted
Wisconsin Formally adopted
Wyoming Formally adopted

Assessment

With the implementation of new standards, states are also required to adopt new assessment benchmarks to measure student achievement. According to the Common Core State Standards Initiative website, formal assessment is expected to take place in the 2014–2015 school year, which coincides with the projected implementation year for most states.[13] The assessment has yet to be created, but two consortiums were generated with two different approaches as to how to assess the standards.[29] “26 states formed the PARCC RttT Assessment Consortium. Their approach focused on computer-based ‘through-course assessments’ in each grade combined with streamlined end of year tests, including performance tasks.”[30] The second consortium, “the SMARTER Balance Consortium, brought together 31 states proposing to create adaptive online exams.”[30] The final decision of which assessment to use will be determined by individual state education agencies. The Common Core State Standards website explained that some states plan to work together to create a common, universal assessment system based on the common core state standards while other states are choosing to work independently or through these two consortiums to develop the assessment.[31] Both of these leading consortiums are proposing computer-based exams that include fewer selected and constructed response test items, which moves away from what we typically think of as the Standardized Test most students are currently taking. This kind of assessment would be better aligned to college and career readiness, but does pose some interesting challenges considering the limited computer and technology resources available to some schools.

References

  1. ^ Gibbs, T. H. and Howley, A. (2000). “”World-Class Standards” and Local Pedagogies: Can We Do Both?” Thresholds in Education. ERIC Publications. 51 – 55.
  2. ^ “About Achieve.” (2011) Achieve, Inc. http://www.achieve.org/about-achieve
  3. ^ “Closing the Expectations Gap 2011: Sixth Annual 50-State Progress Report.” (2011). Achieve, Inc. <http://www.achieve.org/ClosingtheExpectationsGap2011&gt;
  4. ^ “Ready or Not: Creating a High School Diploma That Counts.” (2004) Achieve, Inc. <http://www.achieve.org/ReadyorNot&gt;
  5. ^ a b c “Ready or Not”
  6. ^ NGA Press Release announcing the Common State Standards Initiative
  7. ^ a b http://www.corestandards.org
  8. ^ http://www.corestandards.org/in-the-states States adopting the Core Standards
  9. ^ a b http://minnesota.publicradio.org/display/web/2012/06/12/daily-circuit-minnesota-adopting-common-core
  10. ^ Department of Education. President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform. Ed.gov. 24 July 2009. Web. 10 Oct. 2011. <http://www2.ed.gov/news/pressreleases/2009/07/07242009.html&gt;
  11. ^ “U.S Department of Education”
  12. ^ Fletcher, G. H. (2010). “Race to the Top: No District Left Behind.” T. H. E Journal 37 (10): 17 – 18.
  13. ^ a b http://www.corestandards.org
  14. ^ Anderson, Nick (March 10, 2010). “Common set of school standards to be proposed”. Washington Post. p. A1.
  15. ^ a b c d Walsh, Molly (14 September 2010). “Vermont joins 30 otherws in Common Core”. Burlington, Vermont: Burlington Free Press. pp. 1B.
  16. ^ http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
  17. ^ a b c d e f g h i j k l m “Key Points in English Language Arts. (2011). <http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts&gt;
  18. ^ “Hawaii No Longer Requires Teaching Cursive In Schools”. Huffpost Education. 1 August 2011.
  19. ^ mathematics Standards
  20. ^ Garfunkel, S. A. (2010). “The National Standards Train: You Need to Buy Your Ticket.” UMAP J 31 (4): 277 – 280.
  21. ^ appendix
  22. ^ a b Tienken, C. H. (2010). “Common Core State Standards: I Wonder?” Kappa Delta Pi Rec 47 (1): 14 – 17.
  23. ^ Transcript and MP3 of part one:Should All US Students Learn the Same Thing?
  24. ^ Part two: No National Standards: Strength or Weakness for Schools in US?
  25. ^ In the States (Common Core Standards Initiative website)
  26. ^ “Legislation would block Alabama from implementing national curriculum standards (updated)” Alabama Media Group, http://blog.al.com/wire/2013/02/legislation_would_block_alabam.html
  27. ^ “Nebraska one of few states not adopting standards”. The Grand Island Independent. 2013-01-05.
  28. ^ “Virginia’s stance against national standards is a blow for students”. The Washington Post. 2010-06-05.
  29. ^ “Common Core State Standards and Assessment Coalitions.” Education Insider. 9 Sept. 2010. Web. 10 Oct. 2011. <http://www.whiteboardadvisors.com/research/education-insider- common-core-standards-and-assessment-coalitions>
  30. ^ a b “Common Core State Standards and Assessment Coalitions”
  31. ^ “Common Core State Standards: In the States”

External links

For resources to use in the classroom visit http://www.commoncoreconversation.com/

Related Posts On Pronk Palisades

Big Brother Bill Gates Funds k-12 Tracking of Students With InBloom Database — Invasion of Privacy — Opt Out — Videos

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Big Brother Bill Gates Funds k-12 Tracking of Students With InBloom Database — Invasion of Privacy — Opt Out — Videos

Posted on March 26, 2013. Filed under: American History, Babies, Blogroll, Business, College, Communications, Economics, Education, Employment, Fiscal Policy, High School, history, Investments, Law, liberty, Life, Links, media, People, Philosophy, Politics, Rants, Raves, Security, Strategy, Talk Radio, Technology, Tutorials, Video, Wealth, Wisdom | Tags: , , , , , , , , , , , , |

SOFTWARE- GATES

gateswide

Keynote: Bill Gates – SXSWedu 2013

The Bottom Line :Education Database

Defining the Need — inBloom

inBloom Vision

How inBloom’s shared data services work for educators and learners

inBloom Tagger Demo

inBloom Dashboard Demo

inBloom

inBloom launches with Gates/Carnegie funds to unify e-learning services

Summary: Despite the recent explosion in ed tech applications and services, adoption and use of data remains a significant challenge. InBloom’s new platform just may change that.

By Christopher Dawson for ZDNet Education

As recently as a couple years ago, the biggest problem schools faced with implementing technology tools for students and teachers was the lack of research-based, pedagogically sound, applications. There was plenty of software, some of it good, not much of it great, and very little of it really cranking out usable data for teachers and other stakeholders. The recent explosion of investment in ed tech has yielded some really valuable applications, though, and the challenges have shifted to adoption and ease of use of disparate software and services.

inBloom, which launched this week, is hoping to change that. I had the chance to talk with Iwan Streichenberger, CEO of inBloom, Inc., and couldn’t help but be impressed with both the current platform and the future vision of the non-profit. inBloom offers a set of technologies and services, most notably robust APIs, that allow single sign-on and aggregation of data from many web-based educational tools and provide a basis for companies to develop new solutions for schools, teachers, parents, and students that are interoperable without needing to conform to arbitrary standards or conventions. As the company put it in their press release,

The inBloom data integration and content search services enrich learning applications by connecting them to systems and information that currently live in a variety of different places and formats, while helping to reduce costs for states and districts. This comprehensive view into each student’s history can help those involved in education…act quickly to help each student succeed. It also helps educators locate standards-aligned instructional resources from multiple providers and match them with their students’ needs…

Additionally, the inBloom framework enables technology providers to develop and deploy products without having to build custom connections to each state and district data source. This means more developers will have the opportunity to create new and powerful applications to benefit students, with lower implementation costs and faster time-to-market.

For example, an SIS provider could build a custom dashboard with student data from any application connected to inBloom. 22 such providers have already signed on to connect their applications to inBloom and 9 states are involved in piloting the service. The real goal, though, goes back to the ed tech holy grail of “an IEP for everyone” (my words – inBloom calls it “[integration of] student data and learning applications to support sustainable, cost-effective personalized learning”). If teachers can’t easily access data generated by learning applications and stored in SIS/LMS platforms and then quickly find and provide appropriate resources for students based on these data, then we aren’t leveraging the tools in which we’re investing. Kids are just taking tests on the web and playing computer games at that point and, with 30+ kids in a class, there’s no real hope of differentiated instruction.

Although the Bill and Melinda Gates Foundation and the Carnegie Corporation have funded a wide range of educational initiatives, this one (which received initial philanthropic funding from the two organizations) strikes me as one of the most potentially transformative. Nobody benefits if the current unprecedented levels of investor interest in ed tech becomes a bubble that funded lots of applications from which teachers and students derive limited benefit. But if inBloom can harness these applications to develop a meaningful, well-rounded ecosystem, then the potential for ed tech to achieve much of what it has promised in the last 20 years (with only moderate success) increases significantly. It doesn’t hurt that companies with great ideas and great products will be able to tap into a ready market, either, eager to adopt strong applications from a unified ecosystem.

There will be more announcements and demonstrations from inBloom at SxSWEdu at the beginning of March where we’ll be able to see the system in action.

http://www.zdnet.com/inbloom-launches-with-gatescarnegie-funds-to-unify-e-learning-services-7000010900/

Bill Gates’ $100 million database to track students

Corporations gaining access to grades, addresses, hobbies, attitudes

By Michael F. Haverluck

Over the past 18 months, a massive $100 million public-school database spearheaded by the $36.4 billion-strong Bill and Melinda Gates Foundation has been in the making that freely shares student information with private companies.

The system has been in operation for several months and already contains millions of K-12 students’ personal identification ‒ ranging from name, address, Social Security number, attendance, test scores, homework completion, career goals, learning disabilities, and even hobbies and attitudes about school.

Claiming that the national database will enhance education, the main funder of the project, the Gates Foundation, entered the joint venture with the Carnegie Corporation of New York and school officials from a number of states. After Rupert Murdoch’s Amplify Education (a division of News Corp) spent more than a year developing the system’s infrastructure, the Gates Foundation delivered it to inBloom ‒ a nonprofit corporation recently established to run the database.

School officials and private companies doing business with districts might have plenty to be happy about with this information-sharing system, but ParentalRights.org President Michael P. Farris says parents have plenty to worry about when it comes to inBloom’s national database.

“The greatest immediate threat to children is the threat to their privacy,” Farris told WND in an exclusive interview. “The Supreme Court has recognized a sphere of privacy within the family, but this project would take personal information about each child, apart from any considerations of parental consent, and put it into a database being managed and monitored solely by the government agencies and private corporations that use it.”

And with globalists like Bill Gates (the world’s second richest man with a net worth of $61 billion) and big government joining hands in the project, could children’s information be abused for ulterior motives?

“I cannot speak to Mr. Gates’ personal motivations, [but] the Bill & Melinda Gates Foundation has been connected with human rights organizations that promote the internationalist mindset, and this project clearly fits with that agenda,” Farris explained. “The Convention on the Rights of the Child committee has repeatedly browbeat nations to create a national database just like this that will allow the government to track children, purportedly to make sure their human rights are being protected ‒ different declared purpose, same kind of system, same invasion of privacy for government purposes.”

Michael Farris

When contacted for comment about the benefits and potential dangers of the database, the Bill and Melinda Gates Foundation did not respond.

Breach of privacy?

Holding the legal right to control student information, local education officials reportedly have the authority under federal law to share database files with private companies ‒ such as Gates’ Microsoft ‒ that sell educational products and services so that they can mine the info to create new tailored products.

But Farris believes the digital information distribution system violates the constitutional rights of parents to protect their children.

“We believe parents have the fundamental right to direct the upbringing, education and care of their children,” asserts Farris, who was named one of the “Top 100 Faces in Education of the 20th Century” by Education Week. “Historically, the Supreme Court has supported that right. That means parents are the primary guardians of a child’s privacy.”

He notes the hypocrisy of many globalist billionaires (such as Gates, whose 11-, 14- and 17-year-old children enjoy the extra security of private schools and for their own protection, have had to wait until the age of 13 to get a cell phone).

“This is just one more example of the elite internationalist double standard,” contends Farris, who also is the founder and chairman of the Home School Legal Defense Association (HSLDA). “They are perfectly content to share your child’s personal information, while keeping their own children in private schools or under private tutors.”

Farris, who is also the founding president and current chancellor of Patrick Henry College, sees corporate leaders as using those of lesser means to benefit their own interests.

“They protect their own privacy at any cost, but you need to surrender yours for the good of their ideal society,” Farris adds. “Ultimately, it doesn’t seem so ideal for the rest of us.”

Farris insists that schools giving in to the corporate interests of billionaires, such as Gates and Murdoch, is a major breach of parental rights.

“Now the government is sharing private student information with other organizations without parental consent,” Farris points out. “We believe that infringes a child’s right to privacy, and it infringes the parents’ right to be the first line of defense for that child.”

Many parents concur and feel uneasy with school administrators having full control over their children’s files, especially with states and school districts having full discretion over whether student records are entered into the database.

“Once this information gets out there, it’s going to be abused,” parent Jason France told Reuters in Louisiana, which, along with New York, is slated to input virtually all student records statewide. “There’s no doubt in my mind.”

Illinois, Massachusetts, Colorado, Georgia, Delaware, Kentucky and North Carolina have pledged to contribute student records from various school districts.

Because federal officials claim that the national database does not violate privacy laws, the Department of Education maintains that no parental consent is needed by schools to share student records with any “school official” with a “legitimate educational interest” ‒ which includes school-contracted private companies.

Gates’ real take on security

Being in the business of contributing to educational technologies for decades, 57-year-old Microsoft Chairman Bill Gates has much vested interest in education, and in years past, he has had much to say about the privacy of electronic information.

“Trustworthy Computing is the highest priority for all the work we are doing,” Gates stated a decade ago in a famous company-wide memo at Microsoft. “We must lead the industry to a whole new level of Trustworthiness in computing.”

And by “trustworthy,” Gates was referring to not letting people’s information get into the wrong hands.

“Users should be in control of how their data is used,” explained Gates ‒ who believes that his customers’ information should not be freely distributed, but does not hold that view when it comes to parents and the records of their children.

“Policies for information use should be clear to the user. Users should be in control … it should be easy for users to specify appropriate use of their information …”

In fact, when it comes to protecting and courting customers, Gates has spared no cost.

“So now, when we face a choice between adding features and resolving security issues, we need to choose security,” states the memo from Gates, whose $150 million, 66,000-square-foot home on Lake Washington has a 2,500-square-foot gym, a 1,000 square-foot living room and a 60-foot swimming pool complete with an underwater music system. “Our products should emphasize security right out of the box, and we must constantly refine and improve that security as threats evolve.”

Bill Gates’ home on Lake Washington, near Seattle

Despite his endorsement of the school database, Gates ‒ who gave up first place in global net worth to Mexico’s Carlos Slim Helu ($69 billion) after giving away $28 billion through his foundation ‒ is a strong backer of International Data Privacy Day, which has this to say about protecting people’s information:

“In this networked world, in which we are thoroughly digitized, with our identities, locations, actions, purchases, associations, movements, and histories stored as so many bits and bytes, we have to ask – who is collecting all of this data – what are they doing with it – with whom are they sharing it? Most of all, individuals are asking ‘How can I protect my information from being misused?’ These are reasonable questions to ask – we should all want to know the answers.”

Officials of the annual event proclaim endorsement of the very principles that Gates’ new public school database evidently tramples.

“Data Privacy Day promotes awareness about the many ways personal information is collected, stored, used, and shared, and education about privacy practices that will enable individuals to protect their personal information,” the events’ organizers declare.

Student security not a priority

Even though the facilitator of the public school database promises that it will keep a tight rein on students’ information, a closer look into inBloom’s privacy policy shows another stance.

“[inBloom] cannot guarantee the security of the information stored … or that the information will not be intercepted when it is being transmitted,” the company’s documentation states.

Unlike most software and Internet users, parents have little recourse when it comes to protecting their children’s information on the database. Voicing their concerns with state officials via written protests, parents of public schoolers from Louisiana and New York are up-in-arms. Even the American Civil Liberties Union (ACLU), Parent-Teacher Association (PTA) in Massachusetts, as well as attorneys in New York, are following suit.

But according to Farris, public education is just fanning the flames of parental fears that “Big Brother” is tightening its grip on the masses by treating the Family Educational Rights and Privacy Act (FERPA) as a “living and breathing document” to undermine its original intent.

“We know the Department of Education quietly modified their understanding of FERPA law in the last two years to allow for a system like this,” Farris argues. “Homeschool Legal Defense Association, of which I am chairman, filed a letter with the Department opposing their intended changes, but like all such letters in this particular instance, our input was ignored.”

And has Bill Gates’ personal information been as freely accessible as he would public schoolers’ to be? Not exactly.

