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??? I am not berating anyone; I said the video was baloney and it is. The interviewee in the video said it was against the law to teach money management, and that is why ....
I was directing my views about the video to the person that posted it.
As for disinformation and propaganda, it isn't difficult to see when something is agenda driven so if people are accepting it, that is on them. There is an old saying that has been around for a long while: "Let the buyer beware." Our biggest commodity is information, and if people cannot discern when they are being sold disinformation, they have only themselves to blame.
Try to tell fish that there is "something else" other than water.
. . . .
And technically speaking, there has been no "money" in circulation since 1933.
REAL MONEY - Money which has real metallic, intrinsic value as distinguished from paper currency, checks and drafts.
- - - Black's Law Dictionary, Sixth Ed. p. 1264
NOTE - An instrument containing an express and absolute promise of signer (i.e. maker) to pay to a specified person or order, or bearer, a definite sum of money at a specified time. An instrument that is a PROMISE TO PAY other than a certificate of deposit. U.C.C. 3-104(2)(d)
- - - Black's Law Dictionary, Sixth Ed. p. 1060
MONEY - In usual and ordinary acceptation it means coins and paper currency used as a circulating medium of exchange, and does not embrace NOTES, bonds, evidences of debt, or other personal or real estate. Lane v. Railey, 280 Ky. 319, 133 S.W. 2d 74, 79, 81.
- - - Black's Law Dictionary, Sixth Ed. p. 1005
TITLE 12 USC sec. 411. Issuance to reserve banks; nature of obligation; redemption
" Federal reserve notes, to be issued at the discretion of the Board of Governors of the Federal Reserve System for the purpose of making advances to Federal reserve banks through the Federal reserve agents as hereinafter set forth and for no other purpose, are authorized. The said notes shall be OBLIGATIONS OF THE UNITED STATES and shall be receivable by all national and member banks and Federal reserve banks and for all taxes, customs, and other public dues. They shall be redeemed in lawful money on demand at the Treasury Department of the United States, in the city of Washington, District of Columbia, or at any Federal Reserve bank."
LAWFUL MONEY - "The terms 'lawful money' and 'lawful money of the United States' shall be construed to mean gold or silver coin of the United States..."
- - - Title 12 United States Code, Sec. 152.
Article 1, Section 10. U.S. Constitution
No State shall ... coin Money; emit Bills of Credit; make any Thing but gold and silver Coin a Tender in Payment of Debts; pass any ... Law impairing the Obligation of Contracts, ...
....
Note: only gold and silver coin PAY DEBT. Notes are not money - they are debt.
And if Congress had the power to create money, it wouldn't need the power to borrow it. Congress can only coin money (stamp bullion).
". . .Federal Reserve notes are not redeemable in gold, silver or any other commodity, and receive no backing by anything. This has been the case since 1933. The notes have no value for themselves, but for what they will buy. In another sense, because they are legal tender, Federal Reserve notes are "backed" by all the goods and services in the economy."
[] FRNs are not redeemable since 1933 (a violation of Title 12 USC Sec 411);
[] Government is therefore bankrupt;
[] FRNs are worthless;
[] FDR confiscated all lawful money in 1933;
[] FRNs are legal tender on obligated parties; (U.S. gubmint is an obligated party, according to 12 USC Sec. 411)
- and -
[] They are backed by YOUR goods and labor (FICA makes all participants into obligated parties [contributors] on said notes, so they become legal tender).
How did CONgress get the power to issue IOUs that obligate YOU to pay on them?
Isn’t private property protected from being taken, and if it was, just compensation must first be paid? (Fifth Amendment, USCON)
Did someone abolish private property while no one was looking?
War and Emergency Powers Acts
United States, Senate Report 93-549 states: "That since March 09, 1933 the United States has been in a state of declared national emergency." Proclamation No. 2039 declared by President Franklin D. Roosevelt on March 9, 1933. This declared national emergency has never been revoked and has been codified into the US Code (12 U.S.C. sec. 95a and b).
