I've finally had enough with our politicians! We elect them, send them to Washington or to our state offices and they blatantly ignore our wishes. I used to be naive enough to think that it was the art of compromise that forced them into agreeing to one thing so they could get another. Alas, I've discovered that I have been completely wrong for a very long time.
First, politicians get themselves elected because they want power. I have become completely disabused of the notion that they vie for public positions because they are kind-hearted souls who only want to improve the lot of our nation. Unfortunately, nothing is further from the truth.
Think about it. Generally speaking, the majority of national level politicians are wealthy before they enter office. So, why would they want a position that pays less than their annual taxes? The answer is power and the other answer is it has to stop. My God, we actually have "career" politicians. How can that happen without great sums of money? As I've previously stated, a huge percentage of our Washington elected officials are attorneys. They come into office understanding the art of the deal; how to establish quid quo pro relationships with their counterparts. Watching the actions of politicians is akin to watching television wrestling. They hurl insults at one another during air time, but later have dinner together, minus the vitriol. They understand how to keep the public divided, just like the professional wrestlers do.
Lest we forget, a politician's primary job, once in office, is to get re-elected. Nothing more, nothing less! They base decisions on the impact the decision will have on their chances for continuing to hold the reins of power! Let's not delude ourselves into thinking that the best interest of our country has anything to do with their thinking. We wouldn't be where we are today if such were the case.
Thus far in my life, I've been politically inactive. No more. I'm not seeking public office and wouldn't; however, what I am doing is taking a small chance that others among you are as fed up as I. I've created a series of bumper stickers and other visible media to show our displeasure and to identify ourselves as no longer accepting the status quo. I fully intend to cast my vote in favor of changing the old guard.
Feel free to contact me if you are interested in owning Stern Limits items to show your displeasure at how our politicians behave and to identify yourself as someone who is not willing to accept the status quo.
As always, I solicit your comments and look forward to hearing from you. Opposing opinions are always welcome.
Friday, July 3, 2009
Thursday, July 2, 2009
Back But Bruised
Sorry for the lengthy delay in issuing more diatribe about my peeves, but two heart attacks and bypass surgery refocused my energies for a while. I'm back, a little bruised, but still intend to voice my opinions about a variety of subjects. Stay tuned!
Saturday, March 21, 2009
Taking Back Our Schools Pt 2
In my last entry, I discussed the unfortunate truth that students, parents, lawyers, and politicians have essentially decimated any chance for discipline (and therefore proper learning) in our schools. In this second submission about Taking Back Our Schools, I've focused on the school structure and how little change has actually occurred in the past 150 years.
Prior to the end of the Civil War, there were few formal schools in the South. The idea of the "Common" school adopted in the North East had not caught on. Once started, southern schools were basically modeled after those in the North East. This fundamental structure of public education exists still today.
Now much larger in scope than 19th century schools, the basic premise of public funding, local school boards, school district administration, school administration, and teachers, remains intact. Unfortunately, while within the rest of the industrialized United States, immense progress has been made, our schools are still operated in the same hammer and chisel manner as existed 150 years ago. And the system continues to snatch defeat from the jaws of victory.
In my opinion, "inbreeding" is one of the greater mistakes made within the system. Simply stated, this means that in order to move up in the system, you must be part of the system. Therefore, someone must first be a teacher before they can become a vice principal (assistant principal), a vice principal before principal, or at the very least, must have a graduate degree in school administration before they become eligible for some district-level position. One may reasonably ask why this is so important. The answer is that inbreeding brings forth no new concepts, methods, or external insight. In short, teachers are taught one way of doing things by professors who have some background in education. To progress in the system, they are taught even more status quo information by others brought up in the same system. There are no "outside the box" contributions, because they are all within the box.
The next stumbling block comes in the form of "stagnation." Stagnation occurs when a person is promoted to their highest level of incompetence (The Peter Principle, paraphrased). This means that once a person is promoted to Principal or a district-level administrative position, they tend to stay there the remainder of their careers. How's that for creativity for and modification to the existing system?
Each district-level administrator MUST justify their reason for existence; therefore, they think up ways to generate data to show the Superintendent of Schools how well they're doing. They are often assisted by the Federal government who imposes some new program or requirement that dictates the need for data. The local district-level administrator issues an edict to school principals that this data must be reported to the district at least monthly, but sometimes it's each week.
