Archive for the ‘Property theft’ Category

By Gordon Bishop
    Here’s is what America’s illegal, fraudulent “president” has done to America in the first half of his occupation of the White House (you won’t believe it!):
    If any other president had doubled the National debt, which had taken more than 2 centuries to accumulate, in one year, would you have approved?
    If any other president had then proposed to double the debt again within 10 years, would you have approved.
    If any other president had criticized a state law that he admitted he never read, would you think that he is just an ignorant hot head?
    If any president joined the country of Mexico and sued a state in the United States of America to force that state to continue to allow illegal immigration, would you question his patriotism and wonder who’s side he was on?
    If any other president had pronounced the Marine Corps, would you think him an idiot?
    If any other president had put 87,000 workers out of work by arbitrarily placing a moratorium on offshore oil drilling on companies that one of the best safety records of any industry because one foreign company had an accident, would you have agreed?
    If any other president had used a forged document as the basis of the moratorium that would render 87,000 American workers unemployed, would you support him?
    If any other president had been the first to need a teleprompter installed to be able to get through a  press conference, would you have laughed and said it’s more proof that he is inept on his own.
    If any other president had filled his cabinet and circle of advisers with people who cannot seem to keep current in their income Taxes, would you have approved?
    If any other president had stated that there were 57 states in the United States, wouldn’t you have had second thoughts about his capabilities?
    If any other president had flown all the way to Denmark to make a five-minute speech how the Olympics would benefit him and his home town (Chicago), then getting back on Air Force One to go wherever he wants to be, would you not have thought he was an egotistical jerk?
    If any other president had burned 9,000 gallons of jet fuel to go to plant a single tree on Earth Day, would you have concluded he’s a hypocrite?
    If any other president’s administration okayed Air Force one flying low over millions of people followed by a jet fighter in downtown Manhattan, causing widespread panic, would you have wondered whether they actually get what happened on 9/11?
    If any other p resident had created the positions of 32 “Czars” who report directly to him, by passing the House, Senate and Cabinet on much of what is happening in America, would you have approved?
    If any other president had ordered the firing of the CEO of a major corporation, even though he had no constitutional authority to do so, would you have approved?
    Once again, what is it about Obama that makes him so “brilliant and impressive?”
    Every statement and action in his e-mail is factual and directly attributable to Barack Hussein Obama.
    Every bumble is a matter of record and completely verifiable.
    “All it takes for evil to triumph is for good men to do nothing.”
    Once again, all I can say is, “God Bless America?”
(Gordon Bishop is a ‘Who’s Who in the World’ national award-winning author, historian, syndicated columnist and New Jersey’s First “Journalist-of-the-Year”–1986/New Jersey Press Association, founded in 1854.)


Arizona Wildfire Atascosa Ranch


This photograph was taken on Friday, June 3, 2011.  Inside the center of smoke plume is  the Atascosa Ranch House, residence of David and Edith Lowell, in Rio Rico, Arizona.  Ten miles north of the Mexican Border. 

The Forest Service determined to allow this fire to jump Peck Canyon South and go up the North face of the Atascosa Mountains rather than attempt to control the fire, they are simply watching the fire now for four days rather than trying to fight it or control it. 

The North Lowell allotment grazing pastures went up in smoke the last three days and the Forest Service is going to allow the second allotment to go up today.  The Lowell’s will have to sell their cattle because there is no grass for them to graze on. 

The drums along the border say that Border Patrol jumped a group of 12 marijuana backpackers who intentionally set the mountains on fire to effect their escape.  Allegedly, between two and three of the illegal alien marijuana backpackers were apprehended and admitted setting the fire.  Also, one of these arsonists is reported to be on life support at a local American hospital. 

The beating drums also say that the Forest Service will not admit that the fire was caused by illegal aliens, only that it is human caused.  Some even wonder if the illegal aliens will be charged or just kicked back across the border.


The border is not secure, America is in jeopardy as are all residents along the Arizona Border.  Do not believe otherwise.


Zack Taylor, 

National Association of Former Border Patrol Officers
Web site:


Paradise residents again asked to leave due to Horseshoe II Fire




SIERRA VISTA — Residents of the small community of Paradise have been asked to leave their homes once again after a second evacuation order was issued by the Cochise County Sheriff’s Office Thursday evening.