Just earlier this month, the now part-timer from Microsoft (since 2008) has been made the latest victim of celebrity data exposure, with his Social Security number, birthdate, credit card number and full credit report being posted online. No comment has been made whether Gates believes the dissemination of his SSN is a breach of privacy, but his heavy involvement in the school database indicates that sharing such information of public school students isn’t a breach.

And just how important is privacy to Gates?

In 1994, when he married Melinda in a private ceremony on the Hawaiian island of Lanai, he bought out every unoccupied room of all nearby hotels and booked every helicopter in the surrounding area to ensure privacy from photographers.

Reports also indicate that First Lady Michelle Obama was also a recent victim of having her SSN and credit report posted online. She and a couple dozen celebrities were impersonated by hackers who entered some of their basic personal information into a website ‒ the same type of information (of students) school officials are entering into their system by the millions.

President Barack Obama recently expressed his concern over electronic information being exploited by others, and when it comes to info being dispersed about his wife, he is dispatching U.S. authorities to investigate.

“We should not be surprised that if we’ve got hackers that want to dig in and have a lot of resources, that they can access this information,” Obama told ABC News. “Again, not sure how accurate but … you’ve got websites out there that tell people’s credit card info. That’s how sophisticated they are.”

And to make it easy for companies to tap in, inBloom has made its service free, but is likely to begin charging for its use by 2015.

Opening the Gates agenda?

Much concern has been expressed over the years regarding the driving force behind Gates and his organizations, which have demonstrated unflagging support of many leftist causes.

Just last week, the richest man in America lamented that Obama’s powers are too restricted.

“Some days, I wish we had a system like the U.K. where, you know, the party in power could do a lot and you know, you’d see how it went and then fine, you could un-elect them,” Gates proclaimed at a Politico event when asked about Obama’s performance as president, according to the Daily Caller.

In a speech just over a week ago at the Global Grand Challenges Summit put on by the Royal Academy of Engineering, Gates said capitalism “means male baldness research gets more funding than malaria,” , according to Wired Magazine.

Since the inception of the Gates Foundation in 1994, the same year Gates spent $30.8 million at an auction for a collection of Leonardo da Vinci’s Codex Leicester writings, he has been a staunch supporter of population control through vaccines and other methods.

Last summer, Gates and his wife represented their foundation at a “family planning” summit in London hosted by the U.K. Department of International Development, which included Planned Parenthood and the United Nations Populations Fund, along with other prominent pro-abortion advocates.

And at the exclusive Technology, Entertainment and Design 2010 Conference in Long Beach, Calif., Gates presented this population-control formula: P (people) x S (services per persons) x E (average energy per service) x C (average CO2 emitted per unit of energy) = CO2 (total CO2 emitted by population per year).

In his speech titled “Innovating to Zero!” he talked about keeping the world population from peaking at an estimated 9.3 billion.

“First we got population,” Gates explained. “The world today has 6.8 billion people. That’s headed up to about 9 billion. Now if we do a really great job on new vaccines, health care, reproductive health services, we could lower that by perhaps 10 or 15 percent.”

Even though Gates suggested at the invitation-only event that using vaccines is one means to reduce world population, his foundation focuses media attention on other goals, such as eradicating measles and polio.

But the foundation’s extreme measures taken to administer the shots to undeveloped nations are often underreported.

In 2011, few people knew about partners of the Gates foundation forcing 131 Malawian children against their religious convictions to receive measles vaccinations at gunpoint as part of achieving the goal of vaccinating every child on earth, as reported by Natural News.

Gates, an ex-Boy Scout, is also an advocate of homosexual behavior, stating at last week’s Politico event that the youth organization should “absolutely” lift its ban on “gay” members when asked his opinion.

Standing side-by-side with Planned Parenthood ‒ which has documented that promoting homosexuality is one of its tactics behind population control ‒ Gates’ Microsoft was a major contributors to last year’s successful election campaign that worked to legalize same-sex marriage in his native Washington state.

The future of Gates’ database?

The new school database is not moving forward without legal resistance.

“It’s a lot of smoke and mirrors,” contended Electronic Privacy Law Center Administrative Counsel Khaliah Barnes in a statement to the Daily News. “What happens if a company using the data is compromised? What happens if the company goes out of business? We don’t know the answers.”

The issue over the database is being brought to the forefront as a major civil rights issue.

“Turning massive amounts of personal data about public school students to a private corporation without any public input is profoundly disturbing and irresponsible,” New York Civil Liberties Union Executive Director Donna told the Daily News.

The NYCLU is castigating New York State officials for denying parents the choice to opt out of the controversial program and for failing to warn parents of its implementation.

To counter Gates’ school database project, ParentalRights.org urges Americans to sign a petition supporting the Parental Rights Amendment, which will codify the fundamental right of parents in the U.S. Constitution to direct the upbringing, education and care of their children.

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Perot Museum Of Nature & Science — Dallas, Texas — Videos

Posted on March 10, 2013. Filed under: Blogroll, Business, College, Communications, Culture, Education, Entertainment, High School, Law, liberty, Life, Links, media, People, Philosophy, Science, Tutorials, Uncategorized, Wealth, Wisdom | Tags: |

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Ronald J. Pestritto — Our Choice Today: Bureaucratic Despotism or the Constitution — Videos

Posted on March 9, 2013. Filed under: American History, Blogroll, Books, Business, Communications, Economics, Education, Federal Government, Federal Government Budget, Fiscal Policy, government, government spending, High School, history, Law, liberty, Life, Links, Macroeconomics, media, People, Philosophy, Politics, Public Sector, Rants, Raves, Security, Tax Policy, Unions, Video, War, Wisdom | Tags: , , , , |

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Dr. Benjamin Carson’s Amazing Speech at the National Prayer Breakfast — Gifted Hands — Who Gives Children A Second Chance –Videos

Posted on February 11, 2013. Filed under: Blogroll, College, Communications, Education, Health Care, High School, Language, Law, liberty, Life, Links, media, People, Philosophy, Psychology, Video, Wisdom | Tags: , , , , , |

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Doctor’s Amazing Grace, Life and Speech

By Raymond Thomas Pronk

Ever hear a speaker that got your attention and kept it for an entire speech?

Dr. Benjamin Carson, world-renowned neurosurgeon, told the National Prayer Breakfast audience in Washington that his mother, who had a third-grade education and worked three jobs as a domestic, knew he and his brother were smart, made them turn off the television and read two books a week from the public library and write reports about them.

“You know, after a while, I actually began to enjoy reading those books because we were very poor, but between the covers of those books I could go anywhere, I could be anybody, I could do anything. I began to read about people of great accomplishment; and as I read those stories, I began to see a connecting thread. I began to see that the person who has the most to do with you and what happens to you in life is you. You make decisions. You decide how much energy you want to put behind that decision. And I came to understand that I had control of my own destiny. And, at that point, I didn’t hate poverty anymore, because I knew it was only temporary. I knew I could change that. It was incredibly liberating for me, made all the difference.”

Carson commented upon education, fiscal irresponsibility, taxes and health care.

“Why is it so important that we educate our people? Because we don’t want to go down the pathway as so many pinnacle nations that have preceded us. I think particularly about ancient Rome. Very powerful. Nobody could even challenge them militarily, but what happened to them? They destroyed themselves from within. Moral decay, fiscal irresponsibility,” he said.

Carson would replace the existing federal income tax system with a flat and fair tax modeled after the tithe.  He said, “What about our taxation system? So complex there is no one who can possibly comply with every jot and tittle of our tax system. If I wanted to get you, I could get you on a tax issue. That doesn’t make any sense. What we need to do is come up with something that is simple.”

He continued, “When I pick up my Bible, you know what I see? I see the fairest individual in the Universe, God, and he’s given us a system. It’s called tithe. Now we don’t necessarily have to do it 10 percent but it’s principle. He didn’t say, if your crops fail, don’t give me any tithes. He didn’t say, if you have a bumper crop, give me triple tithes. So there must be something inherently fair about proportionality.”

A practicing physician, Carson briefly outlined his alternative solution to the health care crisis: “When a person is born, give him a birth certificate, an electronic medical record, and a health savings account to which money can be contributed—pretax—from the time you’re born ’til the time you die. If you die, you can pass it on to your family members, and there’s nobody talking about death panels. We can make contributions for people who are indigent. Instead of sending all this money to some bureaucracy, let’s put it in their HSAs. Now they have some control over their own health care. And very quickly they’re going to learn how to be responsible.”

Carson said the response to his speech has been “overwhelmingly” positive.

Carson’s life is one of achievement and success through hard work and persistence. Carson graduated from Yale University, majoring in psychology and the University of Michigan, school of medicine. He completed his internship in general surgery and his residency in neurological surgery at The Johns Hopkins Medical Institution.

When he was 33, Carson became the youngest director of the Division of Pediatric Neurosurgery at Johns Hopkins.

Medical history was made in 1987 by Carson and his surgical team, when they operated for 22 hours and separated the back of the heads of conjoined twins (the Binder twins). The twins survived and live independently today.

Carson’s medical practice focuses on traumatic brain injuries, brain and spinal cord tumors, achondroplasia, neurological and congenital disorders, craniosynostosis, epilepsy and trigeminal neuralgia.

In 1994 Carson and his wife, Candy, created the Carson Scholars Fund which awards each year a “$1,000 college scholarship for students in grades 4-11 who excel academically and are dedicated to serving their community.” More than 5,200 scholarships and medals have been awarded across the nation.

carson_scholars

Dr. Carson with some of the Carson Scholars with their Olympic-size metals.

Credit: http://carsonscholars.org/scholarships/about-our-scholarships

He has written more than 100 neurosurgical publications and several bestselling books including “Gifted Hands: The Ben Carson Story,”  “Think Big,” “The Big Picture,” “Take The Risk,” and his most recent, “America the Beautiful: Rediscovering What Made This Nation Great.”

“Gifted Hands,” a made-for TV movie about Carson’s life starring Academy Award winner Cuba Gooding Jr. as Carson and Kimberly Elise as his mother Sonja was broadcast in 2007.

In 2008 Carson received the nation’s highest civilian award, the Medal of Freedom, from President George W. Bush in the White House.

Celebrate black history month by listening to Carson’s speech and viewing his compelling life story, both of which are readily available on YouTube.

Raymond Thomas Pronk is host of the Pronk Pops Show on KDUX web radio from 3-5 p.m. Fridays and author of the companion blog http://www.pronkpops.wordpress.com/

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Benjamin Carson

Benjamin Solomon “Ben” Carson, Sr. (born September 18, 1951) is an African American neurosurgeon and the Director of Pediatric Neurosurgery at Johns Hopkins Hospital. He was awarded the Presidential Medal of Freedom, the highest civilian award in the United States, by President George W. Bush in 2008.

Early life

Carson was born in Detroit, Michigan and was raised by his single mother, Sonya Carson.[1] He struggled academically throughout elementary school, but started to excel in middle school and throughout high school. After graduating with honors from Southwestern High School, he attended Yale University, where he earned a degree in Psychology. He chose to go to Yale because in College Bowl, an old knowledge competition TV program, he saw Yale compete against and defeat many other colleges, including Harvard. Carson wanted to participate in College Bowl, but the program was discontinued. From Yale, he attended University of Michigan Medical School.

Career

Carson’s hand-eye coordination and three-dimensional reasoning skills made him a gifted surgeon.[2] After medical school, he became a neurosurgery resident at Johns Hopkins Hospital in Baltimore. Starting off as an adult neurosurgeon, Carson became more interested in pediatrics. He believed that with children, “what you see is what you get,[2] … when they’re in pain they clearly show it with a frown on their face or when they are happy they show it by smiling brightly.”

At age 33, he became the youngest major division director in Johns Hopkins history, as Director of Pediatric Neurosurgery. Carson’s other surgical innovations have included the first intrauterine procedure to relieve pressure on the brain of a hydrocephalic fetal twin, and a hemispherectomy, in which a young girl suffering from uncontrollable seizures had one half of her brain removed.

In 1987, Carson made medical history by being the first surgeon to successfully separate conjoined twins (the Binder twins) who had been joined at the back of the head (craniopagus twins). The 70-member surgical team, led by Carson, worked for 22 hours. At the end, the twins were successfully separated and can now survive independently. Carson recalls:

I looked at that situation. I said, ‘Why is it that this is such a disaster?’ and it was because they would always exsanguinate. They would bleed to death, and I said, ‘There’s got to be a way around that. These are modern times.’ This was back in 1987. I was talking to a friend of mine, who was a cardiothoracic surgeon, who was the chief of the division, and I said, ‘You guys operate on the heart in babies, how do you keep them from exsanguinating’ and he says, ‘Well, we put them in hypothermic arrest.’ I said, ‘Is there any reason that – if we were doing a set of Siamese twins that were joined at the head – that we couldn’t put them into hypothermic arrest, at the appropriate time, when we’re likely to lose a lot of blood?’ and he said, ‘No way .’ I said, ‘Wow, this is great.’ Then I said, ‘Why am I putting my time into this? I’m not going to see any Siamese twins.’ So I kind of forgot about it, and lo and behold, two months later, along came these doctors from Germany, presenting this case of Siamese twins. And, I was asked for my opinion, and I then began to explain the techniques that should be used, and how we would incorporate hypothermic arrest, and everybody said ‘Wow! That sounds like it might work.’ And, my colleagues and I, a few of us went over to Germany. We looked at the twins. We actually put in scalp expanders, and five months later we brought them over and did the operation, and lo and behold, it worked.[3]

Awards and honors

Carson has received numerous honors and many awards over the years, including over 60 honorary doctorate degrees. He was also a member of the American Academy of Achievement, the Horatio Alger Association of Distinguished Americans, the [[Alpha Omega Alpha|Alpha

Publications and appearances

Carson has written four bestselling books published by Zondervan, an international Christian media and publishing company: Gifted Hands, The Big Picture, Take the Risk, and Think Big. The first book is an autobiography and two are about his personal philosophies of success that incorporate hard work and a faith in God; Carson is a Seventh-day Adventist. In a debate with Richard Dawkins, Francis Collins, and Daniel Dennett, Carson stated he doesn’t believe in evolution: “I don’t believe in evolution…evolution says that because there are these similarities, even though we can’t specifically connect them, it proves that this is what happened.”[4]

A video documentary about Carson’s life titled Gifted Hands: The Ben Carson Story was released by Zondervan in 1992. Subsequently in 2009, a separate television movie with the same title premiered on TNT on February 7, 2009, with Academy Award winner Cuba Gooding Jr. in the lead role and Kimberly Elise portraying his mother.[5]

On February 7, 2013, Dr. Carson was a key speaker at the 2013 National Prayer Breakfast.[6]

Personal life

In June 2002 Carson was forced to cut back on his public appearances when he was diagnosed with prostate cancer, but the cancer was caught in time. He still operates on more than 300 children a year, but has been trying to shorten his days: prior to his cancer he used to work from 7:00 in the morning until 8:00 at night.[7]

Carson and his wife Lacena “Candy” Rustin met at Yale in 1971 when he was a junior and she was a freshman; they married in 1975. Candy holds an M.B.A. degree and is an accomplished musician, and both are members of the Seventh-day Adventist Church.

Carson’s life and work was so admired in 2007 that a feature film was made about the doctor, “Gifted Hands: The Ben Carson Story”.[8][9]

Publications

  • (2011) America the Beautiful: Rediscovering What Made This Nation Great, Zondervan Publishing. ISBN 978-0310330714
  • (2009) Gifted Hands: The Ben Carson Story, Zondervan Publishing. ISBN 0-310-21469-6
  • (2008) Take The Risk, Zondervan Publishing. ISBN 0-310-25973-8
  • (2000) The Big Picture, Zondervan Publishing. ISBN 978-0310225836
  • (1996) Think Big, Zondervan Publishing. ISBN 0-310-21459-9
  • (1990) Gifted Hands: The Ben Carson Story, Review & Herald Pub., ISBN 0-8280-0669-5

References

  1. ^ Ben Carson Biography – Facts, Birthday, Life Story – Biography.com
  2. ^ a b Conversation from Penn State: Ben Carson Interview.
  3. ^ Biography and Video Interview of Benjamin Carson at Academy of Achievement.
  4. ^ Richard Dawkins & Daniel Dennett vs. Francis Collins & Benjamin Carson : Free Download & Streaming : Internet Archive
  5. ^ Gifted Hands: The Ben Carson Story (2009) at the Internet Movie Database
  6. ^ “Zondervan Author Ben Carson Gives Keynote at 2013 National Prayer Breakfast”. prnewswire.com. Retrieved 8 February 2013.
  7. ^ Encyclopedia of World Biography: Biography of Benjamin S. Carson.
  8. ^ “7 FASCINATING FACTS ABOUT DR. CARSON — THE PRAYER BREAKFAST SPEAKER WHOSE SPEECH IN FRONT OF OBAMA WENT VIRAL”. TheBlaze. 8 February 2013.
  9. ^ “Gifted Hands: The Ben Carson Story”. IMBd. 7 February 2009.

