Prior to his tenure at the University of Oregon, Kaufman served the U.S. Department of Education and U.S. Department of Health, Education, and Welfare in special education program offices for 22 years.
Our President is being hit with the Class Warfare Bull from the Christo-Pubs, they suggesting he is employing Marxism to make Americans more equal. Karl Marx mentions two banking families in his account of the French Revolution, the Rothschild and Rougemont Banquiers. Denis de Rougemont was a partner of Hottinger, and may be the great grandfather of Denis de Rougemont, a co-founder of the European Union. BNP Paraibas is located on rue Rougemont. The Rougemont bankers may be my kinfolk. They appear to have co-founded Lloyd’s of London. Add to this Welles Fargo and the Bank of California, then one sees I am surrounded by Money Lenders.
At this dinner I shared my photos of the Stuttmeisters. Jirard, commented on my long face, again, and said I looked like Jesus. There was mumbling in the room that was full of Jews. I was asked if the Stuttmeisters were Jews.
My nation is under siege by Liars of a Fake Religion who will topple the Federal Government in their religious madness. Ten years ago I talked with Mark’s friend, Ed Fadely, about Dick Armey’s passing of the Faith-based initiative. It is time to take off my mask and reveal to you a teacher, a rabbi, who has seen God.
Edward Norman Fadeley(born December 13, 1929) is an attorney and former politician in the state of
Oregon, United States. He was the 88th Associate Justice of the Oregon Supreme Court. Previously he served in both the Oregon House of Representatives and the Oregon State Senate, serving one session as President of the Oregon Senate
It’s been a tough week for Republicans, and they are crying. President Obama has decided to get tough and go after millionaires, nailing them to the financialcross by having them pay taxes at the rate that everyone else has to. And what exactly are the Republicans crying? “Class Warfare!”The term is being wailed from every Sunday morning television station to every press conference. Stick a microphone in front of a Republican and you’ll hear the term accompanied by the tears of outrage that job creation will come to a halt under the grinding oppression of over taxation.
For anyone following political rhetoric, this cry from Republicans is nothing new. George Herbert Walker Bush used it in 1990 when he spoke at the Cowboy Hall of Fame, earning his spurs as a defender of the working-class man when he decried what he called this “class warfare garbage”being slung at high noon by them darned, dandified Democrats. Coincidentally, he was speaking about a stalled budget in which conservatives wouldn’t raise taxes and progressives wanted to preserve social programs.
It is ironic that Republicans, who always deny that class exists in the US (“We’re all middle-class, right?), should cry “class warfare” in every election. If you don’t believe in class — how could there be class warfare?
What is class warfare anyway? It was a term that predated Karl Marx, probably originating from the French “lutte des classes” first used in 1828. It is used, along with “class struggle” during the tumultuous years of the early to mid-19th century when the worse abuses of capitalism were being revealed to the world in Parliamentary investigations and of course in the novels of Dickens and others. By the time Marx, Engels, and Max Weber used it, it was well established in the European languages.
What it refers to is the division of people into groups, often called classes, that have economic and cultural interests in common. The most traditional division is between people who work for a weekly or monthly wage and those who get their income from investmentsand capital. The warfare (more aptly “struggle”) between these two groups rarely involves any violence, since the most common form of contention takes place in everyday and unobtrusive ways. So when a business owner cuts back on wages or employees, or when a public university or big retailer hires a union-busting law firm to prevent unionization, or when a group of workers legally go on strike — these are all aspects of class struggle.
And when Republicans in Congress desire to cut programs that benefit workers, or when they reduce the capital-gains tax (which is already so low that Warren Buffet favors raising it) or seek to eliminate the inheritance tax — they are engaging in class warfare as well. When Democrats want to raise the minimum wage, tax millionaires, and keep Social Security — they are also engaging in class struggle.
There’s a reason it is a struggle — each side wants to maximize the benefits it gets and knows the only way this can be done is reduce what the other class gets. The economy is a zero-sum game not a backyard barbecue. It doesn’t take a degree in economics to understand that the rich can get richer by cutting back on the wages and benefits they provide to workers. And when Democrats try to protect the income of workers, they have to do so by recouping some of the outrageous profits of the wealthiest individuals and corporations.
When the Republican’s cry “class warfare,” they imply that the struggle only goes one way. They see the rich as “job creators” and think that if they are making lots of money, everyone is making lots of money. But the history of the last few decades has shown us that as the rich get richer and as the gap between rich and poor increases, there has been no improvement of the economy.
