May 10, 2014


Filed under: news — jaspar @ 9:50 am







WORLD-TYRANT WORLD a/o 05 10 14 







May 8, 5:46 PM EDT 









West Virginia’s attorney general says local school officials brushed aside allegations that two middle school boys sexually abused female classmates, and he claims the officials interfered with a state police investigation of the incidents in Mingo County – a community that has been rocked by multiple political scandals in the past year. 


Attorney General Patrick Morrisey also claims in a lawsuit that administrators at Burch Middle School retaliated against the girls for reporting the allegations.  It says the abuses occurred during the 2012-13 school year and have continued to present.


The lawsuit comes less than a year after a former Mingo County judge, prosecutor, magistrate and county commissioner pleaded guilty to charges stemming from a federal corruption probe.  The county on the southwestern edge of the state also was rocked in 2013 by the slaying of its sheriff.




May 8, 6:32 PM EDT 









The video was recorded in November at Oaktree Elementary School [about 40 miles northwest of Detroit] and released to a TV station in February. 


On it, the boy is shown with his head and arms stuck in an opening in the back of the chair. 


[Nicole] McVey and Principal Michael Ellis taunted the fifth-grader, who has Asperger’s syndrome, according to Patrick Greenfelder, a lawyer for the boy’s family. 


Ellis has since resigned.  McVey had been fighting the district’s efforts to fire her. 


According to Greenfelder, McVey can be heard questioning the boy about how he got stuck before asking, “Do you want to get Tasered?” 




May 9, 3:14 AM EDT 











Friends say 93-year-old Pearlie Golden still shopped at the grocery store and greeted friends with a jubilant “Hey, baby!” 


Now they and the mayor of this small Texas town [Hearne] want the police officer who shot and killed her gone. 


The fatal shooting of “Miss Sulie” – as residents say she was widely known – has raised tensions in Hearne and the Texas Rangers are investigating what led the officer to fire on Golden while responding to a 911 call at her house this week. 






Call the Cops at Your Peril [Excerpt] 


Copyright by Paul Craig Roberts 



May 8, 2014 @ 7:32 pm 





Whatever you do, never call the cops.  However bad you might think the situation is, it
will be much worse once the goon thugs arrive:













Economics Students Begin to Revolt



Orthodox economics, dominated thoroughly by Chicago School ideology, exists to justify extreme inequality and class dominance, which is why its adherents, who occupy critical financial posts around the world, continue to implement ruinous policies. 


At universities, the teaching of economics is similarly dominated by the Chicago School. 


Not all students are content with this state of affairs. The international coalition International Student Initiative for Pluralism in Economics has issued a manifesto taking direct aim at the extraordinarily narrow curriculum. 


What makes this especially noteworthy is that this coalition comprises 42 student associations in 19 countries — and has a web site in seven languages. 






An international student call for pluralism in economics


It is not only the world economy that is in crisis. The teaching of economics is in crisis too, and this crisis has consequences far beyond the university walls. 


What is taught shapes the minds of the next generation of policymakers, and therefore shapes the societies we live in. 


We, 42 associations of economics students from 19 different countries, believe it is time to reconsider the way economics is taught.  We are dissatisfied with the dramatic narrowing of the curriculum that has taken place over the last couple of decades.  This lack of intellectual diversity does not only restrain education and research.  It limits our ability to contend with the multidimensional challenges of the 21st century – from financial stability, to food security and climate change. 


The real world should be brought back into the classroom, as well as debate and a pluralism of theories and methods. This will help renew the discipline and ultimately create a space in which solutions to society’s problems can be generated. 


United across borders, we call for a change of course. We do not claim to have the perfect answer, but we have no doubt that economics students will profit from exposure to different perspectives and ideas.  Pluralism could not only help to fertilize teaching and research and reinvigorate the discipline.  Rather, pluralism carries the promise to bring economics back into the service of society. 


Three forms of pluralism must be at the core of curricula: theoretical, methodological and interdisciplinary. 


Theoretical pluralism emphasizes the need to broaden the range of schools of thought represented in the curricula.  It is not the particulars of any economic tradition we object to.  Pluralism is not about choosing sides, but about encouraging intellectually rich debate and learning to critically contrast ideas.  Where other disciplines embrace diversity and teach competing theories even when they are mutually incompatible, economics is often presented as a unified body of knowledge. 