External links

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National Rifle Association Recommends Armed Police Officers At Schools–Common Sense Response–Video School Shooting Games and SSRI Antidepressant Drugs–Videos

Posted on December 21, 2012. Filed under: Blogroll, Communications, Economics, Education, Federal Government Budget, government, government spending, High School, Law, liberty, Life, Links, media, People, Philosophy, Pistols, Politics, Psychology, Rants, Raves, Regulations, Resources, Rifles, Taxes, Technology, Video, Weapons, Wisdom | Tags: , , , , , , , , , , , , |

 

National Rifle Association Holds News Conference In Wake Of Newtown School Shooting

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Bath School Massacre–May 18, 1927–Videos

Posted on December 18, 2012. Filed under: Blogroll, Books, College, Communications, Culture, Diasters, Education, High School, Law, liberty, Life, Links, media, People, Radio, Rants, Raves, Video, Wisdom | Tags: , , , , |

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The Excellent Powder–Saving Millions of Lives With DDT–Videos

Posted on August 8, 2012. Filed under: Agriculture, American History, Babies, Biology, Blogroll, Business, Chemistry, College, Communications, Diasters, Economics, Education, Energy, Federal Government, Food, government, Health Care, High School, history, Inflation, Investments, Law, liberty, Life, Links, media, People, Philosophy, Politics, Programming, Psychology, Quotations, Rants, Raves, Religion, Resources, Science, Strategy, Video, Wealth, Wisdom | Tags: , , |

John Stossel – DDT

Demonizing DDT: Challenging The Scare Campaign That Has Cost Millions of Lives

“In The Excellent Powder: DDT’s Political and Scientific History, Richard Tren and Donald Roberts argue that the infamous insecticide is the world’s greatest public-health success stories, saving millions of lives by preventing insect-borne disease. Unfortunately for those in areas still infested with mosquitoes and other flying bugs, DDT is also the world’s most-misunderstood substance, the target of a decades-long scientifically ignorant and ideologically motivated campaign that has vastly limited its use and applications.

From Rachel Carson in the 1960s to contemporary critics, DDT has been the object of what Roberts, a professor of tropical public health at the Uniformed Services University of the Health Sciences, calls “scare campaigns” that link DDT to “theoretical harms to wildlife and human life that simply don’t exist.”

Dubbed “the excellent powder” by Winston Churchill for its life-saving qualities, DDT has the potential to transform the developing world from a malarial hell into something else again. Yet as Tren, the winner of the 2009 Julian L. Simon Award, warns, under current international conventions, global DDT production is scheduled to be halted in 2017, thereby consigning much of the world to less-effective and more-expensive alternatives that will consign millions of poor people to living hell.

Reason.tv’s Nick Gillespie sat down with Tren and Roberts, who are part of Africa Fighting Malaria, to talk about how DDT got such a bad rap and what can be done to set the record straight.”

15-108 Science Matters:DDT & Modern Environmental Movement II

Malaria

“…Malaria is a mosquito-borne infectious disease of humans and other animals caused by protists (a type of microorganism) of the genus Plasmodium. The protists first infect the liver, then act as parasites within red blood cells, causing symptoms that typically include fever and headache, in severe cases progressing to coma or death. The disease is widespread in tropical and subtropical regions in a broad band around the equator, including much of Sub-Saharan Africa, Asia, and the Americas.

Five species of Plasmodium can infect and be transmitted by humans. Severe malaria is largely caused by P. falciparum while the disease caused by P. vivax, P. ovale, and P. malariae is generally a milder form that is rarely fatal. The zoonotic species P. knowlesi, prevalent in Southeast Asia, causes malaria in macaques but can also cause severe infections in humans. Malaria is prevalent in tropical regions because the significant amounts of rainfall, consistently high temperatures and high humidity, along with stagnant waters in which mosquito larvae readily mature, provide them with the environment they need for continuous breeding. Disease transmission can be reduced by preventing mosquito bites by distribution of mosquito nets and insect repellents, or with mosquito-control measures such as spraying insecticides and draining standing water.

The World Health Organization has estimated that in 2010, there were 216 million documented cases of malaria. Around 655,000 people died from the disease, many of whom were children under the age of five.[1] The actual number of deaths may be significantly higher, as precise statistics are unavailable in many rural areas, and many cases are undocumented. P. falciparum — responsible for the most severe form of malaria — causes the vast majority of deaths associated with the disease. Malaria is commonly associated with poverty, and can indeed be a cause of poverty and a major hindrance to economic development.

Despite a clear need, no vaccine offering a high level of protection currently exists. Efforts to develop one are ongoing. Several medications are available to prevent malaria in travelers to malaria-endemic countries (prophylaxis). A variety of antimalarial medications are available. Severe malaria is treated with intravenous or intramuscular quinine or, since the mid-2000s, the artemisinin derivative artesunate, which is superior to quinine in both children and adults and is given in combination with a second anti-malarial such as mefloquine. Resistance has developed to several antimalarial drugs, most notably chloroquine and artemisinin.

Signs and symptoms

Main symptoms of malaria[2]

Typical fever patterns of malaria

The signs and symptoms of malaria typically begin 8–25 days following infection.[3] However, symptoms may occur later in those who have taken antimalarial medications as prevention.[4] The presentation may include fever, shivering, arthralgia (joint pain), vomiting, hemolytic anemia, jaundice, hemoglobinuria, retinal damage,[5] and convulsions. Approximately 30% of people however will no longer have a fever upon presenting to a health care facility.[4]

The classic symptom of malaria is cyclical occurrence of sudden coldness followed by rigor and then fever and sweating lasting about two hours or more, occurring every two days in P. vivax and P. ovale infections, and every three days for P. malariae. P. falciparum infection can cause recurrent fever every 36–48 hours or a less pronounced and almost continuous fever.[6] For reasons that are poorly understood, but that may be related to high intracranial pressure, children with malaria frequently exhibit abnormal posturing, a sign indicating severe brain damage.[7] Cerebral malaria is associated with retinal whitening, which may be a useful clinical sign in distinguishing malaria from other causes of fever.[8]

Severe malaria is usually caused by P. falciparum, and typically arises 6–14 days after infection.[9] Non-falciparum species have however been found to be the cause of ~14% of cases of severe malaria in some groups.[4] Consequences of severe malaria include coma and death if untreated—young children and pregnant women are especially vulnerable. Splenomegaly (enlarged spleen), severe headache, cerebral ischemia, hepatomegaly (enlarged liver), hypoglycemia, and hemoglobinuria with renal failure may occur. Renal failure is a feature of blackwater fever, where hemoglobin from lysed red blood cells leaks into the urine.[9]

Cause

A Plasmodium sporozoite traverses the cytoplasm of a mosquito midgut epithelial cell in this false-colour electron micrograph.

Malaria parasites are from the genus Plasmodium (phylum Apicomplexa). In humans, malaria is caused by P. falciparum, P. malariae, P. ovale, P. vivax and P. knowlesi.[10][11] Among those infected, P. falciparum is the most common species identified (~75%) followed by P. vivax (~20%).[4] P. falciparum accounts for the majority of deaths.[12] P. vivax proportionally is more common outside of Africa.[13] There have been documented human infections with several species of Plasmodium from higher apes; however, with the exception of P. knowlesi—a zoonotic species that causes malaria in macaques[11]—these are mostly of limited public health importance.[14]

Life cycle

The definitive hosts for malaria parasites are female mosquitoes of the Anopheles genus, which act as transmission vectors to humans and other vertebrates, the secondary hosts. Young mosquitoes first ingest the malaria parasite by feeding on an infected vertebrate carrier and the infected Anopheles mosquitoes eventually carry Plasmodium sporozoites in their salivary glands. A mosquito becomes infected when it takes a blood meal from an infected vertebrate. Once ingested, the parasite gametocytes taken up in the blood will further differentiate into male or female gametes and then fuse in the mosquito’s gut. This produces an ookinete that penetrates the gut lining and produces an oocyst in the gut wall. When the oocyst ruptures, it releases sporozoites that migrate through the mosquito’s body to the salivary glands, where they are then ready to infect a new human host. The sporozoites are injected into the skin, alongside saliva, when the mosquito takes a subsequent blood meal. This type of transmission is occasionally referred to as anterior station transfer.[15]

Only female mosquitoes feed on blood; male mosquitoes feed on plant nectar, and thus do not transmit the disease. The females of the Anopheles genus of mosquito prefer to feed at night. They usually start searching for a meal at dusk, and will continue throughout the night until taking a meal.[16] Malaria parasites can also be transmitted by blood transfusions, although this is rare.[17]

Recurrent malaria

Malaria recurs after treatment for three reasons. Recrudescence occurs when parasites are not cleared by treatment, whereas reinfection indicates complete clearance with new infection established from a separate infective mosquito bite; both can occur with any malaria parasite species. Relapse is specific to P. vivax and P. ovale and involves re-emergence of blood-stage parasites from latent parasites (hypnozoites) in the liver.[4] Describing a case of malaria as cured by observing the disappearance of parasites from the bloodstream can, therefore, be deceptive. The longest incubation period reported for a P. vivax infection is 30 years.[9] Approximately one in five of P. vivax malaria cases in temperate areas involve overwintering by hypnozoites, with relapses beginning the year after the mosquito bite.[18]

Pathogenesis

The life cycle of malaria parasites. A mosquito causes infection by taking a blood meal. First, sporozoites enter the bloodstream, and migrate to the liver. They infect liver cells, where they multiply into merozoites, rupture the liver cells, and return to the bloodstream. Then, the merozoites infect red blood cells, where they develop into ring forms, trophozoites and schizonts that in turn produce further merozoites. Sexual forms are also produced, which, if taken up by a mosquito, will infect the insect and continue the life cycle.

Malaria infection develops via two phases: one that involves the liver or hepatic system (exoerythrocytic), and one which involves red blood cells, or erythrocytes (erythrocytic). When an infected mosquito pierces a person’s skin to take a blood meal, sporozoites in the mosquito’s saliva enter the bloodstream and migrate to the liver where they infect hepatocytes, multiplying asexually and asymptomatically for a period of 8–30 days.[19] After a potential dormant period in the liver, these organisms differentiate to yield thousands of merozoites, which, following rupture of their host cells, escape into the blood and infect red blood cells to begin the erythrocytic stage of the life cycle.[19] The parasite escapes from the liver undetected by wrapping itself in the cell membrane of the infected host liver cell.[20]

Within the red blood cells, the parasites multiply further, again asexually, periodically breaking out of their hosts to invade fresh red blood cells. Several such amplification cycles occur. Thus, classical descriptions of waves of fever arise from simultaneous waves of merozoites escaping and infecting red blood cells.[19]

Some P. vivax sporozoites do not immediately develop into exoerythrocytic-phase merozoites, but instead produce hypnozoites that remain dormant for periods ranging from several months (6–12 months is typical) to as long as three years. After a period of dormancy, they reactivate and produce merozoites. Hypnozoites are responsible for long incubation and late relapses in P. vivax infections, although their existence in P. ovale is uncertain.[21]

The parasite is relatively protected from attack by the body’s immune system because for most of its human life cycle it resides within the liver and blood cells and is relatively invisible to immune surveillance. However, circulating infected blood cells are destroyed in the spleen. To avoid this fate, the P. falciparum parasite displays adhesive proteins on the surface of the infected blood cells, causing the blood cells to stick to the walls of small blood vessels, thereby sequestering the parasite from passage through the general circulation and the spleen.[22] The blockage of the microvasculature causes symptoms such as in placental and cerebral malaria. In cerebral malaria the sequestrated red blood cells can breach the blood–brain barrier possibly leading to coma.[23]

Micrograph of a placenta from a stillbirth due to maternal malaria. H&E stain. Red blood cells are anuclear; blue/black staining in bright red structures (red blood cells) indicate foreign nuclei from the parasites

Although the red blood cell surface adhesive proteins (called PfEMP1, for P. falciparum erythrocyte membrane protein 1) are exposed to the immune system, they do not serve as good immune targets, because of their extreme diversity; there are at least 60 variations of the protein within a single parasite and even more variants within whole parasite populations.[22] The parasite switches between a broad repertoire of PfEMP1 surface proteins, thus staying one step ahead of the pursuing immune system.[24]

Some merozoites turn into male and female gametocytes. If a mosquito pierces the skin of an infected person, it potentially picks up gametocytes within the blood. Fertilization and sexual recombination of the parasite occurs in the mosquito’s gut. New sporozoites develop and travel to the mosquito’s salivary gland, completing the cycle. Pregnant women are especially attractive to the mosquitoes, and malaria in pregnant women is an important cause of stillbirths, infant mortality and low birth weight,[25] particularly in P. falciparum infection, but also in other species infection, such as P. vivax.[26]

Genetic resistance

Main article: Genetic resistance to malaria

Due to the high levels of mortality and morbidity caused by malaria—especially the P. falciparum species—it is thought to have placed the greatest selective pressure on the human genome in recent history. Several diseases may provide some resistance to it including sickle cell disease, thalassaemias, glucose-6-phosphate dehydrogenase deficiency as well as the presence of Duffy antigens on the subject’s red blood cells.[27][28]

The impact of sickle cell anemia on malaria immunity is of particular interest. Sickle cell anemia causes a defect to the hemoglobin molecule in the blood. Instead of retaining the biconcave shape of a normal red blood cell, the modified hemoglobin S molecule causes the cell to sickle or distort into a curved shape. Due to the sickle shape, the molecule is not as effective in taking or releasing oxygen, and therefore malaria parasites cannot complete their life cycle in the cell. Individuals who are homozygous for sickle cell anemia seldom survive this defect, while those who are heterozygous experience immunity to the disease. Although the potential risk of death for those with the homozygous condition seems to be unfavorable to population survival, the trait is preserved because of the benefits provided by the heterozygous form.[29]

Malarial hepatopathy

Hepatic dysfunction as a result of malaria is rare and is usually a result of a coexisting liver condition such as viral hepatitis and chronic liver disease.[30] Hepatitis, which is characterized by inflammation of the liver, is not actually present in what is called malarial hepatitis; the term as used here invokes the reduced liver function associated with severe malaria.[30] While traditionally considered a rare occurrence, malarial hepatopathy has seen an increase in malaria endemic areas, particularly in Southeast Asia and India.[30] Liver compromise in people with malaria correlates with a greater likelihood of complications and death.[30]

Diagnosis

Main article: Diagnosis of malaria

Malaria is typically diagnosed by the microscopic examination of blood using blood films or using antigen-based rapid diagnostic tests.[31][32] Rapid diagnostic tests that detect P. vivax are not as effective as those targeting P. falciparum.[33] They also are unable to tell how many parasites are present.[4] Areas that cannot afford laboratory diagnostic tests often use only a history of subjective fever as the indication to treat for malaria.[34] Polymerase chain reaction based tests have been developed, though these are not widely implemented in malaria-endemic regions as of 2012, due to their complexity.[4]

Classification

Malaria is divided into severe and uncomplicated by the World Health Organization (WHO).[4] Severe malaria is diagnosed when any of the following criteria are present, otherwise it is considered uncomplicated.[35]

  • Decreased consciousness
  • Significant weakness such that the person is unable to walk
  • Inability to feed
  • Two or more convulsions
  • Low blood pressure (less than 70 mmHg in adults or 50 mmHg in children)
  • Breathing problems
  • Circulatory shock
  • Kidney failure or hemoglobin in the urine
  • Bleeding problems, or hemoglobin less than 5 g/dl
  • Pulmonary edema
  • Low blood glucose (less than 2.2 mmol/l / 40 mg/dl)
  • Acidosis or lactate levels of greater than 5 mmol/l
  • A parasite level in the blood of greater than 2%

Prevention

Anopheles albimanus mosquito feeding on a human arm. This mosquito is a vector of malaria and mosquito control is an effective way of reducing the incidence of malaria.

