Re: Politics
91Tax rates are used as an excuse to go overseas and pay workers peanuts to make the same product.
" I am not young enough to know everything."
Re: Politics
92In 1990 the United States was actually below average as far as Corporate Tax Rates. Our rate was 38.7% and the average among industrialized nations (OECD countries) was 41.2%.
Problem is other countries have been lowering their tax rates to become more job and business friendly while we have stayed pretty much the same.
In 2010 our corporate tax rate was 39.2% and the OECD average was 25.5%
Obama keeps talking about revenue revenue revenue ... that leftist talk for raising taxes. And Boehner keeps saying we don't have a revenue problem, we have a spending problem.
I think they're both right, but in order to increase revenue I think we need to be concentrating on what we can do to get people back to work. Jobs jobs jobs. The bastards in D.C. has done absolutely nothing to help the unemployment problem. Fix that you fix the revenue problem. Cut spending on top of that and you fix the debt problem.
But the only idea the dems have for creating jobs is another stimulus. Absolutely positively un - f'n - believable. Yes, because the first one was such a smashing success.
The dems are now saying the reason the first stimulus didn't work as well as hoped is they didn't spend enough.
Absolutely positively un - f'n - believable.
Problem is other countries have been lowering their tax rates to become more job and business friendly while we have stayed pretty much the same.
In 2010 our corporate tax rate was 39.2% and the OECD average was 25.5%
Obama keeps talking about revenue revenue revenue ... that leftist talk for raising taxes. And Boehner keeps saying we don't have a revenue problem, we have a spending problem.
I think they're both right, but in order to increase revenue I think we need to be concentrating on what we can do to get people back to work. Jobs jobs jobs. The bastards in D.C. has done absolutely nothing to help the unemployment problem. Fix that you fix the revenue problem. Cut spending on top of that and you fix the debt problem.
But the only idea the dems have for creating jobs is another stimulus. Absolutely positively un - f'n - believable. Yes, because the first one was such a smashing success.
The dems are now saying the reason the first stimulus didn't work as well as hoped is they didn't spend enough.
Absolutely positively un - f'n - believable.
Re: Politics
93But the only idea the dems have for creating jobs is another stimulus. Absolutely positively un - f'n - believable. Yes, because the first one was such a smashing success.
The dems are now saying the reason the first stimulus didn't work as well as hoped is they didn't spend enough.
Absolutely positively un - f'n - believable.
The dems are now saying the reason the first stimulus didn't work as well as hoped is they didn't spend enough.
Absolutely positively un - f'n - believable.
Re: Politics
94Rocky:
This conversation reminds me of the 1920-1921 depression. What happened in that period makes my case far better than my ramblings. When you get some free time you should study up on it.
In September of '21 President Harding called together 300 prominent bankers and businessmen to discuss what to do to correct the growing unemployment, raising interest rates, and tumbling deflation, GNP, & stocks.
He cut government spending 25% his first year and another 25% his second. Cut government in half in two years. Imagine.
And he cut taxes for every income group, big time.
Under progressive hero Woodrow Wilson tax rates were as high as 77% for top bracket!!
Harding cut that top rate to 56%. And when Coolidge took over for Harding he cut it even further, to 24%.
The result ... the national debt was reduced by 1/3 ... and the depression turned into what we now know as "The Roaring 20's"
Harding had a motto when he ran for president. "Less government in business and more business in government." ANd he stayed true to that and it quickly got the country out of a bad fix.
When the next depression hit FDR did the exact opposite and the depression lasted a hell of alot longer. There are conservative economists that argue it was FDR's policies that prolonged the Great Depression.
You won't hear this history lesson from pinhead liberal professors and you won't see this lesson in any childs text book. Instead liberal pinhead professors ruitinely call Harding one of the worst presidents of all time. They don't want Americans to know the truth of Harding and his policies. Hell, did you even know there was a depression in 1920? I bet the vast majority of Americans do not.
This conversation reminds me of the 1920-1921 depression. What happened in that period makes my case far better than my ramblings. When you get some free time you should study up on it.
In September of '21 President Harding called together 300 prominent bankers and businessmen to discuss what to do to correct the growing unemployment, raising interest rates, and tumbling deflation, GNP, & stocks.
He cut government spending 25% his first year and another 25% his second. Cut government in half in two years. Imagine.