A safety precaution, the evacuation was issued after dry weather and high winds pushed the Horseshoe Two Fire across Rock Creek Canyon and to the northeast, according to the Southwest Area Type One Incident Management Team.


As of Thursday morning, the fire remained at 80,500 acres in size and 75 percent contained.


Prior to the evacuation, crews on the ground continued with work to contain fire that crossed a fire line in the Saulsbury Saddle area.


Work was also being done to complete a six-mile containment line along Tex Canyon Road.

There are five permanent residents and 29 structures in Paradise, according to fire crews in the area.


Arizona Border Fire

PORTAL, Ariz. — It is a dramatic tale: that illegal immigrants being pursued by the Border Patrol started one of the nation’s largest wildfires, which has burned up more than 70,000 acres of national forest along Arizona’s border with Mexico since it began almost four weeks ago. But the authorities say that despite the tale’s being repeated often by some residents of the rugged countryside here, they do not know for sure if it is true.


”Sometimes you can find the true cause and other times you can’t,” said Bill Edwards, the lead ranger at the Coronado National Forest, who told residents at a community meeting on Tuesday night that the so-called Horseshoe 2 Fire was caused by humans but that investigators had not determined who caused it. “Everything else is speculation.”


Border security is such a dominant issue in Arizona that it pops up in many contexts, wildfires included. Because fires surge across the border, from Mexico to the U.S. and vice versa, fighting them presents added logistical challenges in this part of the country. Already this year, a particularly fierce one for fires, dozens of U.S.Forest Service firefighters have crossed over into Mexico with special clearances to try to control fires before they reach the United States.


The Horseshoe 2 fire began on May 8 in Horseshoe Canyon, well north of the border, but many residents still link the blaze directly to Mexico. They point out that most border crossings occur at night, when it is cold in the mountains and the migrants are likely to start fires for warmth. With the high winds, low humidity and extremely dry conditions in the forest right now, the likelihood of a campfire is especially great.


The story of how it started, so vivid in some accounts that it sounds as if witnesses were peering through the brush as matches were thrown, comes up often in conversations here and was repeated in an open letter that ranchers wrote to President Barack Obama recently, criticizing him as not adequately securing the border.


”You hear people talk about it like they were there,” said Helen Snyder, a retired biologist who settled here 25 years ago. “Some of them even say that the illegal immigrants that started the fire were being pursued by the Border Patrol and that they set the fire maliciously to get away. Now wouldn’t the Border Patrol have called in the fire?”


A Border Patrol spokeswoman referred questions about how the fire started to the Forest Service, which said that lightning had been ruled out but that the investigation was continuing.


”We have trained investigators who are trying to determine how it started,” said Dugger Hughes, the incident commander for the fire, who is based just across the Arizona state line in Rodeo, N.M.“It’s like any arson investigation. They look at burn patterns and they work it back to a tight spot to determine where it began.”


That spot is now marked on Forest Service maps with a red X, with shaded areas representing burnt forest extending in all directions. The fire is now 75 percent contained, firefighters said Wednesday, as smoke from controlled burns billowed up into the clouds.


Hughes acknowledged that relatively few suspects were located in wildfire investigations, but said that when they were found, they faced criminal and civil penalties, including the cost of the firefighting operation, which in the case of the Horseshoe 2 Fire exceeds $20 million.


”We know it was man-caused, and it probably started in a campfire,” Hughes said. “Do we have a suspect? No. And we can’t say it was an immigrant either.”


But some are saying just that.


”Who set the fire?” asked Ed Ashurst, an area rancher who is convinced that he knows. “It’s obvious. There’s a few people in America who don’t think man walked on the moon in 1969. To say that illegal aliens didn’t set the fire is like saying that Neil Armstrong didn’t walk on the moon.”


Ashurst acknowledges that his case is circumstantial. “Did anyone see the aliens drop a match or a cigarette?  No. But we all know who started this. Who else would be up there?”


Read more at…





A federal judge in Flagstaff sentenced a Fredonia man to probation and to pay fines for damaging land at the Vermilion Cliffs National Monument.