It’s time to cry “Uncle Sam” instead of “class warfare.” We need to get this country running again, and we need to do it together. In fact, millionaires shouldn’t pay what others do — they should pay more. And they used to do just that. Under Reagan the highest tax rate was 50 per cent, as opposed to today’s 35 per cent. And under another Republican, Dwight Eisenhower, the top tax rate was 90 per cent.
Let’s recognize that class struggle isn’t something that Democrats do to ruin a perfectly good get-together. That struggle is a reality caused by the fact that the wealthiest citizens and the workers of this country are linked by common national interests but also by conflicting economic needs. If you call that complex interaction “class warfare” then don’t forget that using that term is itself a bomb dropped on the battlefield.
Arriving in Paris, Jean Conrad and Salomon Escher met with Denis de Rougemont de Chatellois, at the head of an old Parisian banking house, which, at the time, was experiencing credit problems. The Eschers were therefore able to suggest a partnership with the person of their choice. They met with then 23 year-old Jean-Conrad Hottinger, and an immediate bond was forged between the three men. Within the short space of a meeting, Jean-Conrad went from banking clerk to bank owner. In September 1786, the creation of “Rougemont, Hottinger & Cie” was announced. A few months later, in early 1787, the new bank was listed in the Royal Almanac, with offices at Rue Croix des Petits-Champs, Hôtel de Beaupreaux.[1]
[edit] The French Revolution (1788-1798)
The bank expanded markedly within months, and already differences appeared between the two associates: “M. Hottinger, highly intelligent and capable, aims to immediately make a fortune; I only wish to preserve mine,” wrote de Rougemont.[3] Soon thereafter, de Rougemont encountered problems that cause the bank’s Swiss underwriters, Usteri and Escher, to lose confidence in him. Arriving in Paris amidst social upheaval in 1788, they decide to break ranks with de Rougemont. The following month, however, a number of bankruptcies forced them to reconsider, and matters were further complicated the following year by the French Revolution.[1]
http://en.wikipedia.org/wiki/House_of_Hottinguer
olphe Hottinger(born 14 August 1956 in Paris) is a Swiss banker, who represents a financial dynasty stretching back to seven generations. His ancestor, Jean-Conrad Hottinguer, created the Bank Rougemont, Hottinguer & Cie. in 1786. In doing so, he added a ‘u’ to the family name, to preserve the Germanic pronunciation,[1], see also House of Hottinguer.
: mgall@oregon.uoregon.edu
EDUCATION
University of California at Berkeley. Psychology. Ph.D., 1968.
Harvard School of Education. Developmental Psychology. Ed.M., 1963.
Harvard University. English. A.B., 1963.
PROFESSIONAL EMPLOYMENT
1975 to present. University of Oregon, College of Education: Department of Educational Leadership, Technology, and Administration (DELTA). Associate professor, 1975-1980; Professor, 1980-2000. Retired Professor with reduced FTE appointment, 2000 to present.
Director of Graduate Studies in DELTA. 1997 to 1998.
Co-Director of Middle-Secondary Teacher Licensure Program. 1998-2000.
Director of Foreign Language Teaching License Program. 1992-1996.
Director of Graduate Programs in Curriculum and Instruction, 1977- 1980, 1989-1991.
Director of Summer Program in Teaching Skills, 1982-1992.
Department of Educational Psychology, Adjunct professor, 1975 -1982.
Graduate instruction: staff development; research methods; instructional systems design; questioning strategies; study skills instruction; curriculum materials selection.
Preservice teacher instruction: teaching strategies for middle-school and secondary teachers; student teacher supervision.
1968-1974. Far West Laboratory for Educational Research and Development; San Francisco, California. Senior program associate.
Unit director of research projects investigating effects of teacher behavior on student achievement.
Team director for development of teacher education minicourses: supervision of materials production, field testing, and technical reporting.
Manager of contracts with outside agencies to conduct independent evaluations of teacher education minicourses.
1966-1967. University of California Counseling Center at Berkeley. Counseling psychologist: counseling, testing, research.
1965-1966. San Francisco Veterans Administration Hospital. Clinical psychologist: therapy, testing.
1964-1965. University of California at Berkeley, Psychology Department. Graduate teaching assistant.
PROFESSIONAL AFFILIATIONS
American Educational Research Association
American Psychological Association
Association for Supervision and Curriculum Development
Phi Delta Kappa
AREAS OF SPECIALIZATION
Preservice and inservice teacher education
Teaching strategies
Instructional design
Research methodology
AWARDS AND HONORS
Selected for inclusion in Who’s Who in America, 44th-50th editions (1986 to present). Chicago: Marquis.
Selected for inclusion in Who’s Who in the West, 20th-22nd editions (1986 to present). Chicago: Marquis.