"A majority of the people of the United States have lived all of their lives under emergency rule. For 40 years (as of the report 1933-1973), freedoms and governmental procedures guaranteed by the Constitution have, in varying degrees, been abridged by laws brought into force by states of national emergency."
FREEDOMS ... GUARANTEED BY THE CONSTITUTION ... HAVE BEEN ABRIDGED BY LAWS ... UNDER EMERGENCY RULE ...
At some point not all academic disciplines are about job applications. There is more to life, the world, the universe, and the human race, than work. A lot of it is understanding the world, yourself, and helping you find your place in it.
Covid should have made that clear to us all.
Every time I hear this kind of thing, it shocks me how people don't seem to appreciate the advantages of a liberal education that they themselves probably got.
I heartily agree, but, I would prioritize learning practical applications before getting off into whether Hemingway or Joyce was the "better" author, and why. That can come after learning how to write clearly and effectively, for example watch a short video clip and without re-watching it, write down what happened. Learning how to make a specific argument in writing, how to write even an email to your boss detailing why you need certain equipment (and here we will segway into practical math as we get into payback times).
When I grew up in PG County MD in the 70's and 80's there were magnet schools dispersed with varying programs. Kids with a votech trajectory could go to the votech high school that addressed not just vocational skills, but the appropriate math and English for that field. There was high school that had math and sciences. The high school I went to had horticulture and languages (that's where I took Russian language).
I think that concept is still around in certain places, but boy did it work well in PG and Montgomery County back then.
When I grew up as well. But very different today. In a lot of places around the country those Vo-Tech high schools were cut in favor of "everyone goes to college." The policy in our state until the current governor was focused on college prep. The current governor came out of the trades and he's reinvigorating trade preparation.
Quote:
Originally Posted by redguard57
At some point not all academic disciplines are about job applications. There is more to life, the world, the universe, and the human race, than work. A lot of it is understanding the world, yourself, and helping you find your place in it.
Covid should have made that clear to us all.
Every time I hear this kind of thing, it shocks me how people don't seem to appreciate the advantages of a liberal education that they themselves probably got.
For most people, education is about what they need to provide for themselves and their family in this world. Consider that once a lot of weights and measures were based on practical farming needs. Then consider the math needed for do basic business, sales, production, perhaps measurements for carpentry or machine work. The type of English needed for business communications. History and Geography to understand how and why the current world is as it is. Beyond that most people don't have a classic liberal education. Even today less than 40% of the population has a college degree.
What happens to the students at the school districts that are shut down?
They go somewhere else.
Quote:
Originally Posted by mitsguy2001
I definitely agree with you there, except for the poor pay, since, where I live, teachers are paid more than most other professionals. We don't have a shortage of teachers, just the opposite. So it means that the only people who get hired are the former teachers' pets, who just keep following the same mentality as the previous generation of teachers. They get tenure, and then there is nothing anybody can or will do to them. And nobody else will get hired mid-career since they don't have an education degree.
I think it depends on the area. There are definitely excellent teachers who don't get paid enough for the outcomes they produce and some who don't do anything and collect a paycheck. Tenure should be abolished and poorly performing teachers should be fired. And it should be easy to fire bad teachers. Poorly performing teachers are bad for everyone involved - the teacher themselves, the students, and the school.
Quote:
Originally Posted by mitsguy2001
What would be done with the students who are expelled?
They go somewhere else and take remedial courses. Or they can be homeschooled. Then they can earn their place back (provided the expulsion was only for academic performance and not for behavioral issues, in which case it should be more on a case by case basis). Lowering expectations to just move these students along does no one any favors.
What happens the students at the school districts that are shut down?
I'm not sure what would happen if you shut down an entire district...they cover elementary, middle school, and high school.
Under the current system, if a kid is a real troublemaker etc. he may end up in small classes at an alternative learning center. As I understand it, the legal angle is that since the parents are taxpayers the district has to educate him. There's also a belief in the "least restrictive environment," which is to say that they try to mainstream. They don't push kids to the side if they can help it, preferring instead to include them in regular classes where possible. But some kids end up in ALCs anyway. They're expelled from one campus but enrolled in another within the same district, in other words.
