People “of Politics” Underestimate Trump

The underdog populist, Donald Trump enlists seasoned veterans of the establishment for his insurgency.  Do not underestimate the “swamp-power” behind his crusade.

The British underestimated George Washington, who was a veteran officer of the British forces that fought the French and Indian War.  He attracted a cadre of experienced men, and the support of Lafayette.

The Union Generals underestimated Robert E. Lee who was a top graduate of the United States Military Academy and an exceptional officer and military engineer in the United States Army for 32 years. He used his abilities to outmaneuver his enemies despite their immense superiority in men and weapons.

Both knew the other side from the inside; that is how they won.

There are some neophytes, but many “inside-the-beltway” professionals, in Trump’s camp.  Yes, there is entropy, as the elite scramble to understand the America they assumed they knew.  But there is also transformation.  Many entrenched politicians are pushing buttons that always worked before, (rather more like the Regency Bell Pull), to no avail.  The old ways can work against the establishment, when used by masters of “the system.”

Information is the ammunition for both side’s cannons.  As the prestige leaders of government take sides, the balance of power swings back and forth between extremes.  The media is the battleground of taking sides.  The Left singles out Fox News as the Devil of the Right, ignoring the giant counterbalance of media favoring the Left.

Recent reports on the inside shenanigans of the DNC to assure Hillary Clinton would defeat Bernie Sanders are a fitting example of the underhanded fighting within one party.  The rancor among Senate Republican leaders and the President is suicidal.  The Tea Party and the populist movement battle against the “safe-district” Republican incumbents.

The point is, the blandishments of both sides favoring themselves and the apoplectic, demeaning, political ridicule of both sides is dehumanizing and embarrassing.  We would be wise to put down our clubs and sharp-pointed sticks, and resume civilization.  Who believes that damaging another member of our community, somehow enhances our community?  Who knows other individuals who exemplify the crude deprecations flooding the Internet?  I do not have any of the menacing characteristics attributed to either party.  Anyone who knows me knows that.

Go get to know some people outside of your clannish prejudices; you might be surprised how few monsters live here.

 

 

 

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Not Quiet Enough – Eminem’s Storm

Hey Eminem,

Storm not quiet enough?
You still singin’ hate stuff?
All that bitter candy-ass fluff
That Nasty taste of losin’ It
Why can’t you just swallow It?
Why you gotta wallow in It?
Just because you didn’t win It?

Why you all too mad?
Is your life all so bad?
What’s ‘at really about?
Breakin’ bad & hidin’ out

Down in that bunker of a studio
You just hear what’s on the radio
You heard what you were told
You bought what you were sold
Asked no questions about It
Just sang curses about It

Uploadin sore-loser gripes
Trippin over stars & stripes
No one buys nice words no more
Poison pays it forward low score
Keepin’ the meter ru-runnin’
Stackin’ up those Benjamun-uns

Oh say can’t you see
America can dis -agree
It’s not white OR black
Can’t take what is done back
Asterisks are not heaven’s stars
Stripes are not our prison bars

Playin out borrowed words of-color
Grinnin’ on color magazine covers
How can you real-world real-life correlate?
With your mind & your mouth stuffed so full of hate?

 

Trump, Jr. Duped by British Music Publicist for Russian Pop-Star – How Evil Russians Fooled Him

Okay.  Let me get this straight:   Aras Iskenderovich Agalarov, an influential, Azerbaijani-Russian oligarch, and real estate developer, paid private-American citizen, Donald J. Trump, Sr., handsomely to bring his 2013 Miss Universe Pageant contestants to Moscow, where they were required to swoon in a music video, which included Mr. Trump, intended to launch Aras’s son, Emin (not to be confused with US rapper Eminem) Agalarov, a Russian, pop-star’s singing career.

Is that clear?  No?  How about, “A rich and famous Russian bought TV time to promote his son.”  It worked!  Emin (who speaks excellent English) is now one of Russia’s top pop-stars.  Fellow real estate developers, Aras (who does not speak English) and Donald used the opportunity to discuss  a possible Trump Tower – Moscow.  The economic downturn quashed that development, but not the friendships.

The Agalarovs  are very well connected in Russia and its southern neighbor, Azerbaijan.  Ten days prior to the pageant, President Vladimir Putin awarded Aras the Order of Honour by the Russian Federation, which is reserved for eminent citizens, such as Mikhail Gorbachev, Vladimir Putin, cosmonauts, Olympic champions, ambassadors, and major musicians. Emin’s ex-wife is the daughter of the president of Azerbaijan.