According to information from the U.S. Attorney’s Office, Melvin Mognett, 67, will be on probation for three years and pay $7,500 in fines for the damage. He is also banned from U.S. Bureau of Land Management land during his probation. Mognett pleaded guilty last week to one count of off-road travel with resource damage.

According to the investigation, a BLM ranger on patrol on May 29, 2010, near the Lake Powell-Utah border found ATV tracks that went off road for 3 miles. When the ranger found Mognett, he matched the tracks with the tires on the ATV Mognett was riding.

Mognett admitted that he knew off-road travel was prohibited, but he had wanted to look more closely at geological and archeological sites.

Vermilion Cliffs is a 294,000-acre national monument that includes the Paria Plateau, Coyote Buttes and Paria Canyon-Vermilion Cliffs Wilderness.

“Vermilion Cliffs National Monument is a national treasure, and inappropriate use of off-road vehicles can cause irreparable damage,” said Dennis Burke, U.S. Attorney for Arizona, in a press release.

Maximum penalty for a conviction for off-road travel with resource damage is a year in jail and a $100,000 fine.

FINDING BY THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION OF VIOLATION BY TUCSON UNIFIED SCHOOL DISTRICT PURSUANT TO A.R.S. § 15-112(B) I. Philosophy of the Applicable Statute. I make the findings contained in this document as the Arizona Superintendent of Public Instruction. I also was the author of the first draft of the applicable statute, A.R.S. § 15-112(A). It was amended somewhat in the legislature. The following is the philosophy which underlay the statute: People are individuals, not exemplars of racial groups. What is important about people is what they know, what they can do, their ability to appreciate beauty, their character, and not what race into which they are born. They are entitled to be treated that way. It is fundamentally wrong to divide students up according to their racial group, and teach them separately. In the summer of 1963, having recently graduated from high school, I participated in the civil rights march on Washington, in which Martin Luther King stated that he wanted his children to be judged by the content of their character rather than the color of their skin. That has been a fundamental principal for me my entire life. I believe it is a principle adopted by the legislature and the governor when this statute was passed. The Ethnic Studies courses in the Tucson Unified School District teach the opposite of this principle. The United States in general, Arizona in particular, are enriched by the contributions of many cultures, very much including Mexican-American culture. I myself have studied the Spanish language diligently for the past several years, and have learned enough to do my interviews on the Univision and Telemundo television stations in Spanish. In the process, I have learned about Mexican history and culture. As a history buff, I have enjoyed very much being able to read Mexican history books in Spanish. The standards promulgated by this Department of Education, including a number of specific performance objectives, require that students learn about the contributions of different cultures, including Mexican-American culture. But the point is that all students should be learning together, and they should be learning about the contributions of different cultures. Students should not be divided by race, with each race learning about only its own contribution. School is a place to broaden horizons, not narrow them. II. The Language of A.R.S. § 15-112(D) Section 15-112(A) of the Arizona Revised Statutes (“A.R.S.”) prohibits a school district or charter school from including in its program any courses or classes that include any of the following: 1. Promote the overthrow of the United States Government. 2. Promote resentment toward a race or class of people. 3. Are designed primarily for pupils of a particular ethnic group. 4. Advocate ethnic solidarity instead of the treatment of pupils as individuals. Please note that the violation of any one of the above four items constitutes a violation of the statute. A program could be in compliance as to three of the four, and in violation of one of the four, and that would constitute violation under the statue. This finding is that there is a violation of all four criteria, but the focus will be on criteria three and four. Under paragraph B of A.R.S. § 15-112, either the Superintendent of Public Instruction or the State Board of Education may make a finding. This is a finding of the Superintendent of Public Instruction. Tucson Unified School District (“District”) has four courses under the heading of Ethnic Studies. Three of the four programs could be found in violation under criterion three, courses designed primarily for pupils of a particular ethnic group. However, all of the complaints received by the Superintendent of Public Instruction have been as to one of those programs: Mexican American Studies, previously known as Raza/Mexican American Studies. Therefore, this finding is as to that program alone. Section 15-112(B) provides that if the State Board or the Superintendent determines that the district has failed to comply within 60 days after a notice has been issued, then 10% of the school district’s budget may be withheld. The only way in which compliance can be effective within the next 60 days is by elimination of the Mexican American Studies program. In view of the long history regarding that program, which is set forth below, the violations are deeply rooted in the program itself, and partial adjustments will not constitute compliance. Only the elimination of the program will constitute compliance. Pursuant to Section 15-112(D), the determination under this statute is subject to appeal pursuant to Title 41, Chapter 6, Article 10, which is a determination by an Administrative Hearing Officer. III. Category (3): “Are Designed primarily for