Methods used to prevent malaria include medications, mosquito eradication and the prevention of bites. The presence of malaria in an area requires a combination of high human population density, high mosquito population density and high rates of transmission from humans to mosquitoes and from mosquitoes to humans. If any of these is lowered sufficiently, the parasite will eventually disappear from that area, as happened in North America, Europe and much of the Middle East. However, unless the parasite is eliminated from the whole world, it could become re-established if conditions revert to a combination that favours the parasite’s reproduction.[36] Many countries are seeing an increasing number of imported malaria cases owing to extensive travel and migration.

Many researchers argue that prevention of malaria may be more cost-effective than treatment of the disease in the long run, but the capital costs required are out of reach of many of the world’s poorest people. There is a wide disparity in the costs of control (i.e. maintenance of low endemicity) and elimination programs between countries. For example, in China—whose government in 2010 announced a strategy to pursue malaria elimination in the Chinese provinces—the required investment is a small proportion of public expenditure on health. In contrast, a similar program in Tanzania would cost an estimated one-fifth of the public health budget.[37]

Vector control

Further information: Mosquito control

Man spraying kerosene oil to protect against mosquitoes carrying malaria, Panama Canal Zone 1912

Efforts to eradicate malaria by eliminating mosquitoes have been successful in some areas. Malaria was once common in the United States and southern Europe, but vector control programs, in conjunction with the monitoring and treatment of infected humans, eliminated it from those regions. In some areas, the draining of wetland breeding grounds and better sanitation were adequate. Malaria was eliminated from most parts of the USA in the early 20th century by such methods, and the use of the pesticide DDT and other means eliminated it from the remaining pockets in the South by 1951.[38] (see National Malaria Eradication Program)

Before DDT, malaria was successfully eradicated or controlled in tropical areas like Brazil and Egypt by removing or poisoning the breeding grounds of the mosquitoes or the aquatic habitats of the larva stages, for example by applying the highly toxic arsenic compound Paris Green to places with standing water. This method has seen little application in Africa for more than half a century.[39]

A more targeted and ecologically friendly vector control strategy involves genetic manipulation of malaria mosquitoes. Advances in genetic engineering technologies make it possible to introduce foreign DNA into the mosquito genome and either decrease the lifespan of the mosquito, or make it more resistant to the malaria parasite.[40] Sterile insect technique is a genetic control method whereby large numbers of sterile males mosquitoes are reared and released. Mating with wild females reduces the wild population in the subsequent generation; repeated releases eventually eradicate the target population. Progress towards transgenic, or genetically modified, insects suggests that wild mosquito populations could be made malaria resistant. Successful replacement of current populations with a new genetically modified population relies upon a drive mechanism, such as transposable elements to allow for non-Mendelian inheritance of the gene of interest. Although this approach has been used successfully to eradicate some parasitic diseases of veterinary importance, technological problems have hindered its effective deployment with malaria vector species.[40]

Indoor residual spraying

Further information: Indoor residual spraying and DDT and malaria

Indoor residual spraying (IRS) is the practice of spraying insecticides on the interior walls of homes in malaria-affected areas. After feeding, many mosquito species rest on a nearby surface while digesting the bloodmeal, so if the walls of dwellings have been coated with insecticides, the resting mosquitoes will be killed before they can bite another victim and transfer the malaria parasite.[41]

The first pesticide used for IRS was DDT.[38] Although it was initially used exclusively to combat malaria, its use quickly spread to agriculture. In time, pest control, rather than disease control, came to dominate DDT use, and this large-scale agricultural use led to the evolution of resistant mosquitoes in many regions. The DDT resistance shown by Anopheles mosquitoes can be compared to antibiotic resistance shown by bacteria. The overuse of antibacterial soaps and antibiotics led to antibiotic resistance in bacteria, similar to how overspraying of DDT on crops led to DDT resistance in Anopheles mosquitoes. During the 1960s, awareness of the negative consequences of its indiscriminate use increased, ultimately leading to bans on agricultural applications of DDT in many countries in the 1970s.[42]

The World Health Organization currently advises the use of 12 insecticides in IRS operations, including DDT as well as alternative insecticides (such as the pyrethroids permethrin and deltamethrin).[43] This public health use of small amounts of DDT is permitted under the Stockholm Convention on Persistent Organic Pollutants (POPs), which prohibits the agricultural use of DDT.[42] However, because of its legacy, many developed countries previously discouraged DDT use even in small quantities.[44]

One problem with all forms of IRS is insecticide resistance via evolution. Mosquitoes that are affected by IRS tend to rest and live indoors, and due to the irritation caused by spraying, their descendants tend to rest and live outdoors, meaning that they are not as affected—if affected at all—by the IRS, which greatly reduces its effectiveness as a defense mechanism.[45]

Mosquito nets

Main article: Mosquito net

Mosquito nets create a protective barrier against malaria-carrying mosquitoes that bite at night.

Mosquito nets help keep mosquitoes away from people and significantly reduce infection rates and transmission of malaria. The nets are not a perfect barrier and they are often treated with an insecticide designed to kill the mosquito before it has time to search for a way past the net. Insecticide-treated nets (ITNs) are estimated to be twice as effective as untreated nets and offer greater than 70% protection compared with no net.[40] Although ITNs are proven to be very effective against malaria, only about 13% of households in sub-Saharan countries own them.[46] Since the Anopheles mosquitoes feed at night, the preferred method is to hang a large “bed net” above the center of a bed to drape over it completely.[47]

Other methods

Community participation and health education strategies promoting awareness of malaria and the importance of control measures have been successfully used to reduce the incidence of malaria in some areas of the developing world.[48] Recognizing the disease in the early stages can stop the disease from becoming fatal. Education can also inform people to cover over areas of stagnant, still water, such as water tanks that are ideal breeding grounds for the parasite and mosquito, thus cutting down the risk of the transmission between people. This is generally used in urban areas where there are large centers of population in a confined space and transmission would be most likely in these areas.[49]

Other interventions for the control of malaria include mass drug administrations[33] and intermittent preventive therapy.[50]

Medications

Main article: Malaria prophylaxis

Several drugs, most of which are used for treatment of malaria, can be taken to prevent contracting the disease during travel to endemic areas. Chloroquine may be used where the parasite is still sensitive.[51] However, due to resistance one of three medications—mefloquine (Lariam), doxycycline (available generically), or the combination of atovaquone and proguanil hydrochloride (Malarone)—is frequently needed.[51] Doxycycline and the atovaquone and proguanil combination are the best tolerated; mefloquine is associated with higher rates of neurological and psychiatric symptoms.[51]

The prophylactic effect does not begin immediately upon starting the drugs, so people temporarily visiting malaria-endemic areas usually begin taking the drugs one to two weeks before arriving and should continue taking them for four weeks after leaving (with the exception of atovaquone proguanil that only needs to be started two days prior and continued for seven days afterwards). Generally, these drugs are taken daily or weekly, at a lower dose than is used for treatment of a person who contracts the disease. Use of prophylactic drugs is seldom practical for full-time residents of malaria-endemic areas, and their use is usually restricted to short-term visitors and travelers to malarial regions. This is due to the cost of purchasing the drugs, negative adverse effects from long-term use, and because some effective anti-malarial drugs are difficult to obtain outside of wealthy nations.[52] The use of prophylactic drugs where malaria-bearing mosquitoes are present may encourage the development of partial immunity.[53]

Treatment

Further information: Antimalarial medication

The treatment of malaria depends on the severity of the disease; whether people can take oral drugs or must be admitted depends on the assessment and the experience of the clinician.

Uncomplicated malaria

Uncomplicated malaria may be treated with oral medications. The most effective strategy for P. falciparum infection is the use of artemisinins in combination with other antimalarials (known as artemisinin-combination therapy).[54] This is done to reduce the risk of resistance against artemisinin.[54] These additional antimalarials include amodiaquine, lumefantrine, mefloquine or sulfadoxine/pyrimethamine.[35] Another recommended combination is dihydroartemisinin and piperaquine.[35] In the 2000s (decade), malaria with partial resistance to artemisins emerged in Southeast Asia.[55][56]

Severe malaria

Severe malaria requires the parenteral administration of antimalarial drugs. Until the mid-2000s the most used treatment for severe malaria was quinine, but artesunate has been shown to be superior to quinine in both children[57] and adults.[58][59] Treatment of severe malaria also involves supportive measures that are optimally performed in a critical care unit, including management of high fevers (hyperpyrexia) and the subsequent seizures that may result from it, and monitoring for respiratory depression, hypoglycemia, and hypokalemia.[60] Infection with P. vivax, P. ovale or P. malariae is usually treated on an outpatient basis (while a person is at home). Treatment of P. vivax requires both treatment of blood stages (with chloroquine or ACT) as well as clearance of liver forms with primaquine.[61]

Prognosis

Disability-adjusted life yearfor malaria per 100,000 inhabitants in 2004.

   no data
   <10
   10–100
   100–500
   500–1000
   1000–1500
   1500–2000
   2000–2500
   2500–2750
   2750–3000
   3000–3250
   3250–3500
   ≥3500

Severe malaria can progress extremely rapidly and cause death within hours or days.[9] In the most severe cases of the disease, fatality rates can reach 20%, even with intensive care and treatment.[4] Over the longer term, developmental impairments have been documented in children who have suffered episodes of severe malaria.[62] It causes widespread anemia during a period of rapid brain development and also direct brain damage. This neurologic damage results from cerebral malaria to which children are more vulnerable.[62] When properly treated, people with malaria can usually expect a complete recovery.[63]

Epidemiology

Map showing the distribution of malaria in the world.[64]  :  Elevated occurrence of chloroquine- or multi-resistant malaria :  Occurrence of chloroquine-resistant malaria :  No plasmodium falciparum or chloroquine-resistance :  No malaria

Based on documented cases, the WHO estimates that there were 216 million cases of malaria in 2010 resulting in 655,000 deaths.[1] An estimate in The Lancet, based on a systematic analysis of all available mortality data combined with empirical methods for estimating causes of death, places the number of deaths in 2010 at 1.24 million.[65][66] The majority of cases occur in children under five years old;[67] pregnant women are also especially vulnerable. Despite efforts to reduce transmission and increase treatment, there has been little change in which areas are at risk of this disease since 1992.[68] Indeed, if the prevalence of malaria stays on its present upwards course, the death rate could double in the next twenty years.[69] Precise statistics are unknown because many cases occur in rural areas where people do not have access to hospitals or the means to afford health care. As a consequence, the majority of cases are undocumented.[69]

Although coinfection with HIV and malaria does increase mortality, this is less of a problem than with HIV/tuberculosis coinfection, due to the two diseases usually attacking different age ranges, with malaria being most common in the young and active tuberculosis most common in the old.[70] Although HIV/malaria coinfection produces less severe symptoms than the interaction between HIV and TB, HIV and malaria do contribute to each other’s spread. This effect comes from malaria increasing viral load and HIV infection increasing a person’s susceptibility to malaria infection.[71]

Malaria is presently endemic in a broad band around the equator, in areas of the Americas, many parts of Asia, and much of Africa; however, it is in sub-Saharan Africa where 85–90% of malaria fatalities occur.[72] The geographic distribution of malaria within large regions is complex, and malaria-afflicted and malaria-free areas are often found close to each other.[73] Malaria is prevalent in tropical regions because of the significant amounts of rainfall, consistent high temperatures and high humidity, along with stagnant waters in which mosquito larvae readily mature, providing them with the environment they need for continuous breeding.[74] In drier areas, outbreaks of malaria have been predicted with reasonable accuracy by mapping rainfall.[75] Malaria is more common in rural areas than in cities; this is in contrast to dengue fever where urban areas present the greater risk.[76] For example, several cities in Vietnam, Laos and Cambodia are essentially malaria-free, but the disease is present in many rural regions.[77] By contrast, malaria in Africa is present in both rural and urban areas, though the risk is lower in the larger cities.[78] The Wellcome Trust, UK, has funded the Malaria Atlas Project to map global endemic levels of malaria, providing a more contemporary and robust means with which to assess current and future malaria disease burden.[79] This effort led to the publication of a map of P. falciparum endemicity in 2010.[80] As of 2010, countries with the highest death rate per 100,000 population are Cote d’Ivoire with (86.15), Angola (56.93) and Burkina Faso (50.66) – all in Africa.[81]

History

Main article: History of malaria

Malaria has infected humans for over 50,000 years, and Plasmodium may have been a human pathogen for the entire history of the species.[82] Close relatives of the human malaria parasites remain common in chimpanzees. Some new evidence suggests that the most virulent strain of human malaria may have originated in gorillas.[83]

References to the unique periodic fevers of malaria are found throughout recorded history, beginning in 2700 BC in China.[84] Malaria may have contributed to the decline of the Roman Empire,[85] and was so pervasive in Rome that it was known as the “Roman fever”.[86] Several regions in ancient Rome were considered at-risk for the disease because of the favorable conditions present for malaria vectors. This included areas such as southern Italy, the island of Sardinia, the Pontine Marshes, the lower regions of coastal Etruria and the city of Rome along the Tiber River. The presence of stagnant water in these places was preferred by mosquitoes for breeding grounds. Irrigated gardens, swamp-like grounds, runoff from agriculture, and drainage problems from road construction led to the increase of standing water.[87]

The term malaria originates from Medieval Italian: mala aria — “bad air”; the disease was formerly called ague or marsh fever due to its association with swamps and marshland.[88] Malaria was once common in most of Europe and North America,[89] where it is no longer endemic,[90] though imported cases do occur.[91]

British doctor Ronald Ross received the Nobel Prize for Physiology or Medicine in 1902 for his work on malaria.

Malaria was the most important health hazard encountered by U.S. troops in the South Pacific during World War II, where about 500,000 men were infected.[92] According to Joseph Patrick Byrne, “Sixty thousand American soldiers died of malaria during the African and South Pacific campaigns.”[93] Scientific studies on malaria made their first significant advance in 1880, when a French army doctor working in the military hospital of Constantine in Algeria named Charles Louis Alphonse Laveran observed parasites for the first time, inside the red blood cells of people suffering from malaria. He therefore proposed that malaria is caused by this organism, the first time a protist was identified as causing disease.[94] For this and later discoveries, he was awarded the 1907 Nobel Prize for Physiology or Medicine. The malarial parasite was called Plasmodium by the Italian scientists Ettore Marchiafava and Angelo Celli.[95] A year later, Carlos Finlay, a Cuban doctor treating people with yellow fever in Havana, provided strong evidence that mosquitoes were transmitting disease to and from humans.[96] This work followed earlier suggestions by Josiah C. Nott,[97] and work by Sir Patrick Manson, the “father of tropical medicine”, on the transmission of filariasis.[98]

In April 1894, a Scottish physician Sir Ronald Ross visited Sir Patrick Manson at his house on Queen Anne Street, London. This visit was the start of four years of collaboration and fervent research that culminated in 1898 when Ross, who was working in the Presidency General Hospital in Calcutta, proved the complete life-cycle of the malaria parasite in mosquitoes. He thus proved that the mosquito was the vector for malaria in humans by showing that certain mosquito species transmit malaria to birds. He isolated malaria parasites from the salivary glands of mosquitoes that had fed on infected birds.[99] For this work, Ross received the 1902 Nobel Prize in Medicine. After resigning from the Indian Medical Service, Ross worked at the newly established Liverpool School of Tropical Medicine and directed malaria-control efforts in Egypt, Panama, Greece and Mauritius.[100] The findings of Finlay and Ross were later confirmed by a medical board headed by Walter Reed in 1900. Its recommendations were implemented by William C. Gorgas in the health measures undertaken during construction of the Panama Canal. This public-health work saved the lives of thousands of workers and helped develop the methods used in future public-health campaigns against the disease.[101]

The first effective treatment for malaria came from the bark of cinchona tree, which contains quinine. This tree grows on the slopes of the Andes, mainly in Peru. The indigenous peoples of Peru made a tincture of cinchona to control malaria. The Jesuits noted the efficacy of the practice and introduced the treatment to Europe during the 1640s, where it was rapidly accepted.[102] It was not until 1820 that the active ingredient, quinine, was extracted from the bark, isolated and named by the French chemists Pierre Joseph Pelletier and Joseph Bienaimé Caventou.[103][104] Quinine become the predominant malarial medication until the 1920s, when other medications began to be developed. In the 1940s, chloroquine replaced quinine as the treatment of both uncomplicated and severe falciparum malaria until resistance supervened, first in Southeast Asia and South America in the 1950s and then globally in the 1980s.[59] Artemisinins, discovered by Chinese scientists in the 1970s, are now the recommended treatment for falciparum malaria, administered in combination with other antimalarials as well as in severe disease.[105]