The Agalarovs expressed support for Mr. Trump’s presidential aspirations.  Enter Rob Goodlove, a British journalist turned PR publicist for the Agalarovs.  Rob emails Trump, Jr., on Emin’s behalf, that Aras Agalarov, 61, met with the “Crown prosecutor (sic) of Russia,” who offered to provide damaging information about Clinton. (Britain has a “crown prosecutor “— Russia has a “prosecutor general.”)

Trump, Jr. replies, “perhaps I just speak to Emin first.” “Could we do a call first thing next week when I am back?”

Instead of a call, Rob relays a message, “Emin asked that I schedule a meeting with you and The Russian government attorney who is flying over from Moscow for this Thursday.”

Rob replies, “I will send you the names of the two people meeting with you for security when I have them later today.”

Trump, Jr. accepts, “Great. It will likely be Paul Manafort (campaign boss) my brother in law and me. 725 Fifth Ave 25th floor.”

End of emails.

Trump, Jr., Jared Kushner and Paul Manafort met with two people.  include the name of the Russian attorney (who does not speak English), Natalia Veselnitskaya, whose primary purpose in the U.S. is to support repeal of the Magnitsky Act, and, a lobbyist against the Magnitsky Act, Rinat Akhmetshin, a dual-citizen Russian-American.

Some unverified accounts of the meeting say that Rob Goldstone was there along with two more people: a translator and a representative of the Agalarovs.  Rinat Akhmetshin could certainly translate Russian and English for the parties.  Goldstone is an official representative of the Agalarovs.  To me, the report of eight people in the meeting sounds like double-counting on the surface.

Veselnitskaya offered a document which alluded to DNC finances.  Trump, Jr. asked if she had any documentation to back up that accusation.  She said no and pivoted from the dirt on Hillary Clinton to their real agenda:  lobbying the Trump campaign on Russia-related adoption policy .(the Magnitsky Act).

Jared, Kushner left the scheduled 20-minute meeting after 10 minutes.  Some reports say Trump, Jr. left early too.  No follow-up calls, meetings or emails.

What does this sound like?  Trump, Jr. got duped into a meeting with two advocates of repeal of the Magnitsky Act, by a music publicist for a Russian pop-star Trump, Sr. met at the Miss Universe Pageant four years ago.

Public Schools Disguise Failure – High School Graduates Brainwashed & Blindsided

Ignorance is not stupidity.  Ignorance is the absence of knowledge.  Example, are baby boys ignorant or stupid?  They are ignorant, but eager learners.  They watch, copy, listen, explore, and fall down.  They must learn to control their bodies; they must learn what is good to eat; they must learn to communicate; they must learn how to ride bicycles, play tag, kick a ball, write their names, be nice to grandma, be nicer to girls, and so on.

Schools are important, because what children learn in school, they could not learn by themselves.  Schools teach them the ways the world works.  Schools teach socialization on a much bigger scale than at home or in the neighborhood.  Schools show children that their home and community are not universal, there are other people, and other places that are much, much different.  Schools teach how to answer questions and solve problems.  Schools teach English the way that gives them the best avenue to written and spoken knowledge.  It might not match the way things are at home, but awareness of the “other-“worlds outside their experience is crucial for their future.

In the most primitive societies, people learn what survival has taught.  Live or die is the standard of measure.  Children start learning as innocents:  parents give “protected” lessons, small doses of harsh truths; they provide regular rescues and frequent warnings of the dangers.  As children develop, parents and family show them life skills in increments, and let them practice within safe limits; let them make small levels of all the natural mistakes, and suffer slight versions of all the natural penalties and results.  Primitive environments offer little slack between action and consequence.

The family teaches them the practical skills of eating, drinking, bathing, shelter.  Children learn to hunt, fish, farm, gather, make and use tools.  Their family shows them how to escape danger, hide from threats, and adopt social skills.  The kids learn what is required to stay alive.  After they can demonstrate the basics, they begin to refine and master whatever they need to live and prosper as an adult.

The parents, siblings, family and tribal members know that survival demands awareness of the differences between success, failure, and everything in between. Children and adults constantly watch, listen, practice, and compete with others to improve their knowledge and skills.  They win some, they lose some, they best some, and lose to others to find their place on the scales of mastery.

They are never allowed to go forward believing they can do something they cannot.  Life hangs in the balance, not only for the child, but for everyone in the connected community.  Mistakes by one spell critical danger for them all. What you don’t know will kill you.  Ignorance is death.