The principals, who should act as barriers between teachers and nonsensical requests from district personnel, simply passes the latest burden on to the teachers, holding them accountable for gathering the data, getting it to the principal a day or two early, so the principal can ensure nothing negative leaves the building. After all, the principal is held accountable for getting the junk back to the district on time. This type of make-work only serves to further encumber teachers, causing them to have less time to teach, less time to devote to students having academic trouble, but more time after school and on weekends just to maintain some foothold on what they should be doing.
Were I king, principals would be mandated back into the classroom every five years, for one year. They wouldn't lose pay, but would be relegated to the level of teacher to reacquaint them with the pain of having to teach, gather data, deal with problem children, problem parents, inefficient programs, lack of supplies and equipment, etc. At the end of the year, the principal would receive an evaluation, just like other teachers. I would do something similar with district administrators. They should be made to feel and understand the impact of their flawed decisions.
Such an undertaking could be accomplished by transferring 20% of principals and administrators per year back to the classroom. At the end of five years the cycle would start again.
As always, I solicit your comments....
Prior to the end of the Civil War, there were few formal schools in the South. The idea of the "Common" school adopted in the North East had not caught on. Once started, southern schools were basically modeled after those in the North East. This fundamental structure of public education exists still today.
Now much larger in scope than 19th century schools, the basic premise of public funding, local school boards, school district administration, school administration, and teachers, remains intact. Unfortunately, while within the rest of the industrialized United States, immense progress has been made, our schools are still operated in the same hammer and chisel manner as existed 150 years ago. And the system continues to snatch defeat from the jaws of victory.
In my opinion, "inbreeding" is one of the greater mistakes made within the system. Simply stated, this means that in order to move up in the system, you must be part of the system. Therefore, someone must first be a teacher before they can become a vice principal (assistant principal), a vice principal before principal, or at the very least, must have a graduate degree in school administration before they become eligible for some district-level position. One may reasonably ask why this is so important. The answer is that inbreeding brings forth no new concepts, methods, or external insight. In short, teachers are taught one way of doing things by professors who have some background in education. To progress in the system, they are taught even more status quo information by others brought up in the same system. There are no "outside the box" contributions, because they are all within the box.
The next stumbling block comes in the form of "stagnation." Stagnation occurs when a person is promoted to their highest level of incompetence (The Peter Principle, paraphrased). This means that once a person is promoted to Principal or a district-level administrative position, they tend to stay there the remainder of their careers. How's that for creativity for and modification to the existing system?
Each district-level administrator MUST justify their reason for existence; therefore, they think up ways to generate data to show the Superintendent of Schools how well they're doing. They are often assisted by the Federal government who imposes some new program or requirement that dictates the need for data. The local district-level administrator issues an edict to school principals that this data must be reported to the district at least monthly, but sometimes it's each week.
The principals, who should act as barriers between teachers and nonsensical requests from district personnel, simply passes the latest burden on to the teachers, holding them accountable for gathering the data, getting it to the principal a day or two early, so the principal can ensure nothing negative leaves the building. After all, the principal is held accountable for getting the junk back to the district on time. This type of make-work only serves to further encumber teachers, causing them to have less time to teach, less time to devote to students having academic trouble, but more time after school and on weekends just to maintain some foothold on what they should be doing.
Were I king, principals would be mandated back into the classroom every five years, for one year. They wouldn't lose pay, but would be relegated to the level of teacher to reacquaint them with the pain of having to teach, gather data, deal with problem children, problem parents, inefficient programs, lack of supplies and equipment, etc. At the end of the year, the principal would receive an evaluation, just like other teachers. I would do something similar with district administrators. They should be made to feel and understand the impact of their flawed decisions.
Such an undertaking could be accomplished by transferring 20% of principals and administrators per year back to the classroom. At the end of five years the cycle would start again.
As always, I solicit your comments....
Thursday, March 12, 2009
Taking Back Our Schools pt 1
I’ve yet to meet a parent who wants their child to have a poor or neglected education. I’m not saying they don’t exist, just that I haven’t met one. Those with whom I have discussed it, invariably want their child to have a topnotch education.
These same parents are aghast when a student gains notoriety for some misbehavior or crime while at school. They even complain that our schools are out of control and say that something should be done to regain discipline……….unless it’s their child who causes the disruption or commits the crime.