And he cut taxes for every income group, big time.
Under progressive hero Woodrow Wilson tax rates were as high as 77% for top bracket!!
Harding cut that top rate to 56%. And when Coolidge took over for Harding he cut it even further, to 24%.
The result ... the national debt was reduced by 1/3 ... and the depression turned into what we now know as "The Roaring 20's"
Harding had a motto when he ran for president. "Less government in business and more business in government." ANd he stayed true to that and it quickly got the country out of a bad fix.
When the next depression hit FDR did the exact opposite and the depression lasted a hell of alot longer. There are conservative economists that argue it was FDR's policies that prolonged the Great Depression.
You won't hear this history lesson from pinhead liberal professors and you won't see this lesson in any childs text book. Instead liberal pinhead professors ruitinely call Harding one of the worst presidents of all time. They don't want Americans to know the truth of Harding and his policies. Hell, did you even know there was a depression in 1920? I bet the vast majority of Americans do not.
Re: Politics
95The Feds need to get out of our business and personal lives.
My only concern in the current situation is paying off the debt and not adding to it. Whatever it takes to get there in the shortest time would probably work for me. The quicker the debt is paid, the more we can focus on rebuilding our own backyards and mojo.
It would help tremendously to cease attempting to police the world and be involved in multiple wars simultaneously.
My only concern in the current situation is paying off the debt and not adding to it. Whatever it takes to get there in the shortest time would probably work for me. The quicker the debt is paid, the more we can focus on rebuilding our own backyards and mojo.
It would help tremendously to cease attempting to police the world and be involved in multiple wars simultaneously.
" I am not young enough to know everything."
Re: Politics
96We have to overhaul the tax system. A flat tax. And eliminate the loopholes that companies like GE is using to get out of paying any taxes. Eliminate subsidies for oil companies raking in billions in profits as well.
Yeah the tax system is screwed. I don't know what the tax rates or brackets should be, but I am sure that a flat tax with an appropriate single standard deduction would be a lot closer to optimal than what we have now, if for no other reason that we would not need 7,000 pages to describe it. I am sure that people smart enough to be tax accountants are smart enough to contribute something useful to society instead--how many billions are spent each year just getting returns set to go?
Yeah the tax system is screwed. I don't know what the tax rates or brackets should be, but I am sure that a flat tax with an appropriate single standard deduction would be a lot closer to optimal than what we have now, if for no other reason that we would not need 7,000 pages to describe it. I am sure that people smart enough to be tax accountants are smart enough to contribute something useful to society instead--how many billions are spent each year just getting returns set to go?
Re: Politics
97OPS buys 8,000 diversity manuals
By Joe Dejka OMAHA WORLD-HERALD STAFF WRITER
Published Sunday July 10, 2011
The Omaha Public Schools used more than $130,000 in federal stimulus dollars to buy each teacher, administrator and staff member a manual on how to become more culturally sensitive.
The book by Virginia education consultants could raise some eyebrows with its viewpoints.
The authors assert that American government and institutions create advantages that “channel wealth and power to white people,” that color-blindness will not end racism and that educators should “take action for social justice.”
The book says that teachers should acknowledge historical systemic oppression in schools, including racism, sexism, homophobia and “ableism,” defined by the authors as discrimination or prejudice against people with disabilities.
The authors argue that public school teachers must raise their cultural awareness to better serve minority students and improve academic achievement.
The Omaha school board approved buying 8,000 copies of the book — one for every employee, including members of the custodial staff — in April. The decision to buy the book was made 11-0, with board member Mary Ellen Drickey passing on the vote.
Janice Garnett, OPS assistant superintendent of human resources, said she could not recall another time that the district had bought copies of the same book to give to every staff member.
Employees will be asked to read a couple of chapters each quarter and then meet in study groups to discuss the book using a study guide produced by the district, she said. For teachers, the study sessions will be a part of their professional development.
School board President Sandra Jensen said the district doesn't endorse everything in the book, nor does she expect employees to adopt the authors' positions. The book is intended to open a dialogue, she said.
“The purpose of providing this resource is to help staff see that people come from a multitude of different backgrounds which cause them to respond differently to the same set of facts, depending on their personal perspectives,” she said in a statement. “Recognition that one might have a certain perspective is critical to treating all people equally.”