Peoples of a Particular Ethnic Group” The Mexican American Studies program is not populated exclusively by students of Hispanic background. Other students attend the course. However, the percentage of students in the course that are of Hispanic background greatly exceeds their overall percentage in the relevant schools. As noted, I wrote the first draft of Section 15-112(B). The language in subsection 3 was deliberately not “are designed exclusively for pupils of a particular ethnic group,” but rather was “are designed primarily for pupils of a particular ethnic group.” (Emphasis added.) The evidence shows this to be true. For example, Augustine Romero was the Chairman of the Ethnic Studies Department at TUSD for many years, and is still involved. In a debate against the undersigned on CNN, he was asked the following question and gave the following answer: Q [by the reporter]: And, Mr. Romero, I want to begin with you. Why not just call the class Mexican studies or – like you would have – Mexican-American studies? Why did you put the word la raza in there, which as you know, too many people connotes a political movement, as opposed to an educational course? ROMERO: …so that our students could recognize and connect to their indigenous side, just like the word “dine” for the Navajo translates to ‘the people,’ like the word ‘o’odham’ for the Tohono O’odham translates to ‘the people.’ The word ‘yoeme’ for the Yoeme people translates to ‘the people.’ It was an attempt to connect to our indigenous sides, as well as our Mexican side. (Emphasis added.) If one of the purposes of this course is “an attempt to connect with our indigenous sides, as well as out Mexican side,” then obviously the course is designed primarily for pupils of a particular ethnic group.” Furthermore, the page of the District’s website describing the program states that the components of the model under which the program was developed is specifically designed for Hispanic students: “For Latino students, each of [the model’s] components creates both a Latino academic identity and an enhanced level of academic proficiency. The end result is an elevated state of Latino academic achievement.” And, “The Mexican American Studies Department has found that its curriculum, because of its inclusiveness and its critical nature, offers Latino students the opportunity to engage in a learning process which transcends the depth of any previous experience.” Finally, the page includes a graphic indicating that the purpose of the Mexican American Studies Model is “Increased Academic Achievement for Latino Students,” “Academic Proficiency for Latino Students,” and “Academic Identify for Latino Students.” The District’s official description on its website leaves no room for doubt that the Mexican American Studies program is “designed primarily” for Hispanic students. Additional evidence set forth below will support the satisfaction of this criterion, as well as the other three criteria in the statute. IV. Testimony by Witnesses A. Teacher Number 1 Doug MacEachern, a columnist for The Arizona Republic, ran a series of investigative reports on ethnic studies. One of his sources was a former TUSD teacher named John Ward, who despite his name, is Hispanic. Ward reports: But the whole inference and tone was anger. (They taught students) that the United States was and still is a fundamentally racist country to those of Mexican-American kids. Individuals in this (Ethnic Studies) department are vehemently anti-Western culture. They are vehemently opposed to the United States and its power. They are telling students they are victims and that they should be angry and rise up. . . . By the time I left that class, I saw a change (in the students), he said. An angry tone. They taught them not to trust their teachers, not to trust the system. They taught them the system wasn’t worth trusting. MacEachern further found: In the past several weeks, messages have filtered out from teachers and other TUSD employees (some directed to Horne; others who have contacted me, following two previous columns on this subject) about what an officially recognized resentment-based program does to a high school. In a word, it creates fear. Teachers and counselors are being called before their school principals and even the district school board and accused of being racists. And with a cadre of self-acknowledged ‘progressive’ political activists in the ethnic-studies department on the hunt, the race transgressors are multiplying. The director of the TUSD Ethnic Studies Department, who keeps a portrait of Ché Guevara on the wall of his classroom, spoke to MacEachern: ‘Our teachers are left-leaning. They are progressives. They’re going to have things (in their courses) that conservatives are not going to like,’ he told me. Ward eventually wrote his own column. He describes how the TUSD administration intimidated him by removing him from his class, and calling him a “racist,” even though he himself is Hispanic. This tactic, he writes: …is fundamentally anti-intellectual because it immediately stops debate by threatening to destroy the reputation of those who would provide counter arguments. Unfortunately, I am not the only one to have been intimidated by the Raza studies department in this way. Ward has written further on this subject: Condition: TUSD uses tax payer funded programs to indoctrinate students, based primarily on ethnic divisions, in the belief that there is a war against Latino culture perpetrated by a white, racist, capitalist system. Cause: TUSD has hired a group of radical socialist activists who promote an anti-capitalist and anti-Western Civilization ideology. They use ethnic solidarity as their vehicle of delivery. A climate of outright intimidation has stopped many from standing up to this group for fear of being labeled racists. Further, there is a collective action problem on the part of concerned Arizonans to make TUSD feel the financial pain of continuing these