The mindset of the parents then suddenly changes. They quickly begin looking for someone, other than their “angel,” on whom to place blame. The notion that their child should be required to accept full responsibility for his/her misconduct is forgotten, as the family circles the wagons of defense.
Interestingly, without regard as to the guilt of the child, the parents usually find it easy to get radio, TV, and newspaper coverage, since they portray another “school crisis” theme. If the misguided action of the child warrants potential expulsion or corporal punishment, the family can readily find an attorney willing to challenge the right of school officials to administer appropriate measures. As a result of the unwillingness of parents to allow their child to realize the consequences of his/her own actions our schools are faced with a form of chaos in which the students are in charge.
The students come to learn that regardless of what they may do (short of a violent crime requiring law enforcement intervention), they will be held harmless and there will be no consequences. Let’s take a look at a brief, but all too frequent, example.
An oppositional, defiant, and indifferent student, Dudley DoWrong, engages in disruptive behaviors on a daily basis. He has already decided by age 13 or 14 that school is boring, has no meaning, and so he wants out. He will do whatever is necessary to get out of school. So Dudley’s teachers are faced with the impossible task of teaching other students while Dudley DoWrong is in the classroom. The teacher’s only option is to “refer” Dudley to the principal’s office. Dudley complies with the trip to the office where he sits until the principal or vice principal can see him.
He is eventually seen by one of the school administrators who admonishes him to behave and to do the right thing. He is then sent back to the classroom where he again causes disruption. Logically, one would think that the trip to the front office would strike fear into the heart of DoWrong as it did with those of us from generations past. Not so!
Dudley is firmly ensconced in the revolving door, meaningless actions of school officials. In fact, he probably realizes that if his teacher sends him to the front office frequently, the teacher will be regarded as having poor “classroom management” skills.
I’ll shorten this episode and get to one of the points that need review in our public school systems. While public caning may not be appropriate for school misconduct, shame certainly is appropriate. Shame works because it first of all makes Dudley DoWrong face the consequences of his actions. The secondary gain to be had from shaming a student for his/her misbehavior is that it places the parents under the microscope of public scrutiny. After all, they may not know how to parent their child effectively and could benefit from parental education. Finally, it would give teachers and administrators a bona fide means of curbing Dudley’s behavior (unless he is bent on getting expelled).
For those of you who may be appalled at the idea that shaming is appropriate, for fear that it will damage little Dudley’s psyche…..balderdash! Most of the little Dudley’s aren’t getting instruction on appropriate social behaviors at home, because both parents work and are too tired to deal with it. The tendency is to ignore Dudley until some critical incident raises the need for parental involvement……then they circle the wagons of defense.
Some of you may wonder what forms of shame I’d advocate. Well, like the orange license plate some states require convicted drug/alcohol impaired (DUI/DWI) persons to display, some sort of sign hanging around the neck of the offender may work. One has to be careful when constructing the elements of shame used, lest they become a red badge of courage in the eyes of other students.
Another option could be conducted during school assemblies, where disobedient students are called to the front of the assembly to publically describe their misconduct. What student would want to face that again????
As always, I look forward to comments…….
These same parents are aghast when a student gains notoriety for some misbehavior or crime while at school. They even complain that our schools are out of control and say that something should be done to regain discipline……….unless it’s their child who causes the disruption or commits the crime.
The mindset of the parents then suddenly changes. They quickly begin looking for someone, other than their “angel,” on whom to place blame. The notion that their child should be required to accept full responsibility for his/her misconduct is forgotten, as the family circles the wagons of defense.
Interestingly, without regard as to the guilt of the child, the parents usually find it easy to get radio, TV, and newspaper coverage, since they portray another “school crisis” theme. If the misguided action of the child warrants potential expulsion or corporal punishment, the family can readily find an attorney willing to challenge the right of school officials to administer appropriate measures. As a result of the unwillingness of parents to allow their child to realize the consequences of his/her own actions our schools are faced with a form of chaos in which the students are in charge.
The students come to learn that regardless of what they may do (short of a violent crime requiring law enforcement intervention), they will be held harmless and there will be no consequences. Let’s take a look at a brief, but all too frequent, example.
An oppositional, defiant, and indifferent student, Dudley DoWrong, engages in disruptive behaviors on a daily basis. He has already decided by age 13 or 14 that school is boring, has no meaning, and so he wants out. He will do whatever is necessary to get out of school. So Dudley’s teachers are faced with the impossible task of teaching other students while Dudley DoWrong is in the classroom. The teacher’s only option is to “refer” Dudley to the principal’s office. Dudley complies with the trip to the office where he sits until the principal or vice principal can see him.