Society and culture

Malaria is not just a disease commonly associated with poverty but also a cause of poverty and a major hindrance to economic development.[106] Tropical regions are affected most; however, malaria’s furthest extent reaches into some temperate zones with extreme seasonal changes. The disease has been associated with major negative economic effects on regions where it is widespread. During the late 19th and early 20th centuries, it was a major factor in the slow economic development of the American southern states.[107] A comparison of average per capita GDP in 1995, adjusted for parity of purchasing power, between countries with malaria and countries without malaria gives a fivefold difference ($1,526 USD versus $8,268 USD). In countries where malaria is common, average per capita GDP has risen (between 1965 and 1990) only 0.4% per year, compared to 2.4% per year in other countries.[108]

Poverty is both a cause and effect of malaria, since the poor do not have the financial capacities to prevent or treat the disease. In its entirety, the economic impact of malaria has been estimated to cost Africa $12 billion USD every year. The economic impact includes costs of health care, working days lost due to sickness, days lost in education, decreased productivity due to brain damage from cerebral malaria, and loss of investment and tourism.[67] In some countries with a heavy malaria burden, the disease may account for as much as 40% of public health expenditure, 30–50% of admissions to hospital, and up to 50% of outpatient visits.[109] The slow demographic transition in Africa may be partly attributed to malaria. Total fertility rates were best explained by child mortality, as measured indirectly by infant mortality, in a 2007 study.[110]

A study on the effect of malaria on IQ in a sample of Mexicans found that exposure during the birth year to malaria eradication was associated with increases in IQ. It also increased the probability of employment in a skilled occupation. The author suggests that this may be one explanation for the Flynn effect and that this may be an important explanation for the link between national malaria burden and economic development.[111] The cognitive abilities and school performance are impaired in sub-groups of people (with either cerebral malaria or uncomplicated malaria) when compared with healthy controls. Studies comparing cognitive functions before and after treatment for acute malarial illness continued to show significantly impaired school performance and cognitive abilities even after recovery. Malaria prophylaxis was shown to improve cognitive function and school performance in clinical trials when compared to placebo groups.[62] April 25 is World Malaria Day.[81]

Counterfeit and substandard drugs

Sophisticated counterfeits have been found in several Asian countries such as Cambodia,[112] China,[113] Indonesia, Laos, Thailand, and Vietnam, and are an important cause of avoidable death in those countries.[114] The WHO said that studies indicate that up to 40% of artesunate based malaria medications are counterfeit, especially in the Greater Mekong region and have established a rapid alert system to enable information about counterfeit drugs to be rapidly reported to the relevant authorities in participating countries.[115] There is no reliable way for doctors or lay people to detect counterfeit drugs without help from a laboratory. Companies are attempting to combat the persistence of counterfeit drugs by using new technology to provide security from source to distribution.[116]

Another clinical and public health concern is the proliferation of substandard antimalarial medicines resulting from inappropriate concentration of ingredients, contamination with other drugs or toxic impurities, poor quality ingredients, poor stability and inadequate packaging.[117] A 2012 study demonstrated that roughly one-third of antimalarial medications in Southeast Asia and Sub-Saharan Africa failed chemical analysis, packaging analysis, or were falsified.[118]

War

Throughout history, the contraction of malaria (via natural outbreaks as well as via infliction of the disease as a biological warfare agent) has played a prominent role in the fortunes of government rulers, nation-states, military personnel, and military actions. “Malaria Site: History of Malaria During Wars” addresses the devastating impact of malaria in numerous well-known conflicts, beginning in June 323 B.C. That site’s authors note: “Many great warriors succumbed to malaria after returning from the warfront and advance of armies into continents was prevented by malaria. In many conflicts, more troops were killed by malaria than in combat.”[119] The Centers for Disease Control (“CDC”) traces the history of malaria and its impacts farther back, to 2700 BCE.[120]

In 1910, Nobel Prize in Medicine-winner Ronald Ross (himself a malaria survivor), published a book titled The Prevention of Malaria that included a chapter titled “The Prevention of Malaria in War.” The chapter’s author, Colonel C. H. Melville, Professor of Hygiene at Royal Army Medical College in London, addressed the prominent role that malaria has historically played during wars and advised: “A specially selected medical officer should be placed in charge of these operations with executive and disciplinary powers [...].”

Significant financial investments have been made to procure existing and create new anti-malarial agents. During World War I and World War II, the supplies of the natural anti-malaria drugs, cinchona bark and quinine, proved to be inadequate to supply military personnel and substantial funding was funneled into research and development of other drugs and vaccines. American military organizations conducting such research initiatives include the Navy Medical Research Center, Walter Reed Army Institute of Research, and the U.S. Army Medical Research Institute of Infectious Diseases of the US Armed Forces.[119]

Additionally, initiatives have been founded such as Malaria Control in War Areas (MCWA), established in 1942, and its successor, the Communicable Disease Center (now known as the Centers for Disease Control) established in 1946. According to the CDC, MCWA “was established to control malaria around military training bases in the southern United States and its territories, where malaria was still problematic” and, during these activities, to “train state and local health department officials in malaria control techniques and strategies.” The CDC’s Malaria Division continued that mission, successfully reducing malaria in the United States, after which the organization expanded its focus to include “prevention, surveillance, and technical support both domestically and internationally.”[120]

Eradication efforts

Several notable attempts are being made to eliminate the parasite from sections of the world, or to eradicate it worldwide. In 2006, the organization Malaria No More set a public goal of eliminating malaria from Africa by 2015, and the organization plans to dissolve if that goal is accomplished.[121] Several malaria vaccines are in clinical trials, which are intended to provide protection for children in endemic areas and reduce the speed of transmission of the disease. As of 2012, The Global Fund to Fight AIDS, Tuberculosis and Malaria has distributed 230 million insecticide-treated nets intended to stop mosquito-born transmission of malaria.[122] According to director Inder Singh, the U.S.-based Clinton Foundation has significantly reduced the cost of drugs to treat malaria, and is working to further reduce the spread of the disease.[123] Other efforts, such as the Malaria Atlas Project focus on analyzing climate and weather information required to accurately predict the spread of malaria based on the availability of habitat of malaria-carrying parasites.[79]

Malaria has been successfully eradicated in certain areas. The Republic of Mauritius, a tropical island located in the western Indian Ocean, considered ecological connections to malaria transmission when constructing their current plan for malaria control. To prevent mosquitoes from breeding in aquatic areas, DDT is used in moderate amounts. Additionally, larvae-eating fish are placed in water sources to remove the malaria vectors before they become a threat to the human population. Obstructions are also removed from these sources to maintain water flow and reduce stagnant water. Similarly, marsh or swamp-like environments are drained and filled to diminish mosquito breeding grounds. These actions have produced positive results. The program has cut infection and death rates tremendously, and is cost effective, only requiring $1USD per head each year. This success is a clear indication that responses to adverse environmental conditions can decrease rates of disease.[124]

Research

With the onset of drug-resistant Plasmodium parasites, new strategies are required to combat the widespread disease. One such approach lies in the introduction of synthetic pyridoxal-amino acid adducts, which are channeled into the parasite. Thus, trapped upon phosphorylation by plasmodial PdxK (pyridoxine/pyridoxal kinase), the proliferation of Plasmodium parasites is effectively hindered by a novel compound, PT3, a cyclic pyridoxyl-tryptophan methyl ester, without harming human cells.[125]

Malaria parasites contain apicoplasts, an organelle usually found in plants, complete with their own functioning genomes. These apicoplasts are thought to have originated through the endosymbiosis of algae and play a crucial role in various aspects of parasite metabolism, for example in fatty acid biosynthesis.[126] As of 2003, 466 proteins have been found to be produced by apicoplasts[127] and these are now being investigated as possible targets for novel anti-malarial drugs.[126]

Malaria vaccines have been an elusive goal of research. The first promising studies demonstrating the potential for a malaria vaccine were performed in 1967 by immunizing mice with live, radiation-attenuated sporozoites, which provided significant protection to the mice upon subsequent injection with normal, viable sporozoites.[128] Since the 1970s, there has been a considerable effort to develop similar vaccination strategies within humans. It was determined that an individual can be protected from a P. falciparum infection if they receive over 1,000 bites from infected yet irradiated mosquitoes.[129]

Immunization

Main article: Malaria vaccine

Immunity (or, more accurately, tolerance) does occur naturally, but only in response to repeated infection with multiple strains of malaria.[130] A completely effective vaccine is not yet available for malaria, although several vaccines are under development.[131] SPf66 was tested extensively in endemic areas in the 1990s, but clinical trials showed it to be insufficiently effective.[132] Other vaccine candidates, targeting the blood-stage of the parasite’s life cycle, have also been insufficient on their own.[133] Several potential vaccines targeting the pre-erythrocytic stage are being developed, with RTS,S showing the most promising results so far.[129]

http://en.wikipedia.org/wiki/Malaria

DDT

‘…DDT (dichlorodiphenyltrichloroethane) is an organochlorine insecticide which is a white, crystalline solid, tasteless, and almost odorless. Technical DDT has been formulated in almost every conceivable form including solutions in xylene or petroleum distillates, emulsifiable concentrates, water-wettable powders, granules, aerosols, smoke candles, and charges for vaporisers and lotions.[2]

First synthesized in 1874, DDT’s insecticidal properties were not discovered until 1939, and it was used with great success in the second half of World War II to control malaria and typhus among civilians and troops. The Swiss chemist Paul Hermann Müller was awarded the Nobel Prize in Physiology or Medicine in 1948 “for his discovery of the high efficiency of DDT as a contact poison against several arthropods.”[3] After the war, DDT was made available for use as an agricultural insecticide, and soon its production and use skyrocketed.[4]

In 1962, Silent Spring by American biologist Rachel Carson was published. The book catalogued the environmental impacts of the indiscriminate spraying of DDT in the US and questioned the logic of releasing large amounts of chemicals into the environment without fully understanding their effects on ecology or human health. The book suggested that DDT and other pesticides may cause cancer and that their agricultural use was a threat to wildlife, particularly birds. Its publication was one of the signature events in the birth of the environmental movement, and resulted in a large public outcry that eventually led to DDT being banned in the US in 1972.[5] DDT was subsequently banned for agricultural use worldwide under the Stockholm Convention, but its limited use in disease vector control continues to this day and remains controversial.[6][7]

Along with the passage of the Endangered Species Act, the US ban on DDT is cited by scientists as a major factor in the comeback of the bald eagle, the national bird of the United States, from near-extinction in the contiguous US.[8]

Properties and chemistry

DDT is similar in structure to the insecticide methoxychlor and the acaricide dicofol. It is a highly hydrophobic, nearly insoluble in water but has a good solubility in most organic solvents, fats, and oils. DDT does not occur naturally, but is produced by the reaction of chloral (CCl3CHO) with chlorobenzene (C6H5Cl) in the presence of sulfuric acid, which acts as a catalyst. Trade names that DDT has been marketed under include Anofex (Geigy Chemical Corp.), Cezarex, Chlorophenothane, Clofenotane, Dicophane, Dinocide, Gesarol (Syngenta Crop.), Guesapon, Guesarol, Gyron (Ciba-Geigy Corp. – now Novartis), Ixodex, Neocid (Reckitt & Colman, Ltd), Neocidol (Ciba-Geigy Corp. – now Novartis), and Zerdane.[4]

Isomers and related compounds

o,p’ -DDT, a minor component in commercial DDT.

Commercial DDT is a mixture of several closely–related compounds. The major component (77%) is the p,p’ isomer which is pictured at the top of this article. The o,p’ isomer (pictured to the right) is also present in significant amounts (15%). Dichlorodiphenyldichloroethylene (DDE) and dichlorodiphenyldichloroethane (DDD) make up the balance. DDE and DDD are also the major metabolites and breakdown products in the environment.[4] The term “total DDT” is often used to refer to the sum of all DDT related compounds (p,p’-DDT, o,p’-DDT, DDE, and DDD) in a sample.

Production and use statistics

From 1950 to 1980, DDT was extensively used in agriculture—more than 40,000 tonnes were used each year worldwide[9]—and it has been estimated that a total of 1.8 million tonnes have been produced globally since the 1940s.[1] In the U.S., where it was manufactured by Ciba,[10] Montrose Chemical Company, Pennwalt[11] and Velsicol Chemical Corporation,[12] production peaked in 1963 at 82,000 tonnes per year.[4] More than 600,000 tonnes (1.35 billion lbs) were applied in the U.S. before the 1972 ban. Usage peaked in 1959 at about 36,000 tonnes.[13]

In 2009, 3314 tonnes were produced for the control of malaria and visceral leishmaniasis. India is the only country still manufacturing DDT, with China having ceased production in 2007.[14] India is the largest consumer.[15]

Mechanism of insecticide action

In insects it opens sodium ion channels in neurons, causing them to fire spontaneously, which leads to spasms and eventual death. Insects with certain mutations in their sodium channel gene are resistant to DDT and other similar insecticides. DDT resistance is also conferred by up-regulation of genes expressing cytochrome P450 in some insect species.[16]

In humans, however, it may affect health through genotoxicity or endocrine disruption. See Effects on human health.

History

Commercial product containing 5% DDT

Commercial product (Powder box, 50 g) containing 10% DDT ; Néocide. CibaGeigy DDT ; “Destroys parasites such as fleas, lice, ants, bedbugs, cockroaches, flies, etc.. Néocide Sprinkle caches of vermin and the places where there are insects and their places of passage. Leave the powder in place as long as possible. ” “Destroy the parasites of man and his dwelling”. “Death is not instantaneous, it follows inevitably sooner or later. ” “French manufacturing” ; “harmless to humans and warm-blooded animals” “sure and lasting effect. Odorless.

First synthesized in 1874 by Othmar Zeidler,[4] DDT’s insecticidal properties were not discovered until 1939 by the Swiss scientist Paul Hermann Müller, who was awarded the 1948 Nobel Prize in Physiology and Medicine for his efforts.[3]

Use in the 1940s and 1950s

DDT is the best-known of several chlorine-containing pesticides used in the 1940s and 1950s. With pyrethrum in short supply, DDT was used extensively during World War II by the Allies to control the insect vectors of typhus — nearly eliminating the disease in many parts of Europe. In the South Pacific, it was sprayed aerially for malaria and dengue fever control with spectacular effects. While DDT’s chemical and insecticidal properties were important factors in these victories, advances in application equipment coupled with a high degree of organization and sufficient manpower were also crucial to the success of these programs.[17] In 1945, it was made available to farmers as an agricultural insecticide,[4] and it played a minor role in the final elimination of malaria in Europe and North America.[6] By the time DDT was introduced in the U.S., the disease had already been brought under control by a variety of other means.[18] One CDC physician involved in the United States’ DDT spraying campaign said of the effort that “we kicked a dying dog.”[19]

In 1955, the World Health Organization commenced a program to eradicate malaria worldwide, relying largely on DDT. The program was initially highly successful, eliminating the disease in “Taiwan, much of the Caribbean, the Balkans, parts of northern Africa, the northern region of Australia, and a large swath of the South Pacific”[20] and dramatically reducing mortality in Sri Lanka and India.[21] However widespread agricultural use led to resistant insect populations. In many areas, early victories partially or completely reversed, and in some cases rates of transmission even increased.[22] The program was successful in eliminating malaria only in areas with “high socio-economic status, well-organized healthcare systems, and relatively less intensive or seasonal malaria transmission”.[23]

DDT was less effective in tropical regions due to the continuous life cycle of mosquitoes and poor infrastructure. It was not applied at all in sub-Saharan Africa due to these perceived difficulties. Mortality rates in that area never declined to the same dramatic extent, and now constitute the bulk of malarial deaths worldwide, especially following the disease’s resurgence as a result of resistance to drug treatments and the spread of the deadly malarial variant caused by Plasmodium falciparum. The goal of eradication was abandoned in 1969, and attention was focused on controlling and treating the disease. Spraying programs (especially using DDT) were curtailed due to concerns over safety and environmental effects, as well as problems in administrative, managerial and financial implementation, but mostly because mosquitoes were developing resistance to DDT.[22] Efforts shifted from spraying to the use of bednets impregnated with insecticides and other interventions.[23][24]

Silent Spring and the U.S. ban

As early as the 1940s, scientists in the U.S. had begun expressing concern over possible hazards associated with DDT, and in the 1950s the government began tightening some of the regulations governing its use.[13] However, these early events received little attention, and it was not until 1957, when the New York Times reported an unsuccessful struggle to restrict DDT use in Nassau County, New York, that the issue came to the attention of the popular naturalist-author, Rachel Carson. William Shawn, editor of The New Yorker, urged her to write a piece on the subject, which developed into her famous book Silent Spring, published in 1962. The book argued that pesticides, including DDT, were poisoning both wildlife and the environment and were also endangering human health.[5]

Silent Spring was a best seller, and public reaction to it launched the modern environmental movement in the United States. The year after it appeared, President Kennedy ordered his Science Advisory Committee to investigate Carson’s claims. The report the committee issued “add[ed] up to a fairly thorough-going vindication of Rachel Carson’s Silent Spring thesis,” in the words of the journal Science,[25] and recommended a phaseout of “persistent toxic pesticides”.[26] DDT became a prime target of the growing anti-chemical and anti-pesticide movements, and in 1967 a group of scientists and lawyers founded the Environmental Defense Fund (EDF) with the specific goal of winning a ban on DDT. Victor Yannacone, Charles Wurster, Art Cooley and others associated with inception of EDF had all witnessed bird kills or declines in bird populations and suspected that DDT was the cause. In their campaign against the chemical, EDF petitioned the government for a ban and filed a series of lawsuits.[27] Around this time, toxicologist David Peakall was measuring DDE levels in the eggs of peregrine falcons and California condors and finding that increased levels corresponded with thinner shells.