programs. Effect: Impressionable youth in TUSD have literally been reprogrammed to believe that there is a concerted effort on the part of a white power structure to suppress them and relegate them to a second-class existence. This fomented resentment further encourages them to express their dissatisfaction through the iconoclastic behavior we see—the contempt for all authority outside of their ethnic community and their total lack of identification with a political heritage of this country. B. Teacher Number 2 Teacher Number 2 wrote as follows: I heard him [an ethnic studies teacher] tell his students that the U of A is a racist organization because only 12% of students are Latino and they do not support the Latin students there. I heard him tell students that they need to go to college so they can gain the power to take back the stolen land and give it back to Mexico. He personally told me that he teaches his students that republicans hate Latinos and he has the legislation to prove it. When I asked him about Mexican American Republicans who are against illegal immigration, he said this is an example of ‘self-racism.’ C. Teacher Number 3 Teacher Number 3 wrote as follows: I have, during the last two years, been attacked repeatedly here at Tucson High by members of the Ethnic Studies department because I question the substance and veracity of their American History and Social Justice Government classes. I have been called racist by fellow Tucson High teachers, members of the Ethnic Studies department, and students enrolled in the departments’ classes. These charges come simply because I ask the department to provide the primary source material for the perspective they preach. The teachers of these classes not only refuse to stop the name-calling but openly encourage the students’ behavior. D. Teacher Number 4 Teacher Number 4 wrote, as recently as October 21, 2010, as follows: I applaud your keen and daring actions against La Raza studies at TUSD. Over the years I began noticing an “open” resentfulness by the Hispanic students. I clearly have been accused by Hispanic students of “not liking Mexicans”. That is a quote. I have had Hispanic students tell me that this is NOT the United States of America . . . it is “occupied Mexico”. . . I have made simple comments as a substitute such as “please pick up the paper under your desk” only to receive an immediate response of “You don’t like Mexicans?” My response was to repeat my request of picking up the papers and calmly add that they must be REALLY confused . . . because I am also of Mexican descent. E. Teacher Number 5 Hector Ayala was born in Mexico, and is an excellent English teacher at Cholla High School in TUSD. He reports that the director of Raza Studies accused him of being the “white man’s agent,” and that when this director was a teacher, he taught a separatist political agenda, and his students told Hector that they were taught in Raza Studies to “not fall for the white man’s traps.” V. Written Materials As noted earlier, the name of this course has been Raza Studies or Raza/Mexican American Studies. The very name “Raza” is translated as “the race.” On the TUSD website, it said that the basic text for this program is “the Pedagogy of The Oppressed.” The author is Paulo Frere, a Brazilian Marxist. Most of these students’ parents and grandparents came to this country, legally, because this is the land of opportunity. They trust the public schools with their children. Those students should be taught that this is the land of opportunity, and that if they work hard they can achieve their goals. They should not be taught that they are oppressed. During the hearings of the Senate Judiciary Committee on the Ethnic Studies bill, the school sent a number of students to testify how much they loved Ethnic Studies. A senator asked a girl whether she could have learned the things she spoke about in other courses. She responded: “No, before I took this course, I didn’t realize that I was oppressed. Now that took this course, I realize that I am oppressed.” One of the textbooks is Occupied America (5th ed.). One of the leaders it talks about is described as follows: “José Angel Gutiérrez was one of the leaders, and he expressed the frustrations of the MAYO generation. His contribution was indispensable; it influenced Chicanos throughout the country.” One of Gutiérrez’s speeches is described as follows: We are fed up. We are going to move to do away with the injustices to the Chicano and if the ‘gringo’ doesn’t get out of our way, we will stampede over him.” Gutiérrez attacked the gringo establishment angrily at a press conference and called upon Chicanos to ‘kill the gringo,’ which meant to end white control over Mexicans. The textbook’s translation of what Gutiérrez meant contradicts his clear language. In describing the atmosphere in Texas where Gutiérrez spoke, the textbook states: “Texans had never come to grips with the fact that Mexicans had won at the Alamo.” (P. 323.) It is certainly strange to find a textbook in an American public school taking the Mexican side of the battle at the Alamo. Another textbook is the Mexican American Heritage (2nd ed.). One of the chapters is “The Loss of Aztlan.” Aztlan refers to the states taken from Mexico in 1848: Arizona, California, New Mexico and Colorado. This chapter states: “Apparently the U.S. is having as little success in keeping the Mexicans out of Aztlan as Mexico had when they tried to keep the North Americans out of Texas in 1830.” (P. 107.) In other words, books paid for by American taxpayers used in American public schools are gloating over the difficulty we are having in controlling the border. This page goes on to state: “…the Latinos are now realizing that the power to control Aztlan may once again be in their hands.” Materials for the course include a sheet titled “Chicano Resistance Vocabulary Squares.” The students are given an example of student writing including the sentence “we are slowly taking back