Representatives of other large Nebraska school districts — Lincoln, Millard, Papillion-La Vista and Bellevue — said they have not used the book for training teachers, nor have the Council Bluffs Community Schools and Des Moines Public Schools.
Lincoln officials bought copies of a different cultural proficiency book to train administrators later this summer, according to spokeswoman Mary Kay Roth.
The book that OPS bought, “The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change,” includes a worksheet for teachers to score themselves on a continuum of cultural sensitivity. The continuum ranges from “cultural destructiveness,” as evidenced by genocide and ethnocide, to “cultural proficiency,” depicted as the highest level of awareness.
Only those educators who acknowledge the existence of white privilege in America, that “white” is a culture in America and that race “is a definer for social and economic status” can reach proficiency, the authors contend. Those who score poorly on the worksheet are asked in the book what they will do “to align yourself with the values expressed.”
Jensen said the district will not use the book to evaluate or judge employees.
The book says teachers must overcome irrational fear of homosexuality and reject the “color-blind” approach to teaching in which teachers treat all children the same. Instead, the group identity of students of color should be recognized and esteemed, the authors say.
The authors ask readers to reflect on several hypothetical cases, including that of a gay “teacher of the year” afraid to post family photos of his male partner for his school's Family Day, an African-American parent upset by a sixth-grade Early-American Day because African-Americans were enslaved in those days, and a principal whose attempt to reach out to Muslim students backfires when he announces over the intercom that students should welcome Muslims though they “might believe in violence.”
The authors — Franklin and Brenda Campbell Jones and Randall B. Lindsey — all former teachers, write that their intent in the book is “to prepare educators to unshackle themselves from tradition and become facilitators for reconciliation of historical injustices.”
Franklin Campbell Jones said in an interview that although some issues in the book are considered “challenging” and “taboo,” discussing them is important to break down barriers to educating every child.
He said the book has been well-received by other school districts using it, including San Diego and Atlanta, and districts in Maryland and Canada.
The push for cultural proficiency, sometimes referred to as cultural competence, is a trend across the country, though what's meant by these terms varies. Definitions range from encouraging teachers to understand the cultural backgrounds of students to more aggressive efforts to rewrite curricula and adapt school systems to immigrant cultures.
A primary concern of critics is that schools and universities could use cultural proficiency as an ideological litmus test and that the money put toward such programs could be better spent directly on academics.
In 2009 the University of Minnesota-Twin Cities drew criticism when a task force proposed introducing cultural competency requirements for its teacher candidates.
The task force proposed that future teachers, in order to be recommended for licensure, should “recognize and demonstrate understanding of white privilege,” fight for social justice and take tests to measure their “intercultural sensitivity” and “cultural intelligence.”
Among the critics were the Foundation for Individual Rights in Education, a nonprofit watchdog group advocating individual rights at America's colleges and universities, which argued that the proposals intruded on matters of individual freedom and conscience.
The Nebraska Board of Education is considering drafting teacher standards that call for teachers to be “culturally competent,” a move spokeswoman Betty VanDeventer said is intended to make teachers more aware and respectful of children of all cultures. Last winter, board members authorized a 41-member committee of teachers, principals, parents and others to draft the standards.
The proposed standards call upon teachers to, among other things, connect with a student's traditions to move him toward academic success, use “culturally appropriate instructional strategies” and make sure tests are valid and address the diversity of students.
The draft standards do not include any of the social justice goals contained in the book acquired by OPS.
The state plans to hold forums this summer and fall on the draft standards. The Nebraska standards would be voluntary. Local districts could decide whether to adopt them.
Paul Peterson, director of the Program on Education Policy and Governance at Harvard University, and a senior fellow at the conservative Hoover Institution at Stanford University, said cultural proficiency is part of a broader agenda advocated by people “who think that we should have a teaching force that has a certain political perspective.”
About OPS spending stimulus money on the book, he said: “That must be a wealthy school district.”
Stimulus rules allowed districts to spend money on teacher training, but Peterson suggested the money would be better spent on academic training.
“I would like to know whether the teachers are proficient in the subject they're going to be teaching,” he said. “It would be nice, if they're going to be teaching science, to be proficient in science; or math, to be proficient in math.”
Peterson said it's important that teachers be aware of the traditions a child brings to the school, and to take those into account when working with the pupil and deciding how to engage and motivate him or her.