In response to an EDF suit, the U.S. District Court of Appeals in 1971 ordered the EPA to begin the de-registration procedure for DDT. After an initial six-month review process, William Ruckelshaus, the Agency’s first Administrator rejected an immediate suspension of DDT’s registration, citing studies from the EPA’s internal staff stating that DDT was not an imminent danger to human health and wildlife.[13] However, the findings of these staff members were criticized, as they were performed mostly by economic entomologists inherited from the United States Department of Agriculture, whom many environmentalists felt were biased towards agribusiness and tended to minimize concerns about human health and wildlife. The decision not to ban thus created public controversy.[17]

The EPA then held seven months of hearings in 1971–1972, with scientists giving evidence both for and against the use of DDT. In the summer of 1972, Ruckelshaus announced the cancellation of most uses of DDT—an exemption allowed for public health uses under some conditions.[13] Immediately after the cancellation was announced, both EDF and the DDT manufacturers filed suit against the EPA, with the industry seeking to overturn the ban, and EDF seeking a comprehensive ban. The cases were consolidated, and in 1973 the U.S. Court of Appeals for the District of Columbia ruled that the EPA had acted properly in banning DDT.[13]

The U.S. DDT ban took place amidst a growing public mistrust of industry, with the Surgeon General issuing a report on smoking in 1964, the Cuyahoga River catching fire in 1969, the fiasco surrounding the use of diethylstilbestrol (DES), and the well-publicized decline in the bald eagle population.[26]

Some uses of DDT continued under the public health exemption. For example, in June 1979, the California Department of Health Services was permitted to use DDT to suppress flea vectors of bubonic plague.[28] DDT also continued to be produced in the US for foreign markets until as late as 1985, when over 300 tons were exported.[1]

Restrictions on usage

In the 1970s and 1980s, agricultural use was banned in most developed countries, beginning with Hungary in 1968[29] then in Norway and Sweden in 1970, Germany and the United States in 1972, but not in the United Kingdom until 1984. Vector control use has not been banned, but it has been largely replaced by less persistent alternative insecticides.

The Stockholm Convention, which took effect in 2004, outlawed several persistent organic pollutants, and restricted DDT use to vector control. The Convention has been ratified by more than 170 countries and is endorsed by most environmental groups. Recognizing that total elimination in many malaria-prone countries is currently unfeasible because there are few affordable or effective alternatives, public health use is exempt from the ban pending acceptable alternatives. Malaria Foundation International states, “The outcome of the treaty is arguably better than the status quo going into the negotiations…For the first time, there is now an insecticide which is restricted to vector control only, meaning that the selection of resistant mosquitoes will be slower than before.”[30]

Despite the worldwide ban, agricultural use continues in India[31] North Korea, and possibly elsewhere.[15]

Today, about 3-4,000 tonnes each year are produced for vector control.[14] DDT is applied to the inside walls of homes to kill or repel mosquitoes. This intervention, called indoor residual spraying (IRS), greatly reduces environmental damage. It also reduces the incidence of DDT resistance.[32] For comparison, treating 40 hectares (99 acres) of cotton during a typical U.S. growing season requires the same amount of chemical as roughly 1,700 homes.[33]

Environmental impact

Degradation of DDT to form DDE (by elimination of HCl, left) and DDD (by reductive dechlorination, right)

DDT is a persistent organic pollutant that is readily adsorbed to soils and sediments, which can act both as sinks and as long-term sources of exposure contributing to terrestrial organisms [2]. Depending on conditions, its soil half life can range from 22 days to 30 years. Routes of loss and degradation include runoff, volatilization, photolysis and aerobic and anaerobic biodegradation. Due to hydrophobic properties, in aquatic ecosystems DDT and its metabolites are absorbed by aquatic organisms and adsorbed on suspended particles, leaving little DDT dissolved in the water itself. Its breakdown products and metabolites, DDE and DDD, are also highly persistent and have similar chemical and physical properties.[1] DDT and its breakdown products are transported from warmer regions of the world to the Arctic by the phenomenon of global distillation, where they then accumulate in the region’s food web.[34]

Because of its lipophilic properties, DDT has a high potential to bioaccumulate, especially in predatory birds.[35] DDT, DDE, and DDD magnify through the food chain, with apex predators such as raptor birds concentrating more chemicals than other animals in the same environment. They are very lipophilic and are stored mainly in body fat. DDT and DDE are very resistant to metabolism; in humans, their half-lives are 6 and up to 10 years, respectively. In the United States, these chemicals were detected in almost all human blood samples tested by the Centers for Disease Control in 2005, though their levels have sharply declined since most uses were banned in the US.[36] Estimated dietary intake has also declined,[36] although FDA food tests commonly detect it.[37]

Marine macroalgae (seaweed) help reduce soil toxicity by up to 80% within six weeks.[38]

Effects on wildlife and eggshell thinning

DDT is toxic to a wide range of living organisms, including marine animals such as crayfish, daphnids, sea shrimp and many species of fish. It is less toxic to mammals, but may be moderately toxic to some amphibian species, especially in the larval stage. DDT, through its metabolite DDE, caused eggshell thinning and resulted in severe population declines in multiple North American and European bird of prey species.[39] Eggshell thinning lowers the reproductive rate of certain bird species by causing egg breakage and embryo deaths. DDE related eggshell thinning is considered a major reason for the decline of the bald eagle,[8] brown pelican,[40] peregrine falcon, and osprey.[1] However, different groups of birds vary greatly in their sensitivity to these chemicals. [2] Birds of prey, waterfowl, and song birds are more susceptible to eggshell thinning than chickens and related species, and DDE appears to be more potent than DDT.[1] Even in 2010, more than forty years after the U.S. ban, California condors which feed on sea lions at Big Sur which in turn feed in the Palos Verdes Shelf area of the Montrose Chemical Superfund site seemed to be having continued thin-shell problems. Scientists with the Ventana Wildlife Society and others are intensifying studies and remediations of the condors’ problems.[41]

The biological thinning mechanism is not entirely known, but there is strong evidence that p,p’-DDE inhibits calcium ATPase in the membrane of the shell gland and reduces the transport of calcium carbonate from blood into the eggshell gland. This results in a dose-dependent thickness reduction.[1][42][43][44] There is also evidence that o,p’-DDT disrupts female reproductive tract development, impairing eggshell quality later.[45] Multiple mechanisms may be at work, or different mechanisms may operate in different species.[1] Some studies show that although DDE levels have fallen dramatically, eggshell thickness remains 10–12 percent thinner than before DDT was first used.[46]

Effects on human health

Potential mechanisms of action on humans are genotoxicity and endocrine disruption. DDT may be directly genotoxic,[47] but may also induce enzymes to produce other genotoxic intermediates and DNA adducts.[47] It is an endocrine disruptor; The DDT metabolite DDE acts as an antiandrogen (but not as an estrogen). p,p’-DDT, DDT’s main component, has little or no androgenic or estrogenic activity.[47] Minor component o,p’-DDT has weak estrogenic activity.

Acute toxicity

DDT is classified as “moderately toxic” by the United States National Toxicology Program (NTP)[48] and “moderately hazardous” by the World Health Organization (WHO), based on the rat oral LD50 of 113 mg/kg.[49] DDT has on rare occasions been administered orally as a treatment for barbiturate poisoning.[50]

Chronic toxicity

Diabetes

DDT and DDE have been linked to diabetes. A number of studies from the US, Canada, and Sweden have found that the prevalence of the disease in a population increases with serum DDT or DDE levels.[51][52][53][54][55][56]

Developmental toxicity

DDT and DDE, like other organochlorines, have been shown to have xenoestrogenic activity, meaning they are chemically similar enough to estrogens to trigger hormonal responses in animals. This endocrine disrupting activity has been observed in mice and rat toxicological studies, and available epidemiological evidence indicates that these effects may be occurring in humans as a result of DDT exposure. The US Environmental Protection Agency states that DDT exposure damages the reproductive system and reduces reproductive success. These effects may cause developmental and reproductive toxicity:

  • A review article in The Lancet states, “research has shown that exposure to DDT at amounts that would be needed in malaria control might cause preterm birth and early weaning … toxicological evidence shows endocrine-disrupting properties; human data also indicate possible disruption in semen quality, menstruation, gestational length, and duration of lactation.”[24]
  • Human epidemiological studies suggest that exposure is a risk factor for premature birth and low birth weight, and may harm a mother’s ability to breast feed.[57] Some 21st-century researchers argue that these effects may increase infant deaths, offsetting any anti-malarial benefits.[58] A 2008 study, however, failed to confirm the association between exposure and difficulty breastfeeding.[59]
  • Several recent studies demonstrate a link between in utero exposure to DDT or DDE and developmental neurotoxicity in humans. For example, a 2006 University of California, Berkeley study suggests that children exposed while in the womb have a greater chance of development problems,[60] and other studies have found that even low levels of DDT or DDE in umbilical cord serum at birth are associated with decreased attention at infancy[61] and decreased cognitive skills at 4 years of age.[62] Similarly, Mexican researchers have linked first trimester DDE exposure to retarded psychomotor development.[63]
  • Other studies document decreases in semen quality among men with high exposures (generally from IRS).[64][65][66]
  • Studies generally find that high blood DDT or DDE levels do not increase time to pregnancy (TTP.)[67] There is some evidence that the daughters of highly exposed women may have more difficulty getting pregnant (i.e. increased TTP).[68]
  • DDT is associated with early pregnancy loss, a type of miscarriage. A prospective cohort study of Chinese textile workers found “a positive, monotonic, exposure-response association between preconception serum total DDT and the risk of subsequent early pregnancy losses.”[69] The median serum DDE level of study group was lower than that typically observed in women living in homes sprayed with DDT.[70]
  • A Japanese study of congenital hypothyroidism concluded that in utero DDT exposure may affect thyroid hormone levels and “play an important role in the incidence and/or causation of cretinism.”[71] Other studies have also found the DDT or DDE interfere with proper thyroid function.[72][73]

Other

Occupational exposure in agriculture and malaria control has been linked to neurological problems (i.e. Parkinsons)[74] and asthma.[75]

Carcinogenicity

DDT is suspected to cause cancer. The NTP classifies it as “reasonably anticipated to be a carcinogen,” the International Agency for Research on Cancer classifies it as a “possible” human carcinogen, and the EPA classifies DDT, DDE, and DDD as class B2 “probable” carcinogens. These evaluations are based mainly on the results of animal studies.[1][24]

There is evidence from epidemiological studies (i.e. studies in human populations) that indicates that DDT causes cancers of the liver,[24][36] pancreas[24][36] and breast.[36] There is mixed evidence that it contributes to leukemia,[36] lymphoma[36][76] and testicular cancer.[24][36][77] Other epidemiological studies suggest that DDT/DDE does not cause multiple myeloma,[24] or cancers of the prostate,[24] endometrium,[24][36] rectum,[24][36] lung,[36] bladder,[36] or stomach.[36]

Breast cancer

The question of whether DDT or DDE are risk factors of breast cancer has been repeatedly studied. While individual studies conflict, the most recent reviews of all the evidence conclude that pre-puberty exposure increases the risk of subsequent breast cancer.[36][78] Until recently, almost all studies measured DDT or DDE blood levels at the time of breast cancer diagnosis or after. This study design has been criticized, since the levels at diagnosis do not necessarily correspond to levels when the cancer started.[79] Taken as a whole such studies “do not support the hypothesis that exposure to DDT is an important risk factor for breast cancer.”[47] The studies of this design have been extensively reviewed.[24][80][81]

In contrast, a study published in 2007 strongly associated early exposure (the p,p’- isomer) and breast cancer later in life. Unlike previous studies, this prospective cohort study collected blood samples from young mothers in the 1960s while DDT was still in use, and their breast cancer status was then monitored over the years. In addition to suggesting that the p,p’- isomer is the more significant risk factor, the study also suggests that the timing of exposure is critical. For the subset of women born more than 14 years before agricultural use, there was no association between DDT and breast cancer. However, for younger women—exposed earlier in life—the third who were exposed most to p,p’-DDT had a fivefold increase in breast cancer incidence over the least exposed third, after correcting for the protective effect of o,p’-DDT.[47][82][83] These results are supported by animal studies.[36]

Use against malaria

Malaria remains a major public health challenge in many countries. 2008 WHO estimates were 243 million cases, and 863,000 deaths. About 89% of these deaths occur in Africa, and mostly to children under the age of 5.[84] DDT is one of many tools that public health officials use to fight the disease. Its use in this context has been called everything from a “miracle weapon [that is] like Kryptonite to the mosquitoes,”[85] to “toxic colonialism.”[86]

Before DDT, eliminating mosquito breeding grounds by drainage or poisoning with Paris green or pyrethrum was sometimes successful in fighting malaria. In parts of the world with rising living standards, the elimination of malaria was often a collateral benefit of the introduction of window screens and improved sanitation.[20] Today, a variety of usually simultaneous interventions is the norm. These include antimalarial drugs to prevent or treat infection; improvements in public health infrastructure to quickly diagnose, sequester, and treat infected individuals; bednets and other methods intended to keep mosquitoes from biting humans; and vector control strategies[84] such as larvaciding with insecticides, ecological controls such as draining mosquito breeding grounds or introducing fish to eat larvae, and indoor residual spraying with insecticides, possibly including DDT. IRS involves the treatment of all interior walls and ceilings with insecticides, and is particularly effective against mosquitoes, since many species rest on an indoor wall before or after feeding. DDT is one of 12 WHO–approved IRS insecticides. How much of a role DDT should play in this mix of strategies is still controversial.[87]

WHO’s anti-malaria campaign of the 1950s and 1960s relied heavily on DDT and the results were promising, though temporary. Experts tie the resurgence of malaria to multiple factors, including poor leadership, management and funding of malaria control programs; poverty; civil unrest; and increased irrigation. The evolution of resistance to first-generation drugs (e.g. chloroquine) and to insecticides exacerbated the situation.[15][88] Resistance was largely fueled by often unrestricted agricultural use. Resistance and the harm both to humans and the environment led many governments to restrict or curtail the use of DDT in vector control as well as agriculture.[22]

Once the mainstay of anti-malaria campaigns, as of 2008 only 12 countries used DDT, including India and some southern African states,[84] though the number is expected to rise.[15]

Effectiveness of DDT against malaria

When it was first introduced in World War II, DDT was very effective in reducing malaria morbidity and mortality.[17] The WHO’s anti-malaria campaign, which consisted mostly of spraying DDT, was initially very successful as well. For example, in Sri Lanka, the program reduced cases from about 3 million per year before spraying to just 18 in 1963[89][90] and 29 in 1964. Thereafter the program was halted to save money and malaria rebounded to 600,000 cases in 1968 and the first quarter of 1969. The country resumed DDT vector control but the mosquitoes had acquired resistance in the interim, presumably because of continued agricultural use. The program switched to malathion, which though more expensive proved effective.[21]

Today, DDT remains on the WHO’s list of insecticides recommended for IRS. Since the appointment of Arata Kochi as head of its anti-malaria division, WHO’s policy has shifted from recommending IRS only in areas of seasonal or episodic transmission of malaria, to also advocating it in areas of continuous, intense transmission.[91] The WHO has reaffirmed its commitment to eventually phasing out DDT, aiming “to achieve a 30% cut in the application of DDT world-wide by 2014 and its total phase-out by the early 2020s if not sooner” while simultaneously combating malaria. The WHO plans to implement alternatives to DDT to achieve this goal.[92]