Aztlan as our numbers multiply.” The students are taught poems illustrated by the following: “Going Back” – Victor E “El Vhu” We’re going back, back to where we came from, back to where the truth dwells, AZTLAN…,We suffer colonial incarceration so we foster resistance of our own occupation. “Decolonize” – “Aztlan Underground” Some feel this oppression no longer exists Well here’s something they missed – Self D means self determination…Stranger in your own land under exploitation…This is the state of the indigena today…WE DIDN’T CROSS THE BORDERS, THE BORDERS CROSSED US! YET THE SETTLER NATION LIVES IN DISGUST! The American dream only for some WASP – White Anglo Saxon Protestant…the frame of mind that keeps our oppression constant…Cihuatl is reclaiming…We have returned to Aztlan!!! We have returned to Aztlan!!! They are taught an essay called AZTLAN The Lost Land, “The Chicano Homeland” by John R. Chavéz which includes the following: But to Chicanos the Southwest is more than just their place of residence; it is their homeland, their lost homeland to be precise, the conquered northern half of the Mexican nation…In the mind of the Chicanos, this immense territory remains their patrimony…Mexicans are indigenous to and dispossessed of the region…Chicanos view Southwest as an extension of Mexico and Latin America, a Mexican region spreading beyond what is regarded as an artificial boundary. A worksheet in association with this essay has a map at the top showing Aztlan as all of Mexico, and some American States, including Texas, Arizona, New Mexico, Utah, Colorado, California and Nevada. Among the questions asked on this worksheet are: “What are the four areas in the southwest that have had a Mexican cultural and demographic influence since the United States imposed its present boundary on Mexico?…In order for Chicanos to have cultural, political, and economic self-determination, what must Chicanos have control of in order to do so?” In a section of materials called “Conquest and Colonización”, the students are taught “We will see how half of Mexico was ripped off by trickery and violence. We will see how Chicanos became a colonized people. In the process of being colonized, we were robbed of land and other resources.” The students are taught “Critical Race Theory.” A part of the “Critical Race Theory” is defined by the materials taught to the students as follows: “Unlike traditional civil rights, which embraces incrementalism and step-by-step progress, critical race theory questions the very foundation of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and neutral principles of constitutional law.” (Emphasis added.) The materials for this class include “A Field Guide for Achieving Equity in School.” These materials include: “We often hear people referred to as being privileged, which usually is a comment pertaining to the individual’s financial or economic status…In Courageous Conversation, however, privilege takes on a different meaning: it refers to the amount of melanin in a person’s skin, hair, and eyes. (This is followed by a table which promulgates racial stereotypes by detailing the differences between “white individualism” “colored group collectivism.”) “White people tend to dominate the conversation by setting the tone for how everyone must talk and which words should be used. All of these “White ways” must be recognized, internalized, and then silently acted on by people of color”. (This is an example, referring to the statute, of subsection 2, “promote resentment toward a race or class of people”)…The aforementioned White cultural characteristics, such as individualism, blur into the consciousness of Whiteness, which becomes not only a way of behaving but also a way of thinking….White people depend on the overwhelming presence of other White people in positions of power and influence to maintain a system of racial advantage. At the same time, many White educators believe that gains in school, as in their own lives, come from individual effort and accomplishment.” At page 200 of these materials, there is a table setting forth in detail the difference between “White Talk” and “Color Commentary.” These materials go on to state: “Anger, guilt, and shame are just a few of the emotions experienced by participants as they move toward greater understanding of Whiteness”. [If one were to substitute any other race for “Whiteness,” it would be obvious how this promotes resentment toward a race or a people. The materials go on to state: “White Americans often feel a unique sense of entitlement to Americanism, partly because many never travel beyond the borders of the United States.” All of these kinds of racist propaganda are fed to young and impressionable students, who swallow them whole, as illustrated by the rude behavior of some students during an address by Margaret Garcia Dugan and subsequent demonstrations. The education they are receiving, to deal with disagreements in an uncivil manner, will be dysfunctional for them as adults. It becomes the duty of the people of Arizona, through their elected leaders, as authorized by A.R.S. § 15-112, to put a stop to this, and to be sure that taxpayer-funded public schools teach students to treat each other as individuals, and not on the basis of the race they happen to have been born into. These are some examples, that and are not an exhaustive list of the ways in which this course violates ARS § 15-111. VI. Conclusion The Superintendent of Schools finds that the Tucson Unified School District is in violation of A.R.S. § 15-112 and A.R.S. § 15-843, and, pursuant to those statutes, the school district has 60 days to eliminate the Mexican American Studies courses, however they are named, and has 90 days to eliminate the race-based discipline rules. Failure to comply within those time periods will subject the Tucson Unified School District to having 10 percent of its budget withheld. Tom Horne Date: December 30, 2010 Superintendent of Public Instruction