He is concerned, however, about the book's general statements about the white population. That kind of generalization can be “extremely misleading” and “it would seem it would not be the kind of book you would distribute,” he said.
Jensen said there's no hidden agenda with the book study. She said she had started reading the book before the board voted to approve the purchase, and she intends to finish it and participate in the sessions.
Asked last week if she believes white privilege exists in Omaha, Jensen said: “That depends on the cultural lens that one looks through.”
The Omaha school district has a racially diverse enrollment. Last year the enrollment was 35.7 percent Caucasian, 29.9 percent Hispanic, 29.7 percent African-American, 3.1 percent Asian-American and 1.6 percent American-Indian. Students speak 93 different languages, Omaha Public Schools officials say.
The district, like most across the country, has struggled to close stubborn achievement gaps between whites and minorities.
Garnett, with OPS, said the district will use the book as a conversation starter on topics such as social equity, cultural understanding and racial justice.
“We're not saying that every idea in that book you have to accept,” Garnett said. “Not at all. What we're saying is let's explore this whole concept and see where we want to be as a school district when it relates to the diverse student population we now serve.”
Teachers will be asked to reflect on the book this year, and then next year the district will look for ways to apply some of the concepts in the classroom and workplace, she said.
That will include looking at “culturally responsive teaching” as a way to improve achievement for kids, Garnett said.
In defense of the district's purchase, OPS spokeswoman Luanne Nelson pointed to a study released by two Latino advocacy groups in Massachusetts calling for cultural proficiency in that state's schools.
When there are gaps in achievement between whites and minorities, schools need to identify obstacles to learning embedded in school culture, policies and practices, according to the study released by the Sociedad Latina and the University of Massachusetts' Mauricio Gaston Institute for Latino Community Development and Public Policy.
Nancy Edick, dean of the College of Education at the University of Nebraska at Omaha, said it is “imperative” that teachers are prepared for increasingly diverse schools.
Edick has trained Millard Public Schools teachers in culturally responsive teaching.
The hope is that teachers develop an understanding and appreciation for diversity in the classroom, school and community, and that they see “the increasing diversity we're all experiencing is not a threat, it's an opportunity,” she said.
“The rich life experiences of a diverse classroom contribute to an excellent education. It's an education that helps prepare our kids for a world they're going to live in, an increasingly diverse world,” Edick said.
Contact the writer: 402-444-1077, joe.dejka@owh
By Joe Dejka OMAHA WORLD-HERALD STAFF WRITER
Published Sunday July 10, 2011
The Omaha Public Schools used more than $130,000 in federal stimulus dollars to buy each teacher, administrator and staff member a manual on how to become more culturally sensitive.
The book by Virginia education consultants could raise some eyebrows with its viewpoints.
The authors assert that American government and institutions create advantages that “channel wealth and power to white people,” that color-blindness will not end racism and that educators should “take action for social justice.”
The book says that teachers should acknowledge historical systemic oppression in schools, including racism, sexism, homophobia and “ableism,” defined by the authors as discrimination or prejudice against people with disabilities.
The authors argue that public school teachers must raise their cultural awareness to better serve minority students and improve academic achievement.
The Omaha school board approved buying 8,000 copies of the book — one for every employee, including members of the custodial staff — in April. The decision to buy the book was made 11-0, with board member Mary Ellen Drickey passing on the vote.
Janice Garnett, OPS assistant superintendent of human resources, said she could not recall another time that the district had bought copies of the same book to give to every staff member.
Employees will be asked to read a couple of chapters each quarter and then meet in study groups to discuss the book using a study guide produced by the district, she said. For teachers, the study sessions will be a part of their professional development.
School board President Sandra Jensen said the district doesn't endorse everything in the book, nor does she expect employees to adopt the authors' positions. The book is intended to open a dialogue, she said.
“The purpose of providing this resource is to help staff see that people come from a multitude of different backgrounds which cause them to respond differently to the same set of facts, depending on their personal perspectives,” she said in a statement. “Recognition that one might have a certain perspective is critical to treating all people equally.”
Representatives of other large Nebraska school districts — Lincoln, Millard, Papillion-La Vista and Bellevue — said they have not used the book for training teachers, nor have the Council Bluffs Community Schools and Des Moines Public Schools.