He is eventually seen by one of the school administrators who admonishes him to behave and to do the right thing. He is then sent back to the classroom where he again causes disruption. Logically, one would think that the trip to the front office would strike fear into the heart of DoWrong as it did with those of us from generations past. Not so!
Dudley is firmly ensconced in the revolving door, meaningless actions of school officials. In fact, he probably realizes that if his teacher sends him to the front office frequently, the teacher will be regarded as having poor “classroom management” skills.
I’ll shorten this episode and get to one of the points that need review in our public school systems. While public caning may not be appropriate for school misconduct, shame certainly is appropriate. Shame works because it first of all makes Dudley DoWrong face the consequences of his actions. The secondary gain to be had from shaming a student for his/her misbehavior is that it places the parents under the microscope of public scrutiny. After all, they may not know how to parent their child effectively and could benefit from parental education. Finally, it would give teachers and administrators a bona fide means of curbing Dudley’s behavior (unless he is bent on getting expelled).
For those of you who may be appalled at the idea that shaming is appropriate, for fear that it will damage little Dudley’s psyche…..balderdash! Most of the little Dudley’s aren’t getting instruction on appropriate social behaviors at home, because both parents work and are too tired to deal with it. The tendency is to ignore Dudley until some critical incident raises the need for parental involvement……then they circle the wagons of defense.
Some of you may wonder what forms of shame I’d advocate. Well, like the orange license plate some states require convicted drug/alcohol impaired (DUI/DWI) persons to display, some sort of sign hanging around the neck of the offender may work. One has to be careful when constructing the elements of shame used, lest they become a red badge of courage in the eyes of other students.
Another option could be conducted during school assemblies, where disobedient students are called to the front of the assembly to publically describe their misconduct. What student would want to face that again????
As always, I look forward to comments…….
Tuesday, March 3, 2009
Poor Leadership Practice
I was recently made aware of a practice in corporate America and elsewhere that essentially destroys confidence in the leadership structure. The practice is telling people that they work on a team, that teamwork is what makes the company grow, and that team players help the team succeed.
The offending lie comes when it's time for your annual appraisal....you get an individual rating. Suddenly the team mantra is gone, cheerleading is done, and the team is set aside in favor of singling you out for a rating geared for only you.
The team concept is an admirable means of inspiring better performance, greater productivity, and a sense of spirit not found with individual members. If done the proper way, there is little an inspired team cannot accomplish. Individual effort is excellent, but is spread throughout the team, raising even mediocre performers to new heights.
When leaders choose to flaunt the lie in the face of the workers, it isn't long before team members realize that it's everyone for himself. Teamwork and team spirit gives way to grousing and complaining about who's doing what, for how long, and who has the hardest job. Left unattended the Team concept will live in name only, morale will decline, and the will to outshine other teams disintegrates. Workers feel betrayed after they've been told that teams make up the workforce and that teams make the company excel, only to discover that company leaders still want singular accountability.
The offending lie comes when it's time for your annual appraisal....you get an individual rating. Suddenly the team mantra is gone, cheerleading is done, and the team is set aside in favor of singling you out for a rating geared for only you.
The team concept is an admirable means of inspiring better performance, greater productivity, and a sense of spirit not found with individual members. If done the proper way, there is little an inspired team cannot accomplish. Individual effort is excellent, but is spread throughout the team, raising even mediocre performers to new heights.
When leaders choose to flaunt the lie in the face of the workers, it isn't long before team members realize that it's everyone for himself. Teamwork and team spirit gives way to grousing and complaining about who's doing what, for how long, and who has the hardest job. Left unattended the Team concept will live in name only, morale will decline, and the will to outshine other teams disintegrates. Workers feel betrayed after they've been told that teams make up the workforce and that teams make the company excel, only to discover that company leaders still want singular accountability.
Friday, February 20, 2009
Schools Teaching Students Failure Nearly Impossible
Just when I thought public schools couldn't get worse, I've once again been proven wrong. In my last blog, I used the phrase "latest hot biscuit" to describe the manner in which school district administrative types seem to grasp at nearly anything that allows them to proclaim they are proactive in their search for improving education. Unfortunately, too many times they have promoted misguided programs that do little or nothing, but keep the public off their backs for another school year. Some of you may recall the "Whole Language" fiasco of the late 80's or early 90's. We literally graduated a generation of students who cannot read even today. Despite my disdain for that program and others, they pale in comparison to the latest act of random stupidity.