I like the saying, “you don’t know what you don’t know.”  This is the essence of ignorance – you have no clue that things exist that could be vital to your life. You are oblivious to dangers and opportunities, because they have never been revealed to you.  You are blind and deaf to what you could have and do, if you only knew you didn’t know.  Because then you could learn about those parts of life, and add them, if you are interested.

What happens when a child is not given direct links to truth and consequences?  What happens when they get vague or misleading feedback?   How will they fare in real-life competition when they grow up, after being praised for mastery they do not have?

Today, I read about the importance of education and thinking skills when competing for jobs.  I also read about poor children drifting through public school with other poor kids, copying their buddies, or family, or neighbors, dropping out early, because their friends do, or their parents did.  Even if they stay the course and graduate, how many are discouraged and disappointed when they venture into the “real world” nobody told them the truth about?

How is that working for us?  Almost a quarter of the students entering college or junior college require remedial courses to fill the yawning holes in their high school learning.  Why do they have a high school diploma that leaves them in the ditch for higher education?  How has the freshman year in college become the junior/senior year of high school?

Public schools like DISD have 90%+ poor children to educate.  This is a daunting mission.  Leaders and teachers are both proud and embarrassed with their jobs.  The truth is they provide educational foster care for their students for 12 years. They are the substitute family for these children. They feed them breakfast and lunch.  They show them all the knowledge they know how to show.  They have after-school activities for those whose parents work, to keep them safe, so they don’t have to be alone at home. They try to widen the children’s social perceptions and self-esteem, because poverty has wrecked them; home is where learning stops.

They cannot mitigate the parents’ problems, and the environment at home.  They cannot add staff empowered to backup teachers who face “class management” problems.  The poorest public schools have given up, because they cannot win; the problems are overwhelming; every factor is against them succeeding.  So, what choices do they have?  They either quit or compromise to survive as employees of public institutions; they point to marginal gains, and use subjective standards to describe “progress. “

They are deceiving us and our children mentally, emotionally, and socially. The object seems to be to get them to age 18 alive, and teach them enough to justify sending them into the world on their own.  It does not matter that they do not know what they do not know is ahead.

The advent and prevalence of “alternative evaluation” such as “participation awards,” has deprived children of the ability to answer life’s most important questions: What happened?  Did I win, lose, or draw?  What did I do or not do to get my results?

Part of the occlusion comes from cumulative generations of parents who have no foundation in their own education.  They cannot measure or judge their child’s knowledge or understanding of subjects that are foreign to themselves. Another contributor is the deliberate removal of clear measurement standards from school.  Whether grades are A – F, or 100 – 0, they give the student a place to stand on their personal learning curve.

All the malarkey about emotional intelligence, self-acceptance, cultural awareness, instead of mastery of subjects, derails education, and generates unprepared high school “graduates.”

Such subterfuge is just a smoke-screen to camouflage ineffective teaching systems, unsuccessful learning efforts, incompetent, deluded teachers, and dishonest, political, school officials.  Federal and state money to schools can rely on reported student achievement and advancement.  When the students do not perform on standardized tests of basic subjects, penalties arise for the school district.  The incentives to “play the game” are vast.

The saddest thing about this structure is its cumulative self-perpetuation.  High school drop-outs do not just disappear, they grow up, they have children whose parents are not educated or enthralled by the school experience.  These children do not have adult models of success, and are less likely to value and complete high school.  They grow up, they have children who have two generations of parents with limited education, and success, and so on.

The answer is not to pass students from overcrowded class to overcrowded class, frustrating year to frustrating year, with phony, political, grading methods; it is not to issue them a counterfeit high school diploma, and kiss them good-bye.

What are the answers?  Cut the psycho-babble crap; forget the “participation” trophies; tell our children the truth; give them grades on a finite scale; offer them tangible ways to measure what they really know; teach them learning skills and habits.  Let them see who has learned, and who has not.  If they fail to learn some parts of subjects, show them; then let them know that failing once, or twice, or ten times is not the end, show them how not to quit, show them how to try again.  No child learns to walk or ride a bicycle on the first try.  Why should other learning be different?

Want to see motivated, determined learning?  Watch children play sports and games.  Kids will practice and practice until they find out what works, what does not, who is good at them, who is not.  Failure does not stop them when they want to play.  Golf is a great example.  Golfers are not daunted by the fact they may never be excellent.

We are telling parents and children that their only hope is college.  At best, this false notion leads many underqualified students to enter college unprepared, to struggle into insurmountable debt, fail, drop-out, or earn a useless, jobless “degree.”  College is not the only way to qualify for a respectable job.