South Africa is one country that continues to use DDT under WHO guidelines. In 1996, the country switched to alternative insecticides and malaria incidence increased dramatically. Returning to DDT and introducing new drugs brought malaria back under control.[93] According to DDT advocate Donald Roberts, malaria cases increased in South America after countries in that continent stopped using DDT. Research data shows a significantly strong negative relationship between DDT residual house sprayings and malaria rates. In a research from 1993 to 1995, Ecuador increased its use of DDT and resulted in a 61% reduction in malaria rates, while each of the other countries that gradually decreased its DDT use had large increase in malaria rates.[33]

Mosquito resistance

Resistance has greatly reduced DDT’s effectiveness. WHO guidelines require that absence of resistance must be confirmed before using the chemical.[94] Resistance is largely due to agricultural use, in much greater quantities than required for disease prevention. According to one study that attempted to quantify the lives saved by banning agricultural use and thereby slowing the spread of resistance, “it can be estimated that at current rates each kilo of insecticide added to the environment will generate 105 new cases of malaria.”[22]

Resistance was noted early in spray campaigns. Paul Russell, a former head of the Allied Anti-Malaria campaign, observed in 1956 that “resistance has appeared after six or seven years.”[20] DDT has lost much of its effectiveness in Sri Lanka, Pakistan, Turkey and Central America, and it has largely been replaced by organophosphate or carbamate insecticides, e.g. malathion or bendiocarb.[95]

In many parts of India, DDT has also largely lost its effectiveness.[96] Agricultural uses were banned in 1989, and its anti-malarial use has been declining. Urban use has halted completely.[97] Nevertheless, DDT is still manufactured and used,[98] and one study had concluded that “DDT is still a viable insecticide in indoor residual spraying owing to its effectivity in well supervised spray operation and high excito-repellency factor.”[99]

Studies of malaria-vector mosquitoes in KwaZulu-Natal Province, South Africa found susceptibility to 4% DDT (the WHO susceptibility standard), in 63% of the samples, compared to the average of 86.5% in the same species caught in the open. The authors concluded that “Finding DDT resistance in the vector An. arabiensis, close to the area where we previously reported pyrethroid-resistance in the vector An. funestus Giles, indicates an urgent need to develop a strategy of insecticide resistance management for the malaria control programmes of southern Africa.”[100]

DDT can still be effective against resistant mosquitoes,[101] and the avoidance of DDT-sprayed walls by mosquitoes is an additional benefit of the chemical.[99] For example, a 2007 study reported that resistant mosquitoes avoided treated huts. The researchers argued that DDT was the best pesticide for use in IRS (even though it did not afford the most protection from mosquitoes out of the three test chemicals) because the others pesticides worked primarily by killing or irritating mosquitoes—encouraging the development of resistance to these agents.[101] Others argue that the avoidance behavior slows the eradication of the disease.[102] Unlike other insecticides such as pyrethroids, DDT requires long exposure to accumulate a lethal dose; however its irritant property shortens contact periods. “For these reasons, when comparisons have been made, better malaria control has generally been achieved with pyrethroids than with DDT.”[95] In India, with its outdoor sleeping habits and frequent night duties, “the excito-repellent effect of DDT, often reported useful in other countries, actually promotes outdoor transmission.”[103]

Residents’ concerns

Main article: Indoor residual spraying#Residents’s opposition to IRS

For IRS to be effective, at least 80% of homes and barns in an area must be sprayed.[94] Lower coverage rates can jeopardize program effectiveness. Many residents resist DDT spraying, objecting to the lingering smell, stains on walls, and may exacerbate problems with other insect pests.[95][102][104] Pyrethroid insecticides (e.g. deltamethrin and lambda-cyhalothrin) can overcome some of these issues, increasing participation.[95]

Human exposure

People living in areas where DDT is used for IRS have high levels of the chemical and its breakdown products in their bodies. Compared to contemporaries living where DDT is not used, South Africans living in sprayed homes have levels that are several orders of magnitude greater.[36] Breast milk in regions where DDT is used against malaria greatly exceeds the allowable standards for breast-feeding infants.[105][106][107] These levels are associated with neurological abnormalities in babies.[95][105][106]

Most studies of DDT’s human health effects have been conducted in developed countries where DDT is not used and exposure is relatively low. Many experts urge that alternatives be used instead of IRS.[24][36] Epidemiologist Brenda Eskenazi argues, “We know DDT can save lives by repelling and killing disease-spreading mosquitoes. But evidence suggests that people living in areas where DDT is used are exposed to very high levels of the pesticide. The only published studies on health effects conducted in these populations have shown profound effects on male fertility. Clearly, more research is needed on the health of populations where indoor residual spraying is occurring, but in the meantime, DDT should really be the last resort against malaria rather than the first line of defense.”[108]

Illegal diversion to agriculture is also a concern, as it is almost impossible to prevent, and its subsequent use on crops is uncontrolled. For example, DDT use is widespread in Indian agriculture,[109] particularly mango production,[110] and is reportedly used by librarians to protect books.[111] Other examples include Ethiopia, where DDT intended for malaria control is reportedly being used in coffee production,[112] and Ghana where it is used for fishing.”[113][114] The residues in crops at levels unacceptable for export have been an important factor in recent bans in several tropical countries.[95] Adding to this problem is a lack of skilled personnel and supervision.[102]

Criticism of restrictions on DDT use

Critics claim that restricting DDT in vector control have caused unnecessary deaths due to malaria. Estimates range from hundreds of thousands,[115] to millions. Robert Gwadz of the National Institutes of Health said in 2007, “The ban on DDT may have killed 20 million children.”[116] These arguments have been dismissed as “outrageous” by former WHO scientist Socrates Litsios. May Berenbaum, University of Illinois entomologist, says, “to blame environmentalists who oppose DDT for more deaths than Hitler is worse than irresponsible.”[85] Investigative journalist Adam Sarvana and others characterize this notion as a “myth” promoted principally by Roger Bate of the pro-DDT advocacy group Africa Fighting Malaria (AFM).[117][118]

Criticisms of a DDT “ban” often specifically reference the 1972 US ban (with the erroneous implication that this constituted a worldwide ban and prohibited use of DDT in vector control). Reference is often made to Rachel Carson’s Silent Spring even though she never pushed for a ban on DDT. John Quiggin and Tim Lambert wrote, “the most striking feature of the claim against Carson is the ease with which it can be refuted.”[119] Carson actually devoted a page of her book to considering the relationship between DDT and malaria, warning of the evolution of DDT resistance in mosquitoes and concluding:

It is more sensible in some cases to take a small amount of damage in preference to having none for a time but paying for it in the long run by losing the very means of fighting [is the advice given in Holland by Dr Briejer in his capacity as director of the Plant Protection Service]. Practical advice should be “Spray as little as you possibly can” rather than “Spray to the limit of your capacity.”

It has also been alleged that donor governments and agencies have refused to fund DDT spraying, or made aid contingent upon not using DDT. According to a report in the British Medical Journal, use of DDT in Mozambique “was stopped several decades ago, because 80% of the country’s health budget came from donor funds, and donors refused to allow the use of DDT.”[120] Roger Bate asserts, “many countries have been coming under pressure from international health and environment agencies to give up DDT or face losing aid grants: Belize and Bolivia are on record admitting they gave in to pressure on this issue from [USAID].”[121]

The United States Agency for International Development (USAID) has been the focus of much criticism. While the agency is currently funding the use of DDT in some African countries,[122] in the past it did not. When John Stossel accused USAID of not funding DDT because it wasn’t “politically correct,” Anne Peterson, the agency’s assistant administrator for global health, replied that “I believe that the strategies we are using are as effective as spraying with DDT … So, politically correct or not, I am very confident that what we are doing is the right strategy.”[123] USAID’s Kent R. Hill states that the agency has been misrepresented: “USAID strongly supports spraying as a preventative measure for malaria and will support the use of DDT when it is scientifically sound and warranted.”[124] The Agency’s website states that “USAID has never had a ‘policy’ as such either ‘for’ or ‘against’ DDT for IRS. The real change in the past two years [2006/07] has been a new interest and emphasis on the use of IRS in general—with DDT or any other insecticide—as an effective malaria prevention strategy in tropical Africa.”[122] The website further explains that in many cases alternative malaria control measures were judged to be more cost-effective that DDT spraying, and so were funded instead.[125]

Alternatives

Other insecticides

Main article: Indoor residual spraying

Advocates of increased use of DDT in IRS claim that alternative insecticides are more expensive, more toxic, or not as effective. As discussed above, susceptibility of mosquitoes to DDT varies geographically. The same is true for alternative insecticides, so its relative effectiveness varies. Toxicity and cost-effectiveness comparisons lack data. Relative insecticide costs vary by location and ease of access, the habits of the local mosquitoes, the degrees of resistance exhibited by the mosquitoes, and the habits and compliance of the population, among other factors. The choice of insecticide has little impact on the total cost of a round of spraying, since product costs are only a fraction of campaign costs. IRS coverage needs to be maintained throughout the malaria season, making DDT’s relatively long life an important cost savings.

Organophosphate and carbamate insecticides, e.g. malathion and bendiocarb, respectively, are more expensive than DDT per kilogram and are applied at roughly the same dosage. Pyrethroids such as deltamethrin are also more expensive than DDT, but are applied more sparingly (0.02-0.3 g/m2 vs 1-2 g/m2), so the net cost per house is about the same over 6 months.[23]

Non-chemical vector control

Before DDT, malaria was successfully eradicated or curtailed in several tropical areas by removing or poisoning mosquito breeding grounds and larva habitats, for example by filling or applying oil to standing water. These methods have seen little application in Africa for more than half a century.[126]

The relative effectiveness of IRS (with DDT or alternative insecticides) versus other malaria control techniques (e.g. bednets or prompt access to anti-malarial drugs) varies greatly and is highly dependent on local conditions.[23]

A WHO study released in January 2008 found that mass distribution of insecticide-treated mosquito nets and artemisinin–based drugs cut malaria deaths in half in Rwanda and Ethiopia, countries with high malaria burdens. IRS with DDT did not play an important role in mortality reduction in these countries.[127][128]

Vietnam has enjoyed declining malaria cases and a 97% mortaility reduction after switching in 1991 from a poorly funded DDT-based campaign to a program based on prompt treatment, bednets, and pyrethroid group insecticides.[129]

In Mexico, effective and affordable chemical and non-chemical strategies against malaria have been so successful that the Mexican DDT manufacturing plant ceased production due to lack of demand.[130]

While the increased numbers of malaria victims since DDT usage collapsed document its value, many other factors contributed to the rise in cases.

A review of fourteen studies on the subject in sub-Saharan Africa, covering insecticide-treated nets, residual spraying, chemoprophylaxis for children, chemoprophylaxis or intermittent treatment for pregnant women, a hypothetical vaccine, and changing front–line drug treatment, found decision making limited by the gross lack of information on the costs and effects of many interventions, the very small number of cost-effectiveness analyses available, the lack of evidence on the costs and effects of packages of measures, and the problems in generalizing or comparing studies that relate to specific settings and use different methodologies and outcome measures. The two cost-effectiveness estimates of DDT residual spraying examined were not found to provide an accurate estimate of the cost-effectiveness of DDT spraying; furthermore, the resulting estimates may not be good predictors of cost-effectiveness in current programs.[131]

However, a study in Thailand found the cost per malaria case prevented of DDT spraying ($1.87 US) to be 21% greater than the cost per case prevented of lambda-cyhalothrin–treated nets ($1.54 US),[132] at very least casting some doubt on the unexamined assumption that DDT was the most cost-effective measure to use in all cases. The director of Mexico’s malaria control program finds similar results, declaring that it is 25% cheaper for Mexico to spray a house with synthetic pyrethroids than with DDT.[130] However, another study in South Africa found generally lower costs for DDT spraying than for impregnated nets.[133]

A more comprehensive approach to measuring cost-effectiveness or efficacy of malarial control would not only measure the cost in dollars of the project, as well as the number of people saved, but would also consider ecological damage and negative aspects of insecticide use on human health. One preliminary study regarding the effect of DDT found that it is likely the detriment to human health approaches or exceeds the beneficial reductions in malarial cases, except perhaps in malarial epidemic situations. It is similar to the earlier mentioned study regarding estimated theoretical infant mortality caused by DDT and subject to the criticism also mentioned earlier.[134]

A study in the Solomon Islands found that “although impregnated bed nets cannot entirely replace DDT spraying without substantial increase in incidence, their use permits reduced DDT spraying.”[135]

A comparison of four successful programs against malaria in Brazil, India, Eritrea, and Vietnam does not endorse any single strategy but instead states, “Common success factors included conducive country conditions, a targeted technical approach using a package of effective tools, data-driven decision-making, active leadership at all levels of government, involvement of communities, decentralized implementation and control of finances, skilled technical and managerial capacity at national and sub-national levels, hands-on technical and programmatic support from partner agencies, and sufficient and flexible financing.”[136]

DDT resistant mosquitoes have generally proved susceptible to pyrethroids. Thus far, pyrethroid resistance in Anopheles has not been a major problem.[95] …”

http://en.wikipedia.org/wiki/DDT

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American History–New York City–1825-1865–Videos

Posted on July 19, 2012. Filed under: Agriculture, American History, Art, Babies, Blogroll, Books, Business, Climate, College, Communications, Crime, Culture, Demographics, Diasters, Economics, Education, Employment, Energy, Federal Government, government, government spending, High School, history, Inflation, Investments, Language, Law, liberty, Life, Links, media, People, Philosophy, Politics, Rants, Raves, Regulations, Video, Wealth, Wisdom | Tags: , , , , |

(Part 1/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

(Part 2/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865) 

(Part 3/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

(Part 4/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865) 

(Part 5/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865) 

(Part 6/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

(Part 7/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

(Part 8/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

(Part 9/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

 

(Part 10/10) New York: A Documentary Film – Episode Two: Order and Disorder (1825-1865)

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American History–Thomas E. Woods, Jr., Ph.D.–The Politically Incorrect Guide to American History Lectures–Videos

Posted on July 14, 2012. Filed under: American History, Baseball, Blogroll, Books, Business, College, Communications, Culture, Economics, Education, Employment, European History, Farming, Federal Government, Fiscal Policy, Food, Foreign Policy, government, government spending, High School, history, History of Economic Thought, Immigration, Inflation, Investments, Language, Law, liberty, Life, Links, Macroeconomics, media, Microeconomics, Monetary Policy, People, Philosophy, Politics, Railroads, Rants, Raves, Regulations, Religion, Resources, Science, Ships, Sports, Taxes, Technology, Transportation, Unemployment, Union, Unions, Video, War, Wealth, Wisdom | Tags: , , , , |

The Politically Incorrect Guide to American History, Lecture 1 | Thomas E. Woods, Jr.

Lecture 1, “Themes and Lessons from Colonial America” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 2 | Thomas E. Woods, Jr. 

Lecture 2, “The Constitution: Four Disputed Clauses” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 3 | Thomas E. Woods, Jr.

Lecture 3, “The Principles of ’98” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 4 | Thomas E. Woods, Jr.

 Lecture 4, “Lysander Spooner and Other Antebellum Radicalism” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 5 | Thomas E. Woods, Jr. 

Lecture 5, “Secession and the American Experience” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 6 | Thomas E. Woods, Jr. 

Lecture 6, “Secession and War” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 7 | Thomas E. Woods, Jr.

Lecture 7, “Reconstruction” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 8 | Thomas E. Woods, Jr.

Lecture 8, “Myths and Facts About Big Business” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 9 | Thomas E. Woods, Jr.

Lecture 9, “World War I” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 10 | Thomas E. Woods, Jr. 

Lecture 10, “The 1920s – Domestic and International” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 11 | Thomas E. Woods, Jr.

Lecture 11, “Herbert Hoover and the Great Depression” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 12 | Thomas E. Woods, Jr. 

Lecture 12, “The Economics of the New Deal and World War II” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 13 | Thomas E. Woods, Jr.

Lecture 13, “The History of Foreign Aid Programs” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 14 | Thomas E. Woods, Jr.

Lecture 14, “Civil Rights and the Supreme Court” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

The Politically Incorrect Guide to American History, Lecture 15 | Thomas E. Woods, Jr.