Lincoln officials bought copies of a different cultural proficiency book to train administrators later this summer, according to spokeswoman Mary Kay Roth.
The book that OPS bought, “The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change,” includes a worksheet for teachers to score themselves on a continuum of cultural sensitivity. The continuum ranges from “cultural destructiveness,” as evidenced by genocide and ethnocide, to “cultural proficiency,” depicted as the highest level of awareness.
Only those educators who acknowledge the existence of white privilege in America, that “white” is a culture in America and that race “is a definer for social and economic status” can reach proficiency, the authors contend. Those who score poorly on the worksheet are asked in the book what they will do “to align yourself with the values expressed.”
Jensen said the district will not use the book to evaluate or judge employees.
The book says teachers must overcome irrational fear of homosexuality and reject the “color-blind” approach to teaching in which teachers treat all children the same. Instead, the group identity of students of color should be recognized and esteemed, the authors say.
The authors ask readers to reflect on several hypothetical cases, including that of a gay “teacher of the year” afraid to post family photos of his male partner for his school's Family Day, an African-American parent upset by a sixth-grade Early-American Day because African-Americans were enslaved in those days, and a principal whose attempt to reach out to Muslim students backfires when he announces over the intercom that students should welcome Muslims though they “might believe in violence.”
The authors — Franklin and Brenda Campbell Jones and Randall B. Lindsey — all former teachers, write that their intent in the book is “to prepare educators to unshackle themselves from tradition and become facilitators for reconciliation of historical injustices.”
Franklin Campbell Jones said in an interview that although some issues in the book are considered “challenging” and “taboo,” discussing them is important to break down barriers to educating every child.
He said the book has been well-received by other school districts using it, including San Diego and Atlanta, and districts in Maryland and Canada.
The push for cultural proficiency, sometimes referred to as cultural competence, is a trend across the country, though what's meant by these terms varies. Definitions range from encouraging teachers to understand the cultural backgrounds of students to more aggressive efforts to rewrite curricula and adapt school systems to immigrant cultures.
A primary concern of critics is that schools and universities could use cultural proficiency as an ideological litmus test and that the money put toward such programs could be better spent directly on academics.
In 2009 the University of Minnesota-Twin Cities drew criticism when a task force proposed introducing cultural competency requirements for its teacher candidates.
The task force proposed that future teachers, in order to be recommended for licensure, should “recognize and demonstrate understanding of white privilege,” fight for social justice and take tests to measure their “intercultural sensitivity” and “cultural intelligence.”
Among the critics were the Foundation for Individual Rights in Education, a nonprofit watchdog group advocating individual rights at America's colleges and universities, which argued that the proposals intruded on matters of individual freedom and conscience.
The Nebraska Board of Education is considering drafting teacher standards that call for teachers to be “culturally competent,” a move spokeswoman Betty VanDeventer said is intended to make teachers more aware and respectful of children of all cultures. Last winter, board members authorized a 41-member committee of teachers, principals, parents and others to draft the standards.
The proposed standards call upon teachers to, among other things, connect with a student's traditions to move him toward academic success, use “culturally appropriate instructional strategies” and make sure tests are valid and address the diversity of students.
The draft standards do not include any of the social justice goals contained in the book acquired by OPS.
The state plans to hold forums this summer and fall on the draft standards. The Nebraska standards would be voluntary. Local districts could decide whether to adopt them.
Paul Peterson, director of the Program on Education Policy and Governance at Harvard University, and a senior fellow at the conservative Hoover Institution at Stanford University, said cultural proficiency is part of a broader agenda advocated by people “who think that we should have a teaching force that has a certain political perspective.”
About OPS spending stimulus money on the book, he said: “That must be a wealthy school district.”
Stimulus rules allowed districts to spend money on teacher training, but Peterson suggested the money would be better spent on academic training.
“I would like to know whether the teachers are proficient in the subject they're going to be teaching,” he said. “It would be nice, if they're going to be teaching science, to be proficient in science; or math, to be proficient in math.”
Peterson said it's important that teachers be aware of the traditions a child brings to the school, and to take those into account when working with the pupil and deciding how to engage and motivate him or her.
He is concerned, however, about the book's general statements about the white population. That kind of generalization can be “extremely misleading” and “it would seem it would not be the kind of book you would distribute,” he said.