The absence of non-college career training is a glaring omission in modern education.  Why can’t we emphasize quality trade schools as respectable alternatives to college?  Restore prestige to learning trades.  A master plumber can earn more than a poorly-performing college graduate.  Trades offer decent earnings opportunities, as well as professional pride and respect.  In addition, most trades cannot be “outsourced” to another country, or eliminated by technology.

Why not:

  • Offer trade-related courses in high school as an alternative to college preparatory courses?

  • Reinstate work/study programs related to trades.

  • Offer trades training to undereducated parents

  • Let parents and children see that most trades require knowledge of basic math, language, and science.

  • Offer trades-enhanced GED diplomas

  • Let parents bring their children to afternoon and early evening classes.

Think about the stages of human mastery:

  1. Discover something you want or need to learn

  2. Test your current knowledge

  3. If you fail, analyze, learn, and adjust

  4. Retry, analyze, learn, and adjust

  5. Once you learn the basics, practice, analyze, learn, and refine

  6. Practice, analyze, learn, and refine until you excel.

What might happen if we taught this mindset and process?

 

Intelligence Could Not Be More Artificial – Screen Addiction Steals Our Reality

Our pre-American forbears led lives of subsistence; work all day, every day for enough food to survive; prepare and eat the food; collapse into sleep; awake to the same exhausting challenges.  This work ethic and focus are a major part of what colonists brought to the New World, driven by the chance to own the land they work, hunt and fish the wilds about them, and live free of the crushing burdens of near-slavery as serfs, peasants, and servants.  They could not dream of a time that was not filled with all the efforts of pulling and putting together the pieces of life’s necessities.

Just meeting today’s needs was never enough. They could not afford to face the seasons unprepared. They had to be alert, to anticipate, prepare, learn, and plan for the cycles and dangers of nature; they had to be ready for the seasons, timing, preparing, sowing, harvesting, preserving, and storing of food: crops, fish, game, fruits; cutting, splitting, and stacking firewood, clothing, tools, weapons; sickness, injury, childbirth; shelter, stewardship of farm animals, and on, and on.

Except for a few times, when nature did not allow work, people, including children, worked, ate, and slept.  Church was a mandatory break for the work-cycle.  Not only did weekly Sunday services provide “leisure” time for peaceful, renewing, and moral guidance, but it also allowed for physical regeneration through rest; it fostered hygiene and discipline; it fostered family and community “leisure” and play.

This kind of all-absorbing farm life continued for most Americans until technology began its ascent.  Within a dozen decades, we expanded, invented, and produced, new tools, factories, mines, roads, bridges, harbors, waterways, and railroads.  Farmers and ranchers produced enough food to allow them to sell it to non-farmers, who earned the money in towns and cities.

“Money-crops” such as cotton, tobacco, wool, hides, and furs, fed the textile mills, the leather tanneries, and tobacconists; cash was used for things the farmer could not produce easily, such as cloth, dye, needles, pins, shoes, glass, pots, pans, jars, jugs, clocks, medicines, spices, firearms, gunpowder, swords, axes, shovels, scythes, harnesses, chains, hinges, nails, buttons, buckles, candles, lamps, and things we needed then that we no longer remember.

Non-farm work had start and stop times.  Workers arrived at a certain time, worked and ate at certain times, and left at certain times.  That meant the rest of the day was up to the workers to use as they chose.  Holidays became expected days of rest.  Merchants tailored shop hours to worker schedules, which gave them down time as well.

The Great Depression and World War II accelerated three trends:  migration to cities, training in trades, and advanced education.

They also introduced and promoted the first virtual technologies, telephone, phonographs, movies, radio, and television.  Costs, broadcast time and reception areas limited the time people spent talking, listening, and watching.  But the attraction was clearly evident.  People would plan their days and evenings around their favorite news and entertainment programs.  Trips to the movies were considered treats.

The return of prosperity brought expanding demand for all the virtual technologies.  One limit on these technologies was location: phonographs, telephones, radios, movies, and televisions were locations people had to attend to use.  One exception for police and fire fighters:  two-way radios mounted in vehicles.  World War II saw the advent of “walkie-talkies,” the conceptual and technical precursors of modern cellphones.

Car radios, and the transistor radios released the listener from having to find a radio, to having a radio with them

The 1950’s, and 60’s introduced computers to American Business.  Once again, computers were locations, entombed in rarefied environments defended by physical security, and complete ignorance of the general populous.

The 1980’s advent of “personal computers;” which were portable, with some effort.  All that was missing was connecting computers through telephone systems – the Internet, and connecting radios to telephones – cellular phones.  The catalyst for the connectivity we enjoy today was the cellphone, which erased any connection between phones and locations, and made people the locations for telephone numbers.