Schools across the country are now teaching our children that they cannot fail! How real is that??? Not only are they deceiving our children, there is immediate impact on teachers as well.
Here's how it works. Let's say little Johnny, Sally, Tia, Jerome, or Shanequa takes a Social Studies or Math test and scores 43 on it. Not to worry, teachers cannot give them a grade less than 60. But wait that's still a failing grade. Not allowed, so little Johnny and others are given a second chance. Should they once again obtain a less than passing score, they are given a third chance, fourth chance, etc., until they finally pass. The net effect for the child is no failing grades!
The huge impact on teachers is added workload, caused by tutoring these kids followed by re-administration of tests again and again. Also, added to the workload are the students who just don't care, forcing teachers to continue vain attempts to get these uncaring students to pass, because the rule is NO STUDENT CAN FAIL!
Now I ask you...HOW IS THIS A LESSON IN REALITY?...and WHAT WILL THEY BE LIKE WHEN THEY'RE IN THE WORKFORCE? SHOULD THERE BE NO CONSEQUENCES FOR FAILURE?
Schools across the country are now teaching our children that they cannot fail! How real is that??? Not only are they deceiving our children, there is immediate impact on teachers as well.
Here's how it works. Let's say little Johnny, Sally, Tia, Jerome, or Shanequa takes a Social Studies or Math test and scores 43 on it. Not to worry, teachers cannot give them a grade less than 60. But wait that's still a failing grade. Not allowed, so little Johnny and others are given a second chance. Should they once again obtain a less than passing score, they are given a third chance, fourth chance, etc., until they finally pass. The net effect for the child is no failing grades!
The huge impact on teachers is added workload, caused by tutoring these kids followed by re-administration of tests again and again. Also, added to the workload are the students who just don't care, forcing teachers to continue vain attempts to get these uncaring students to pass, because the rule is NO STUDENT CAN FAIL!
Now I ask you...HOW IS THIS A LESSON IN REALITY?...and WHAT WILL THEY BE LIKE WHEN THEY'RE IN THE WORKFORCE? SHOULD THERE BE NO CONSEQUENCES FOR FAILURE?
Wednesday, February 18, 2009
No Silver Bullet for Public School Problems
This could be a quite lengthy blog as there are myriad problems with the public school system. Unfortunately, our politicians and school czars continue to believe that the silver bullet for fixing the problems is money. Obviously, money can help with some things such as payroll, buildings, buses, etc., but does nothing to enhance the learning experience of our children.
Every year there are clumsy attempts made by school districts to give the appearance that they are tackling the real problems. Every year they fail. Once again this is because they create a new program or proclaim that the latest "hot biscuit" is going to eradicate both historic and existing problems. No single program is able to address the mulitfaceted problems within the schools. I'll keep this short and discuss just one example.
Are you aware that teaching methods used today are the same as those used in the 1850s? Yes, there have been minor upgrades, but the basic mode of instruction is the same. In short, the school system has failed to move forward as technology has, so we have classroom teachers trying to maintain the attention of children with wooden sticks and droning lectures, while students actively engage in an after school life with computers, video games, and cell phones to name a few. The wooden pencils and coloring books no longer hold their interest. In fact the chief complaint on the part of students today is "school is boring," and for them it is. More on schools later.....
Every year there are clumsy attempts made by school districts to give the appearance that they are tackling the real problems. Every year they fail. Once again this is because they create a new program or proclaim that the latest "hot biscuit" is going to eradicate both historic and existing problems. No single program is able to address the mulitfaceted problems within the schools. I'll keep this short and discuss just one example.
Are you aware that teaching methods used today are the same as those used in the 1850s? Yes, there have been minor upgrades, but the basic mode of instruction is the same. In short, the school system has failed to move forward as technology has, so we have classroom teachers trying to maintain the attention of children with wooden sticks and droning lectures, while students actively engage in an after school life with computers, video games, and cell phones to name a few. The wooden pencils and coloring books no longer hold their interest. In fact the chief complaint on the part of students today is "school is boring," and for them it is. More on schools later.....