Jensen said there's no hidden agenda with the book study. She said she had started reading the book before the board voted to approve the purchase, and she intends to finish it and participate in the sessions.
Asked last week if she believes white privilege exists in Omaha, Jensen said: “That depends on the cultural lens that one looks through.”
The Omaha school district has a racially diverse enrollment. Last year the enrollment was 35.7 percent Caucasian, 29.9 percent Hispanic, 29.7 percent African-American, 3.1 percent Asian-American and 1.6 percent American-Indian. Students speak 93 different languages, Omaha Public Schools officials say.
The district, like most across the country, has struggled to close stubborn achievement gaps between whites and minorities.
Garnett, with OPS, said the district will use the book as a conversation starter on topics such as social equity, cultural understanding and racial justice.
“We're not saying that every idea in that book you have to accept,” Garnett said. “Not at all. What we're saying is let's explore this whole concept and see where we want to be as a school district when it relates to the diverse student population we now serve.”
Teachers will be asked to reflect on the book this year, and then next year the district will look for ways to apply some of the concepts in the classroom and workplace, she said.
That will include looking at “culturally responsive teaching” as a way to improve achievement for kids, Garnett said.
In defense of the district's purchase, OPS spokeswoman Luanne Nelson pointed to a study released by two Latino advocacy groups in Massachusetts calling for cultural proficiency in that state's schools.
When there are gaps in achievement between whites and minorities, schools need to identify obstacles to learning embedded in school culture, policies and practices, according to the study released by the Sociedad Latina and the University of Massachusetts' Mauricio Gaston Institute for Latino Community Development and Public Policy.
Nancy Edick, dean of the College of Education at the University of Nebraska at Omaha, said it is “imperative” that teachers are prepared for increasingly diverse schools.
Edick has trained Millard Public Schools teachers in culturally responsive teaching.
The hope is that teachers develop an understanding and appreciation for diversity in the classroom, school and community, and that they see “the increasing diversity we're all experiencing is not a threat, it's an opportunity,” she said.
“The rich life experiences of a diverse classroom contribute to an excellent education. It's an education that helps prepare our kids for a world they're going to live in, an increasingly diverse world,” Edick said.
Contact the writer: 402-444-1077, joe.dejka@owh
Re: Politics
98The education system is saved. That's all we needed. Help teachers indoctrine our kids with white guilt. That should help everything. Our kids will now be better prepared to compete with the rest of the world and get America back on top.
Re: Politics
99If we want to "right" America, we should dump Jimmy Fallon in a deep creek.
My Gawd is THIS guy a poor excuse for an entertainer as I am now realizing AGAIN for about the 25th time of surfing to his show for a moment.
We have let this country become a very dumb society.
My Gawd is THIS guy a poor excuse for an entertainer as I am now realizing AGAIN for about the 25th time of surfing to his show for a moment.
We have let this country become a very dumb society.
Re: Politics
101Jimmy Fallon is the new "Johny Carson". Not sure why you would call him dumb.
Sings , dances, funny, what the hell else do you want ?
http://www.youtube.com/watch?v=sCxZB6GO ... re=related
History of rap. Fallon and Timberlake.
http://www.youtube.com/watch?v=7DZvMHOveo4
Neil Young, Bruce Springsteen, and Bob Dylan.
Sings , dances, funny, what the hell else do you want ?
http://www.youtube.com/watch?v=sCxZB6GO ... re=related
History of rap. Fallon and Timberlake.
http://www.youtube.com/watch?v=7DZvMHOveo4
Neil Young, Bruce Springsteen, and Bob Dylan.
Re: Politics
102HB, you know I've been saying the same thing for awhile now. I agree completely. I'm also on board with making significant cuts in defense, social security and medicare. Get a flat tax in with no loopholes, and set the rate wherever it needs to be to get out of the red while making as many cuts as possible wherever possible and prudent. Like it or not it's our debt and we need to get out from under it, whatever it takes (agreeing with Rocky here).We have to overhaul the tax system.
A flat tax. And eliminate the loopholes that companies like GE is using to get out of paying any taxes.
Eliminate subsidies for oil companies raking in billions in profits as well.
I am a pretty big fan of having good roads, bridges, and other infrastructure and I feel this is a proper function of government along with certain other stuff. Being the world policeman doesn't strike me as one of those functions.
Re: Politics
103That Fallon stuff was not bad.