Televisions were limited by the stations that broadcast in their reception area.  Three major national TV networks evolved, connected by satellite to the world.  Connecting televisions directly to satellites, coaxial cables, and now the Internet, brought us out of “network-tv” into the 24/7 “cable-tv” era.

Once cellphones connected to the Internet and television, where we watch movies, we arrived to today, where the distinctions have almost completely blurred.  Likewise have our senses of reality.

Now, “friends” are not people we know, “social media” is anonymous and often anti-social.  “Gamers” give a whole new meaning to “WoW,” spending days lashed to their computers, dispensing with bathroom breaks, installing Mountain Dew, refrigerators, and cutting pizza delivery slots in their doors.

We already have an entire generation living in basements.  What is next?  Maybe evolution will soon give our species extended narrow thumbs for “Texting,” and dimmer judgement for “Sexting.”  Maybe someday, all our ogling will be “Googling.” Is the “Zombie Apocalypse” upon us with the living “undead?”  I wonder if Virtual Reality and Artificial Intelligence will converge into caskets, from which we never need emerge?  Will we live to see the rise of VARZI?

Independence Every Day – Divorce Virtual Opioids

This is a great time to be alive in America.  The average American has a better life than kings, queens, and pharaohs of the past.  We are safer, live longer, are free to go where we want, and enjoy knowledge and experiences that would have astounded the world only a few decades ago.

One area that is encroaching on our freedom is the enticing addiction to the virtual world to the exclusion of the real, here and now world.  More, and more, I walk through crowds of “zombies” stuck in their phones, tablets, music, and video.  They are not really “here.”  The inattention to life has begun to dominate our culture.  Isolation from “real” family and friends is rapidly wearing down the social skills of our society members.

The siren attraction of the imaginations of others is sapping the development and practice of imagining for ourselves.  Children need that development as they grow up.  What kind of adults, parents, employees will people become if they have no experience of self-creation?  What will our culture become when all we have is “copies” of the excellent ideas generated by a few “imagineers.”

Try doing without the virtual toys and tools you spend so much time with for 24 hours:  No cell phones, tablets, pc’s, internet, cable tv, DVD’s or other electronics.  You will quickly find out what you have been missing, such as talking with your family, reading books, playing musical instruments, inventing things, fixing things, learning things, eating with people who are present and making conversation about your life and the people you love.

We had to fight for our independence as we started this nation.  Now is a good time to exercise total freedom from the seductive draw of virtual opioids.

What Are We Watching? – Peter, Parkinson, Murphy Rule

Parkinson’s Law suggests that “work expands to fill the time available for its completion.”  The Peter Principle posits, “in any hierarchy people tend to rise in the hierarchy through promotion until they reach the levels of their respective incompetence.” Murphy’s Law states that “whatever can go wrong, will go wrong, at exactly the wrong moment.”

All three ideas developed before the current age of exponential, media expansion.  What is so amazing is, that in the age of the Internet, and myriad TV channels, these three principles combine to form a valid hybrid theorem I have dubbed the “Information Extinction Horizon,” (IEH). This new IEH theorem states that, “as media content expands to fill existing bandwidth, it declines logarithmically to inane, bogus levels of incredibility, intellectual value, journalistic validity, and schlock, while simultaneously accelerating from bare facts to all possible interpretive opinions, and providing exactly the wrong information to the wrong people, at the most inopportune time, or, worse yet, no information of discernible value at any time. ” This is a clear refutation of e=mc2.

Major corollaries to the IEH theorem relate to the milieu of internet blogging outlets, social media platforms and any other posts of personal and political natures, including pure invention, and pictures of what one’s dog ate for breakfast (including recipes).

Using Google News as a proof, rate the value and verity of their current page of articles.  In your analysis, include the sub-articles and the number of outlets with different, (apologists use the word “nuanced”) versions of the same reportage.  Notice how the results form nebulae, galaxies, solar systems and planets of personal, political, regional, national, celebrity, and sports-team-loyalty cohorts.

Also notice how futile efforts to filter searches of any topic have become.

Added support to the new hybrid theorem is Parkinson’s Law of Triviality: “members of an organization give disproportionate weight to trivial issues.”  Browsers and search/advertising engines of major internet “organizations” amplify and degrade the value of content at the same time with advertising “pollution.”

For now, we must rely on anecdotal evidence and impressions to support the new theorem, but then, anecdotal is the essence of the theorem to begin with.