Rewilding, Bio-centric radicals and the Wildlands Project

Californian Environmentalist Senator Fights Solar, Wind Projects

Senator is Concerned that the plants would damage the environment (DUH!)

The alternative energy, battery, and alternative fuels movement has been largely guided and advocated by environmentalists over the last couple decades.  However, another important guiding force are those who merely want to improve efficiency and move us, for economic reasons, from depletable resources to sustainable ones.

As the greentech movement gains traction, those forces are finding themselves clashing more often, and some environmentalists are finding it hard to reconcile their loves of green technology and the environment.  A prime example of this is a brewing solar power mess in California.

The Mojave Desert is located in southeastern and central California, as well as Nevada.  The desert is home to Mojave National Preserve and Joshua Tree National Park.  The region also receives a tremendous amount of sunlight and wind, so California, in its push to embrace alternative power approved multiple projects to be built in the desert.

Now thanks to Senator Dianne Feinstein, 13 solar and wind projects in the region may see their hopes dashed.  She has authored a bill which seeks to block the projects, which she says is critical to protect millions of acres of land.  The bill would also create two new Mojave national monuments.

Even before the bill sees a single vote, it’s already ruined many of the projects.  Many of them have been delayed indefinitely, and the Californian government has changed its mind about routing new “green grid” power lines towards the monument.

Karen Douglas, chairwoman of the California Energy Commission comments, “The very existence of the monument proposal has certainly chilled development within its boundaries.”

The land covered in the debate was originally owned by the Catellus Development Corporation.  It was then purchased by environmentalists and donated a decade ago to the government to protect.  Sen. Feinstein says she’s just making good on that promise.