Maybe I just always catch his show on his down nights.
Now that I see he's an Irish Catholic kid I guess I'll give him a wider berth. He's never impressed me as being very cerebral, not that THAT is required to be an entertainer.
Maybe I just always catch his show on his down nights.
Now that I see he's an Irish Catholic kid I guess I'll give him a wider berth. He's never impressed me as being very cerebral, not that THAT is required to be an entertainer.
Re: Politics
104Yes HB, there IS a Santa Claus...
About The Bay: San Francisco Republicans Unite
July 18, 2011 9:37 AM
(CBS)
Mike-Sugerman
SAN FRANCISCO (KCBS) – San Francisco has long been considered one of the most liberal cities in the United States, a great place for Democrats to gather. But Republicans? They have to work a little harder.
“It can be uncomfortable. People at work don’t know I’m a Republican and my resume looks very Democratic because of my interning opportunities in the city,” said one woman, who because of her political party, declined to give her name.
And she’s not alone. In San Francisco, declined to state outnumbers Republicans by a factor of three and Democrats by a factor of five.
“A lot of us feel outnumbered,” said Rohit Joy, a member of the San Francisco Young Republicans. “So we feel the need to have an organization where we can meet people and have something in common with them.”
For some members of the group, like Aliza Ferenzana, party lines are drawn when it comes to romantic relationships.
“The last relationship was in 2004 and after that, I quit dating Democrats,” she said.
Young Republicans President Matt Del Carlo doesn’t hide his political affiliation and said he is very proud of what he has planned for later this summer.
“The San Francisco Young Republicans won the competitive bid to hold the state YR Convention at the end of August,” he said. “We’re holding it at the Marines’ Memorial Club and Hotel and we’re going to have Ann Coulter, John Yoo and probably a few presidential candidates coming in to meet with our group.”
And sightings of Republicans in San Francisco may reach new highs this summer, not seen in a half-century.
You can hear Mike Sugerman’s About the Bay reports on Mondays at 6:40am, 7:40am and 8:40am on KCBS All News 740AM and 106.9FM.
About The Bay: San Francisco Republicans Unite
July 18, 2011 9:37 AM
(CBS)
Mike-Sugerman
SAN FRANCISCO (KCBS) – San Francisco has long been considered one of the most liberal cities in the United States, a great place for Democrats to gather. But Republicans? They have to work a little harder.
“It can be uncomfortable. People at work don’t know I’m a Republican and my resume looks very Democratic because of my interning opportunities in the city,” said one woman, who because of her political party, declined to give her name.
And she’s not alone. In San Francisco, declined to state outnumbers Republicans by a factor of three and Democrats by a factor of five.
“A lot of us feel outnumbered,” said Rohit Joy, a member of the San Francisco Young Republicans. “So we feel the need to have an organization where we can meet people and have something in common with them.”
For some members of the group, like Aliza Ferenzana, party lines are drawn when it comes to romantic relationships.
“The last relationship was in 2004 and after that, I quit dating Democrats,” she said.
Young Republicans President Matt Del Carlo doesn’t hide his political affiliation and said he is very proud of what he has planned for later this summer.
“The San Francisco Young Republicans won the competitive bid to hold the state YR Convention at the end of August,” he said. “We’re holding it at the Marines’ Memorial Club and Hotel and we’re going to have Ann Coulter, John Yoo and probably a few presidential candidates coming in to meet with our group.”
And sightings of Republicans in San Francisco may reach new highs this summer, not seen in a half-century.
You can hear Mike Sugerman’s About the Bay reports on Mondays at 6:40am, 7:40am and 8:40am on KCBS All News 740AM and 106.9FM.
Re: Politics
105I continue to get a kick out of the fact I met my San Francisco, California born and raised wife when I was "home based" and living and traveling from South Carolina. After our first chance meeting she decided that being at least at that time from "The South," I must like "Country Music."
She tasted country music and got hooked, and still listens to Country Music stations as her main faire to this day.
I don't.
My former wife and my current wife and all of my four kids tell me they will never vote for a Democrat.
I think I told them I once voted for John Glenn.
She tasted country music and got hooked, and still listens to Country Music stations as her main faire to this day.
I don't.
My former wife and my current wife and all of my four kids tell me they will never vote for a Democrat.
I think I told them I once voted for John Glenn.