Lecture 15, “Welfare Programs and the Great Society” by Dr. Thomas E. Woods, Jr., a senior fellow in history at the Ludwig von Mises Institute, presents this fifteen-lecture course covering the material in his book The Politically Incorrect Guide to American History. Presented to the Auburn University Academy for Lifelong Learners, and recorded at the Mises Institute in Auburn, Alabama between September 2006 and March 2007.

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American History–Immigration–Pursuit of A Dream–Videos

Posted on July 14, 2012. Filed under: American History, Blogroll, Books, Business, College, Communications, Culture, Economics, Education, European History, Fiscal Policy, High School, history, Immigration, Investments, Language, Law, liberty, Life, Links, media, People, Philosophy, Politics, Psychology, Rants, Raves, Religion, Resources, Security, Unemployment, Video, War, Water, Wealth, Weather, Wisdom | Tags: , , , , , , |

Immigration by the Numbers — Off the Charts

A startling look at how U.S. immigration will add 300 million people to the country this century if immigration policies are not changed.  This dramatic presentation of the latest Census data raises serious immigration questions about the ability of the country to achieve environmental sustainability and to meet the quality-of-life infrastructure needs of the national community considering current immigration policy. Presented by immigration author/journalist Roy Beck

Immigration, World Poverty and Gumballs – Updated 2010

Immigration – Global humanitarian reasons for current U.S. immigration are tested in this updated version of immigration author and journalist Roy Beck’s colorful presentation of data from the World Bank and U.S. Census Bureau. The 1996 version of this immigration gumballs presentation has been one of the most viewed immigration policy presentations on the internet. Presented by immigration author/journalist Roy Beck

Immigration Through Ellis Island – Award Winning Documentary Video Film

Becoming an American: The Immigrant Experience (Part 1)

Immigration to America is a unique phenomenon in world history. No other country has ever absorbed so many people from so many different places. And no other country throughout world history has taken so much of its identity, energy, and spirit from immigrants. The American spirit is the immigrant spirit; the American Dream is the immigrant dream. It is no exaggeration to say that without immigrants, the United States could not exist.

Becoming an American: The Immigrant Experience (Part 2)

Becoming an American: The Immigrant Experience (Part 3)

Becoming an American: The Immigrant Experience (Part 4)

Illegal aliens crossing the mexican border

Illegal Immigration Isn’t a Joke

The High Cost of Illegal Immigration 

Obama  57 States

Idiots who voted for Obama 

Southpark – They Took Our Job!

Obama On Illegal Immigration,”I Walked” 

New Obama immigration policy criticized by local groups

Background Articles and Videos

IMMIGRATION BY THE NUMBERS – PART ONE

Roy Beck: Immigration by the Numbers 2 

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American History–American West, The Frontier and Daniel Boone–Videos

Posted on July 7, 2012. Filed under: American History, Blogroll, College, Communications, Culture, Economics, Education, High School, history, Immigration, Law, liberty, Life, Links, media, People, Philosophy, Politics, Raves, War, Wealth, Wisdom | Tags: , , , , , , , , |

A History of the Early American West – The Frontier (part 1)

In this mini-documentary, historian Darren R. Reid (University of Edinburgh) explores the development of the frontier in the years leading up to the American Revolution.  From Daniel Boone’s exploration of Kentucky in 1769 to the outbreak of Dunmore’s War in 1774, this video is the perfect introduction to the early American west.
A History of the Early American West is an online series of video podcasts or mini-documentaries which explore the development of the frontier in the trans-Appalachian west, the area that includes Kentucky, Tennessee, Ohio, Indiana, and Illinois.  Discover the world of frontier heroes like Daniel Boone and George R. Clark, Indian tribes such as the Shawnee, Mingo, and Delaware, tribal leaders such as Logan and Blackfish, and frontier rogues like Simon Girty and Alexander McKee.
Darren R. Reid is the author of a collection of essays and first hand accounts of the Kentucky and Ohio frontiers entitled Daniel Boone and Others on the Kentucky Frontier: Autobiographies and Narratives, 1769-1775.

A History of the Early American West – The Frontier (part 2)

DANIEL BOONE, TRAIL BLAZER (1956) – Full Movie – Captioned

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American History–Martin Van Buren–Videos

Posted on June 26, 2012. Filed under: American History, Blogroll, College, Communications, Economics, Education, Federal Government, government spending, High School, history, Law, liberty, Life, Links, media, People, Philosophy, Politics, Video, Wisdom | Tags: , , , , |

President Martin Van Buren Biography

American President #8: Martin Van Buren (1837-1841) 

Presidents in Our Backyard — Martin Van Buren

Martin van Buren: What Greatness Really Means | Jeffrey Rogers Hummel 

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American History–Andrew Jackson–Videos

Posted on June 26, 2012. Filed under: American History, Blogroll, College, Communications, Education, government, government spending, High School, history, Law, liberty, media, People, Philosophy, Politics, Video, War, Wisdom | Tags: , , , |

Andrew Jackson – 1 of 10

Andrew Jackson – 2 of 10

Andrew Jackson – 3 of 10

Andrew Jackson – 4 of 10

Andrew Jackson – 5 of 10

Andrew Jackson – 6 of 10

Andrew Jackson – 7 of 10

Andrew Jackson – 8 of 10

Andrew Jackson – 9 of 10

Andrew Jackson – 10 of 10

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American History–Election of 1824–The Corrupt Bargain–Videos

Posted on June 26, 2012. Filed under: American History, Blogroll, College, Communications, Economics, Education, Federal Government, High School, history, Law, liberty, Life, Links, media, People, Philosophy, Politics, Taxes, Video, War, Wisdom | Tags: , , , , , , , |

John Quincy Adams and the Corrupt Bargain

Election of 1824

The Presidents: Number 6: John Quincy Adams-Part 1

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American History–President John Quincy Adams–Videos

Posted on June 26, 2012. Filed under: American History, Blogroll, College, Education, European History, Foreign Policy, government, government spending, High School, Law, liberty, Life, Links, media, People, Philosophy, Rants, Raves, Security, Taxes, Video, War | Tags: , , , , , |

President John Quincy Adams Biography 

President John Quincy Adams Film

The Presidents- John Q Adams to Polk 1825-1849 

Amistad: The Best of John Quincy Adams 

The funniest and most inspirational John Quincy Adams moments from Steven Spielberg’s “Amistad,” starring Anthony Hopkins as JQA. If you have not yet seen this movie, I hope these clips and Hopkins’ brilliant performance will convince you to do so. :)

Amistad – John Quincy Adams before Supreme Court on Slavery 

Amistad (Full Movie)

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American History–Lexington and Concord–Videos

Posted on June 21, 2012. Filed under: American History, Blogroll, College, Communications, Education, High School, history, Law, liberty, Life, Links, media, People, Philosophy, Politics, Taxes, Video, War, Wisdom | Tags: , , , |

The Battle of Lexington and Concord: America the Story of Us

Battle of Lexington

The Battle of Lexington

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Microsoft’s No Compromises–Surface–Doing More With Less Than $500?–Real Cool–iPad Killer? — Videos

Posted on June 19, 2012. Filed under: Blogroll, College, Communications, Computers, Education, High School, liberty, Life, Links, media, People, Philosophy, Raves, Tablet, Technology, Video, Wisdom | Tags: , , , , , , |

Microsoft Surface – Keynote (Re-live the mystery)

Microsoft Surface Pro vs Surface RT

First Thoughts: Microsoft Surface Tablet

Microsoft Surface Tablet Specifications,Price and Photos – For Windows OS

Microsoft Surface Tablet – The Great Team Behind

Surface by Microsoft

Microsoft’s Apple iPad Killer – Windows 8 RT Surface Tablet Hands on Review

Microsoft Surface Tablet Windows 8 – Hands on with Touch cover Keyboard – iPad Killer

Microsoft Surface Tablet Windows 8 – Hands on with Touch Screen – iPad Killer

Microsoft Surface Tablet – Windows RT / Windows 8

Microsoft Surface Tablet – Cooling System

Microsoft Surface tablet release date, news and price

By Gary Marshall

“…Microsoft Surface tablet runs Windows 8 Pro and Windows RT

There will be two Surface models, one running Windows 8 Pro and one running Windows RT. The Surface RT processor will be an ARM one and the Surface Pro processor will be Intel. The Pro model will be more powerful, with a higher resolution and a slightly chunkier case.

The Microsoft Surface specifications are quite nifty

The Windows RT model weighs 676g, is 9.3mm thin and comes with what Microsoft calls a 10.6″, 16:9 ClearType HD display. The battery’s a 31.5W-h model, you can choose between 32GB and 64GB of on-board storage, and connectors include MicroSD, USB 2.0, Micro HD VIdeo and 2×2 MIMO antennae for better WiFi performance. The processor hasn’t been named but the smart money’s on a Tegra 3.

The Pro model is heavier – 930g – and thicker – 13.5mm – to make room for an Intel Ivy Bridge i5 processor. This time the ClearType display is “Full HD”, which implies 1920×1080 resolution. The battery’s bigger too, at 42W-h, and the connectors include MicroSDXC, USB 3.0, Mini DisplayPort and the same antennae. Storage options for the big Surface are 64GB and 128GB.

Both tablets have twin cameras, stereo speakers and dual microphones tuned for Skype, and their cases are made of VaporMg, a magnesium alloy that’s very light and strong.

The Surface tablet also includes an integrated kickstand to prop up your tablet when you’re watching video.

The Surface Pro tablet has a pen

The Windows 8 Pro Surface tablet supports pen input at 600dpi resolution, and there’s a palm block so you don’t lose focus when your palm touches the screen. The pen can be used just like a real one, with digital ink annotating documents or filling in forms.

The Windows RT Surface includes Microsoft Office

Microsoft Home and Student 2013 RT is pre-installed on the Windows RT Surface tablet.

Both Surface tablets have a touch cover and a type cover

Microsoft has come up with a brilliant idea: a protective cover that doubles as a pressure sensitive multi-touch trackpad and keyboard and that attaches magnetically. If you’d rather have a chiclet keyboard, there’s one of those too: an ultra-thin one that, while it’s naturally a bit thicker than the touch one (5mm compared to 3mm), still doesn’t add too much bulk to the device.

The keyboards have built-in accelerometers, which mean they can tell when you fold them back over the screen: when you do, they stop drawing power. When you compare them to the kinds of keyboard docks we’ve seen for other tablets, such as Asus’s Transformers, they’re clearly remarkable bits of engineering.

The Microsoft Surface price will be competitive

Microsoft’s keeping its cards close to its chest with this one: while it promises that both the Windows RT and Windows 8 Pro Surface tablets will be priced competitively with rival devices, it doesn’t say which rival devices, let alone commit to a price range. We’d expect prices to be similar to high-end Android tablets and, of course, the iPad, even if that means making a loss: as we know from the Xbox, Microsoft isn’t afraid to lose money for a long time if that’s what it takes to build market share.

The Microsoft Surface release date isn’t imminent

The RT Surface tab is due to be released “this fall”, with the Surface Pro shipping roughly 90 days later.

The Surface tablets will have Xbox integration and SmartGlass

Microsoft’s twin-screen SmartGlass is an obvious feature for the Surface tablets, and Microsoft says it’s coming alongside Xbox integration.

Surface is designed to give Microsoft’s partners a poke

Microsoft normally lets OEMS (Original Equipment Manufacturers) do the hardware stuff, so Surface is something of a departure from the normal PC business. It’s a tacit admission that sometimes, PCs are crappier than they ought to be: as Mary Branscombe explains, “Not only does Surface deliver hardware innovations that the OEMs can’t turn around and put on their Android tablets; it also take advantage of the hardware experts at Microsoft and their 3,200 hardware patents and lets Microsoft deliver the PC it thinks Windows 8 will run best on, not a PC maker’s interpretation of that.”

It’ll be interesting to see how Microsoft’s OEM partners react to that: can Microsoft be their best pal as well as their biggest rival? …”

http://www.techradar.com/news/mobile-computing/tablets/microsoft-surface-tablet-release-date-news-and-price-1085679

7 reasons Microsoft’s new tablet could worry Apple

By Erik Sherman

“…There are skeptics aplenty, including Stephen Chapman at ZDNet, MoneyWatch’s sister site. Skepticism is necessary and healthy, as this would be far from a cakewalk for Microsoft. But if you’re trying to understand where computing is headed, cynicism would be dangerous. Microsoft has many strengths that could help, and Apple knows it. Here are seven things that Tim Cook is likely weighing.

Corporate buy-in
Apple is the king of consumer electronics, no question. But even with its again growing use in corporations, Microsoft has an establishment in corporate computing that is remarkable. From the operating system on the vast majority of desktops to software that is pervasive, including databases, Office, major corporate applications, and middleware, the company is there, no matter where you turn.

Yes, iPads have become very popular, but they don’t naturally integrate with existing systems the way corporations would like. Get the same type of functions in an enterprise-friendly form, and you’ve provided companies with a powerful reason to buy hardware. Furthermore, the greater number of form factors that will be available are more likely to hit corporate needs, including docking stations for people who have to create and edit documents and spreadsheets and find the experience on a pure tablet wanting, even with the availability of Bluetooth keyboards. (I’ve been using a Google (GOOG) Android-based system that I bought for traveling, and the ability to seat a tablet to a keyboard with touchpad and extra battery that adds little in weight has been great. Once a Windows-equivalent is available, I’ll likely jump just for the desktop software compatibility.)

Massive existing developer base
As Chapman noted, Microsoft will need app developers to compete. I’m wary of the whole “apps are the reason people buy devices,” because both Apple’s iOS and Google Android managed to build large audiences even without their current levels of app mania. After all, most of the sales and free downloads are from a relatively small slice of the available offerings. But the perception of availability of software is important.

Where Chapman goes wrong, I think, is to say that cross-platform development tools are what could aid Microsoft in this. While they could, he’s discounting just how large the Microsoft Windows development camp is. Virtually all corporations putting programmers to work for custom software or to adapt third-party applications have deep Microsoft experience. The most popular software packages, period, have versions for Windows. That’s the app strength that Microsoft hopes to leverage, whether on an Intel-based desktop or a tablet or even phone with an ARM chip. Porting isn’t an afterthought, but going from one versions of Windows to another? A much easier jump.

Home TV tie-in
Work tie-in is important, but so is home entertainment. That’s one place where Microsoft is far better established than Apple because of the Xbox. It’s a major streaming platform and has lots of content available. Microsoft is pushing a cheap-up-front Xbox ($99) with an ongoing Xbox Live paid account, plus it has a full motion detection and navigation system, which makes a multi-touch interface look passé.

So the tablet becomes an extension of TV. For the millions of households that already have an online account with Microsoft, it could be a compelling choice.

Unusual determination
Microsoft has screwed up on consumer devices many times. (Can you say Zune or Kin?) But one thing the company has going for it is determination and patience that actually matches Apple’s. Yes, there are companies that have eventually beaten Microsoft badly enough that it gave up. The personal finance software category comes to mind.

But it took Microsoft a decade to drop its desktop finance programs. You could call that a waste of time and resources, but it shows how long the company is willing to go to eventually come out on top. The Xbox platform was a major money loser for many years. But Microsoft, like Apple, is in it for the long haul.

Wide range of innovation
Microsoft is one of the largest patent holders in the world, second to IBM. Patents aren’t the same as innovation, but the number it holds shows how much investment the companies does in that area. Even rule out many of the piddling patents, and Microsoft has done foundational work in a lot of areas. Much of what it does is invisible to people looking at the consumer electronics space. That doesn’t mean it doesn’t exist or has no usefulness.

This isn’t about a potential legal battle; Apple and Microsoft wisely made peace with each other years ago. But Microsoft has tried often and succeeded a fair amount of time. So, what new things could it bring to a tablet? Hard to tell, but it opens the possibility of approaches that will attract users.

New Borg strategy
The new SmartGlass technology shows how Microsoft has begun to move past the “Windows only, Windows often” approach. Sure, it still wants to sell Windows to everyone multiple times, but as the computing world has changed, the company has been morphing a longtime basic strategy. When you’re willing to surround and absorb anyone and everything else, you stand a much greater chance of success, particularly if you want to sell to corporations that aren’t crazy about single-vendor solutions anymore and then extend corporate use to the home. …”

http://www.cbsnews.com/8301-505124_162-57455077/7-reasons-microsofts-new-tablet-could-worry-apple/

Background Information and Videos

Top 5 tablets (May 2012)

What’s The Best 10″ Tablet Under $400?

10 top tablets 2012

Tablet PC Comparison

Compare all tablets

http://www.tabletpccomparison.net/

Side by side tablets comparison

http://www.tabletpccomparison.net/side-by-side/items/1

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