She states, “The Catellus lands were purchased with nearly $45 million in private funds and $18 million in federal funds and donated to the federal government for the purpose of conservation, and that commitment must be upheld. Period.”

Robert F. Kennedy Jr., the environmentalist and a partner with a venture capital firm that invested in a solar developer called BrightSource Energy, blasted Sen. Feinstein’s actions, stating, “This is arguably the best solar land in the world, and Senator Feinstein shouldn’t be allowed to take this land off the table without a proper and scientific environmental review.”

He says that the proposal will make it much more difficult for California to achieve its goal of having a third of its power provided by alternative energy by 2020.  BrightSource has canceled a large project planned for the monument area.

The Mojave desert, besides being ultra-sunny is home to a host of critters including the desert tortoises, bighorn sheep, fringe-toed lizards and other rare animals and plants.  As green power advocates seek to tap the abundant sunshine and wind energy across the country and the environmentalists fight to block development to protect local species, it seems that these kinds of conflicts will only be growing more heated in the near future.

Napolitano confirms gang killed agent

 by Daniel González and Dan Nowicki – Dec. 18, 2010 12:00 AM  The Arizona Republic  

An elite Border Patrol squad was pursuing a gang that preyed on drug smugglers when Agent Brian Terry was shot and killed Tuesday night in a remote canyon near Rio Rico, Homeland Security Secretary Janet Napolitano said Friday. 


“They were seeking to apprehend what’s called a ‘rip crew,’ which is a name given to a crew that is organized to seek to rip off people who are drug mules or traversing the border illegally,” she said during a meeting with The Arizona Republic’s editorial board. “That’s why they were in that area.”

Her comments were the first official confirmation that Terry and other members of the Border Patrol’s specially trained tactical unit known as BORTAC were pursuing bandits the night the 40-year-old agent was killed in a gunbattle.

An elite Border Patrol squad was pursuing a gang that preyed on drug smugglers when Agent Brian Terry was shot and killed Tuesday night in a remote canyon near Rio Rico, Homeland Security Secretary Janet Napolitano said Friday.

“They were seeking to apprehend what’s called a ‘rip crew,’ which is a name given to a crew that is organized to seek to rip off people who are drug mules or traversing the border illegally,” she said during a meeting with The Arizona Republic’s editorial board. “That’s why they were in that area.”

Her comments were the first official confirmation that Terry and other members of the Border Patrol’s specially trained tactical unit known as BORTAC were pursuing bandits the night the 40-year-old agent was killed in a gunbattle.

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The Pinal County (Ariz.) Sheriff’s Office has discovered a Ford Crown Victoria sedan outfitted as a law enforcement vehicle that investigators believe was used by drug smugglers to conduct traffic stops, according to the agency.

“Drug and human trafficking is a crime my deputies deal with on a daily basis,” according to Sheriff Paul Babeu. “This case shows how those responsible for drug and human trafficking are attempting to conduct their business under the guise of law enforcement.”

A patrol deputy discovered the vehicle shortly after 10 p.m. on Dec. 11 along Interstate 8 in Vekol Valley. The deputy discovered a white Ford Crown Vic stuck in loose dirt with a partially open trunk and lowered rear passenger windows.

A tan Ford Taurus was also found about 20 feet in front of the Ford that apparently had crashed into barbed wire fencing. Beth vehicles contained packaged bales of marijuana and occupants had fled the scene, according to Tim Gaffney, the Pinal County Sheriff’s spokesman.

The Crown Victoria had been outfitted to represent a law enforcement vehicle. The vehicle had red and blue strobe lights, orange and white strobe lights, a siren, spotlight and front push bar.

Deputies also found a black ski mask and black hoodie sweater next to the driver’s seat that leads agency investogators to believe this was an attempted theft of the marijuana in the Ford Taurus by a “rip crew.”

According to a release, it appears the Crown Victoria had attempted to conduct a traffic stop on the Taurus, which veered off of the road, hit the fence and then the occupants fled. Some of the marijuana had already been loaded from the Taurus into the Crown Victoria. The engines for both vehicles were still running when deputies discovered the vehicles. Fourteen bails of marijuana were recovered, which weighed a total of 319 pounds. The seized marijuana carries a street value of $159,500.