Tuesday, February 17, 2009
America's Poorly Educated High School Graduates
More and more I'm seeing high school graduates who are unable to comprehend what they read, can only print when writing, and can't do simple calculations. What's happened? I've recently had high school graduates, now in their 30's, ask what the word "brood" means. Five days ago, one 30 something asked me what the word "positive" meant. It seems that our public schools are churning out entire generations of people who are barely functional. High school graduates can't even use cursive writing anymore. Most of them print, like they did in 1st and 2nd grade. Were it not for the PLEASE PRINT notation on job applications, they would turn in an inferior application. Finally, our younger generations are victims of technology. If they work in a business that requires them to operate a cash register and something happens so the register is not able to show them how much change to give the customer, there's an immediate work stoppage. The employee cannot calculate how much change to give you when you hand them $5 for a $1.85 purchase until the power is restored or their register is fixed in some way. More on schools later...
Friday, February 13, 2009
Too Many Lawyers in Politics
While it isn’t clear about the 111th Congress, the 110th Senate was comprised of 59% attorneys. The House of Representatives is not quite as encumbered at 40%, but attorneys comprise the single largest profession represented within the two bodies responsible for passing our laws. Personally, I’d like to see not more than 10% in the House or the Senate.
We’ve reached a state where common man or woman cannot aspire to be elected to national office. It’s not so much a matter of our being bright enough or lacking in people skills. It simply boils down to money. Rep Barney Frank is a Harvard attorney, who is nearly unintelligible, but keeps getting elected. Why? Of course that question could be asked about the others as well. The exception in his case is that he speaks legalese, politico double speak, and the ever present lisp. This, coupled with the fact that he represents Massachusetts, is gay, and is heavily lobbied, keeps him going.
I wonder what our Congress would be like if it were run by the citizen farmer, businessman (but caution must be applied here), stay at home mom, or a Joe the plumber type? Could it be worse? In today’s environment it seems that little is done for the good of the country, but much is attempted for the good of “my “district.
To shorten this lengthy tirade, I’m in favor of term limits. For me two terms and out works. Of course something of this magnitude would have to have a stratified phased in approach. A fruit basket turnover would not work. Something akin to 25 Senators changed in 2010, another 25 in 2012, another in 2014, and the final 25 in 2016 would work. I’d use the same percentages for Congress. Career politicians have damaged our country. As soon as they are elected, they must worry about getting re-elected. Perhaps if that chance didn’t exist, they’d be more honest in their dealings and maybe even more astute in what laws they pass, since the new laws would apply to them in a couple of years. AS ALWAYS, LOOKIN’ FOR COMMENTS!!!
We’ve reached a state where common man or woman cannot aspire to be elected to national office. It’s not so much a matter of our being bright enough or lacking in people skills. It simply boils down to money. Rep Barney Frank is a Harvard attorney, who is nearly unintelligible, but keeps getting elected. Why? Of course that question could be asked about the others as well. The exception in his case is that he speaks legalese, politico double speak, and the ever present lisp. This, coupled with the fact that he represents Massachusetts, is gay, and is heavily lobbied, keeps him going.
I wonder what our Congress would be like if it were run by the citizen farmer, businessman (but caution must be applied here), stay at home mom, or a Joe the plumber type? Could it be worse? In today’s environment it seems that little is done for the good of the country, but much is attempted for the good of “my “district.
To shorten this lengthy tirade, I’m in favor of term limits. For me two terms and out works. Of course something of this magnitude would have to have a stratified phased in approach. A fruit basket turnover would not work. Something akin to 25 Senators changed in 2010, another 25 in 2012, another in 2014, and the final 25 in 2016 would work. I’d use the same percentages for Congress. Career politicians have damaged our country. As soon as they are elected, they must worry about getting re-elected. Perhaps if that chance didn’t exist, they’d be more honest in their dealings and maybe even more astute in what laws they pass, since the new laws would apply to them in a couple of years. AS ALWAYS, LOOKIN’ FOR COMMENTS!!!
INTRODUCTION
The purpose of this blog is to address a variety of subjects that are sometimes local and sometimes national or global. Everyone is invited to participate. No belief will be censored, no position set aside. Please leave foul, unflattering, or profane language out of your posts. Address your issues in a manner worthy of national or international scrutiny. My personal topic list will cover issues regarding education in the USA, politics, abuses of technology, domestic violence, global warming/cooling, creativity worldwide, along with a number of other issues as they may arise.
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