And by the way, it varies from place to place but my nephew (who has Downs Syndrome) was in public school till he was 21 years old. The other students at the school (regular and special ed alike) knew and loved him, so my brother and his wife kept sending him. Some of the kids in ALCs may actually graduate a couple years after their peers, if they can eventually get their act together.
The problem with public schools is that we pay for them to exist, and not for the outcomes they produce. Funding should be based solely on the school's performance year on year, and if the school's performance is unsatisfactory (based on benchmarks set in advance), the school should be shut down.
I see the problem as being with the students and the parents of the students.
What can a school do about kids who won't study or put in the effort to learn the material well enough to get good outcomes academically?
It's like punishing a music instructor for students who won't practice their musical instruments.
Even here in this thread there have been those who point out that "C students run businesses" while trying to imply that A students don't. How often have you heard some version of that?
There is some truth to that. Risk takers run businesses, and C students tend to be the risk takers, not the A students. There is also the stereotype that C students have better soft skills, but that may or may not be true.
I see the problem as being with the students and the parents of the students.
What can a school do about kids who won't study or put in the effort to learn the material well enough to get good outcomes?
One goal that often shows up on school websites is that we aim to create lifelong learners. The poetic reason is that most of us love learning or we wouldn't have become teachers. The practical angle is that it's important because the world keeps changing and we can't always rely on what we learned years ago. Imagine if doctors still did bloodletting as a cure-all. But I think it's also important that schools not taint education, not make kids loathe it. For whatever reason, not all of them are ready to learn at the same time. Sometimes, the more we push it the more they hate it.
Back in about 1935, my father left school (8th grade). He'd be the first to admit that he was a turd, always shooting peas or pulling girls' pigtails when the teacher turned around to write on the board. "They didn't make me leave," he said, "but they did ask me if I wouldn't mind." The Great Depression was on and many needed to work so they dropped out. He quit that year and started learning a trade from his dad. His parents probably shook their head and said, "OK, school isn't for him" and didn't blame anyone.
Later, WWII hit and he went into the Navy, returned to the states and drove a truck for many years. In those days people could quit and find a decent job, maybe union like his, and raise a family without a high school diploma. Everyone aiming for college? That was the exception, not the rule.
His teacher wrote in his memory book, "You are what I call a pest. But you are still a nice boy whom I like very much." I think that's great. She didn't write him off as a person. True story: about 40 years later, he discovered she was in a nursing home near our house. He decided to surprise her. He got her some flowers, walked in her room; she smiled and called him by name, never mind that she hadn't seen him in decades. Don't tell me she didn't care.
Around the age of 50, he somehow discovered Socrates, Plutarch, Nietsche, Victor Hugo, and others. And art...Goya, Rembrandt, others. And astronomy. He bought a telescope. Then another. Then a third. He read Sky and Telescope religiously. I gave him a book on Ethology, which fascinated him. I have no doubt where I get my curiosity from.
Maybe we should think of school like a trip to a doctor's office. The doctor can give you tips and tricks and other things to help you if you're willing to improve. If there's a problem, the doctor can often help you. If it's a serious problem, there are specialists. But ultimately he doesn't have a magic wand and even if you do your best, there are no guarantees. Threatening to shut a clinic down or firing your PCP or cutting medical funding etc. aren't a good knee jerk answer.
The gap between advantaged and disadvantaged only widened. Society's losses were grievous. The Covid death numbers are greatly inflated. Nothing good happens from pulling the plug on civil society.
You have no respected evidence that covid numbers were exaggerated. But I will tell you that had we opened schools regularly attendance of students and teachers keeping their jobs would have been far more than decimated. You worry about kids falling behind; I worry more about dead kids. And you think parents wouldn't keep MANY kids home during a covid epidemic? Then you've never seen what can happen with attendance when a mere head lice epidemic hits a school.
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