Selected for inclusion in Who’s Who in American Education, 4th edition. Owings Mills, MD: National Reference Institute.
Selected for inclusion in Contemporary Authors, volumes 6 (1982) and 21 (1987).
Selected for inclusion in Who’s Who in Writers, Editors, and Poets, 3rd edition. Highland Park, IL: December Press, 1990.
Elected president of the Oregon Educational Research Association for 1985.
Elected to fellow status in Division 15 (Educational Psychology) of the American Psychological Association. 1983.
Phi Delta Kappa District I Meritorious Award for Contributions to Education through Activities in Evaluation, Development, and Research. 1978.
U.S. Public Health Fellowship. 1963-64.
PUBLICATIONS
DISSERTATION
An investigation of verbal style in creative and noncreative groups. (Doctoral dissertation, University of California at Berkeley.) Ann Arbor, Michigan: University Microfilms, 1968. No. 68-13, 905.
BOOKS
Gall, M. D., Borg, W. R., and Gall, J. P. Educational Research: An Introduction (6th ed.). New York: Longman, 1996.
Gall, J. P., & Gall, M. D. Instructor’s Manual (6th ed.). New York: Longman, 1996.
Borg, W. R., and Gall, M. D. Educational Research: An Introduction (5th ed.). New York: Longman, 1989.
Borg, W. R., Gall, M. D., and Gall, J. P. Instructor’s Manual (5th ed.). New York: Longman, 1989.
Gall, M. D., and Borg, W. R. Guide for Preparing a Thesis or Dissertation Proposal in Education. New York: Longman, 1989.
Borg, W. R., and Gall, M. D. (4th ed.). New York: Longman, 1983.
Borg, W. R., Gall, M. D., and Gall, J. P. Instructor’s Manual (4th ed.). New York: Longman, 1983.
Borg, W. R., and Gall, M. D. (3rd ed.). New York: Longman, 1979.
Gall, J. P., Gall, M. D., and Borg, W. R. Instructor’s Manual (3rd ed.). New York: Longman, 1979.
Borg, W. R., and Gall, M. D. (2nd ed.). New York: David McKay, 1971.
Borg, W. R., Gall, M. D., and Bell, N. T. Student Workbook in Educational Research. New York: David McKay, 1974.
Borg, W.R., Gall, M. D., and Gall, J. P. Instructor’s Guide. New York: David McKay, 1975.
Gall, M. D., and Gall, J. P. Making the Grade. (revised 2nd ed.) Rocklin, CA: Prima/St. Martin’s Press, 1993.
Gall, M. D., and Gall, J. P. (1st ed.) Rocklin, CA: Prima/St. Martin’s Press, 1988.
Previously published as Study for Success. Eugene, OR: M. Damien, 1985.
Gall, J., Gall, M. D., & Borg, W. R. (4th ed.). Applying Educational Research (4th ed.). New York: Longman, 1998.
Gall, J. P., and Gall, M. D. Instructor’s Manual (4th ed.). New York: Longman, 1998.
Borg, W. R., Gall, J. P., and Gall, M. D. Applying Educational Research (3rd ed.). New York: Longman, 1993.
Gall, J. P., Borg, W. R., and Gall, M. D. Instructor’s Manual (3rd ed.). New York: Longman, 1993.
Acheson, K. A. and Gall, M. D. Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications. (4th ed.). New York: Longman, 1997.
Acheson, K. A. and Gall, M. D. Techniques in the Clinical Supervision of Teachers: Preservice and Inservice Applications. (3rd ed.). New York: Longman, 1992.
Chinese translation. Taipei, Taiwan: Wu-Nan Publishing, 1996.
French translation. Jacques Heynemand and Dolorés Gagnon (translators). Montreal, Canada: Les Éditions, 1993.
Acheson, K. A. and Gall, M. D. (2nd ed.). New York: Longman, 1987.
Chinese translation. Jian-ren Hou, Ai-min Lin, Wei-ping Dai, Jian-li Wu (translators). Hunan Light Industrial College. Changsha, Hunan, People’s Republic of China: Hunan Education Press, 1988.
Acheson, K. A. and Gall, M. D. (1st ed.) New York: Longman, 1980.
Korean translation. Sam Hwan Joo (translator). Chunganam National University. Seoul: Hak Ryum Publishing Company, 1983.
Gall, M. D., Gall, J. P., Jacobsen, D. R., and Bullock, T. L. Tools for Learning: A Guide to Teaching Study Skills. Alexandria, VA: Association for Supervision and Curriculum Development, 1990.
Spanish translation. Marta Marín (translator). Capital Federal, Argentina: Aique Grupo Editor S. A., 1994.
Gall, J. P., and Gall, M. D. Help Your Son or Daughter Study for Success: A Parent Guide. Eugene, OR: M. Damien, 1985.
Gall, M. D. Handbook for Evaluating and Selecting Curriculum Materials. Boston: Allyn and Bacon, 1981.
Gall, M. D., and Ward, B. A. (eds.). Critical Issues in Educational Psychology. Boston: Little, Brown & Company, 1974.
Borg, W. R., Kelley, M. L., Langer, P., and Gall, M. D. The Minicourse: A Microteaching Approach to Teacher Education. Beverly Hills, California: Macmillan Educational Services, 1970.
Martin Kaufman, Ph.D., guided work needed to complete the university’s new $48.1 million HEDCO education building. He also will work to continue the college’s on and off-campus collaborations and school and community partnerships.
Dean of the College of Education at the University of Oregon 1992-2005, Kaufman is nationally active in the development of a professional culture of shared standards, values, and ethics in education. He is a strong advocate for elevating respect for educators and their professional accountability for student learning. Kaufman’s teaching focuses on individual, collaborative, and organizational learning designed to strengthen the capacity of educational and social systems to meet the diverse learning and developmental needs of all learners and their families.
Kaufman has been instrumental in forming working compacts and partnerships with school districts, community agencies, and professional associations to meet the educational needs and wants of aspiring and practicing educators. Under his stewardship, students, alumni, faculty, and partners have all contributed to the redesign of the UO College of Education academic programs to be responsive to the changing and ongoing needs of Oregon’s educators, schools and community agencies.
Prior to his tenure at the University of Oregon, Kaufman served the U.S. Department of Education and U.S. Department of Health, Education, and Welfare in special education program offices for 22 years.
President Harding proposed a Department of Education and Welfare as early as 1923, and similar proposals were also recommended by subsequent presidents, but for various reasons were not implemented.[2] It[clarification needed] was only enacted thirty years later as part of the authority, in which the president was allowed to create or reorganize bureaucracies as long as neither house of Congress passed a legislative veto. This power to create new departments was removed after 1962, and in the early 1980s the Supreme Court declared legislative vetoes unconstitutional.
The department[which?] was renamed the Department of Health and Human Services (HHS) in 1979,[3] when its education functions were transferred to the newly created United States Department of Education under the Department of Education Organization Act.[4] HHS was left in charge of the Social Security Administration, agencies constituting the Public Health Service, and Family Support Administration.
In 1995, the Social Security Administration was removed from the Department of Health and Human Services, and established as an independent agency of the executive branch of the United States Government.
Its mottois “Improving the health, safety, and well-being of America”.
Shift Education and Welfare to Churches
Beliles and McDowell tell us: “Scripture makes it clear that God is the provider, not the state, and that needy individuals are to be cared for by private acts of charity.” (187) In the Texas GOP Platform a starved federal government is accompanied by a scaled-down federal government with the abolition of the Department of Housing and Urban Development and Department of Education. Welfare of the needy is shifting to churches through Bush’s Faith Based Initiatives, another of his signature issues. The Bush administration’s strong support of school vouchers is paving the way for government funding of religious schools.
February 10, 2005: The Institute for America’s Future released a report detailing the cuts and funding freezes to education . The report shows that Bush fails to adequately fund essential early education and after-school programs, eliminates the Even Start literacy program, freezes work-study funding for college and kills funding for 48 education programs. Outraged, IAF President Robert Borosage says, “If the president has his way, the poorest children will bear the largest burden – suffering cuts to education, nutrition and health care, and the bill of increased debt which they will be forced to pay throughout their lives.” SEE THE REPORT
http://www.theocracywatch.org/rr_economics.htm
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Edward N. Fadeley
Fadeley in 2009
88th Associate Justice of the Oregon Supreme Court
In office
1988–1998
Preceded by
J. R. Campbell
Succeeded by
Susan M. Leeson
President of the Oregon State Senate
In office
1983–1984
Preceded by
Fred W. Heard
Succeeded by
John Kitzhaber
Personal details
Born
December 13, 1929 (1929-12-13) (age 81)
Williamsville, Missouri
Political party
Democrat
Spouse(s)
Nancie Fadeley
Edward Norman Fadeley(born December 13, 1929) is an attorney and former politician in the state of
Oregon, United States. He was the 88th Associate Justice of the Oregon Supreme Court. Previously he served in both the Oregon House of Representatives and the Oregon State Senate, serving one session as President of the Oregon Senate
A rabbi is a teacher of Judaism qualified to render decisions in Jewish law. The term is derived from rav, meaning “great man” or “teacher;”
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