Admittedly, the dominant tradition has internal variations. Yet, it is only one way of doing economics and of looking at the real world.  This is unheard of in other fields; nobody would take seriously a degree program in psychology that focuses only on Freudianism, or a politics program that focuses only on state socialism.  An inclusive and comprehensive economics education should promote balanced exposure to a variety of theoretical perspectives, from the commonly taught neoclassically-based approaches to the largely excluded classical, post-Keynesian, institutional, ecological, feminist, Marxist and Austrian traditions – among others.  Most economics students graduate without ever encountering such diverse perspectives in the classroom. 


Furthermore, it is essential that core curricula include courses that provide context and foster reflexive thinking about economics and its methods per se, including philosophy of economics and the theory of knowledge.  Also, because theories cannot be fully understood independently of the historical context in which they were formulated, students should be systematically exposed to the history of economic thought and to the classical literature on economics as well as to economic history.  Currently, such courses are either non-existent or marginalized to the fringes of economics curricula. 


Methodological pluralism stresses the need to broaden the range of tools economists employ to grapple with economic questions.  It is clear that maths and statistics are crucial to our discipline.  But all too often students learn to master quantitative methods without ever discussing if and why they should be used, the choice of assumptions and the applicability of results.  Also, there are important aspects of economics which cannot be understood using exclusively quantitative methods: sound economic inquiry requires that quantitative methods are complemented by methods used by other social sciences.  For instance, the understanding of institutions and culture could be greatly enhanced if *qualitative* analysis was given more attention in economics curricula.  Nevertheless, most economics students never take a single class in qualitative methods. 


Finally, economics education should include interdisciplinary approaches and allow students to engage with other social sciences and the humanities.  Economics is a social science; complex economic phenomena can seldom be understood if presented in a vacuum, removed from their sociological, political, and historical contexts.  To properly discuss economic policy, students should understand the broader social impacts and moral implications of economic decisions. 


While approaches to implementing such forms of pluralism will vary from place to place, general ideas for implementation might include: 

  • Hiring instructors and researchers who can bring theoretical and methodological diversity to economics programs; 
  • Creating texts and other pedagogical tools needed to support pluralist course offerings; 
  • Formalizing collaborations between social sciences and humanities departments or establishing special departments that could oversee interdisciplinary programs blending economics and other fields. 

Change will be difficult – it always is.  But it is already happening.  Indeed, students across the world have already started creating change step by step. 


We have filled lecture theatres in weekly lectures by invited speakers on topics not in the curriculum; we have organised reading groups, workshops, conferences; we have analysed current syllabuses and drafted alternative programs; we have started teaching ourselves and others the new courses we would like to be taught.  We have founded university groups and built networks both nationally and internationally. 


Change must come from many places.  So now we invite you – students, economists, and non-economists – to join us and create the critical mass needed for change. See Support us to show your support and connect with our growing networks. 


Ultimately, pluralism in economics education is essential for healthy public debate.  It is a matter of democracy. 


Signed, the member organizations of the International Student Initiative for Pluralism in Economics: 


  • Sociedad de Economía Crítica Argentina y Uruguay, Argentina 
  • The PPE Society, La Trobe University, Australia 
  • Society for Pluralist Economics Vienna, Austria 
  • Nova Agora, Brazil 
  • Mouvement etudiant quebecois pour un enseignement pluraliste de l’economie, Canada 
  • Estudios Nueva Economía, Chile 
  • Grupo de estudiantes y egresados de la Facultad de Economía y Negocios de la Universidad de Chile, Chile 
  • Det Samfundsokonomiske Selskab (DSS), Denmark 
  • Post-Crash Economics Society Essex, England 
  • Cambridge Society for Economic Pluralism, England 
  • Better Economics UCLU, England 
  • Post-Crash Economics Society Manchester, England 
  • SOAS Open Economics Forum, England 
  • Alternative Thinking for Economics Society, Sheffield University, England 
  • LSE Post-Crash Economics England 
  • Pour un Enseignement Pluraliste de l’Economie dans le Superieur (PEPS-Economie), France 
  • Netzwerk Plurale Okonomik (Network for Pluralist Economics), Germany 
  • Oikos Koln, Germany 
  • Real World Economics, Mainz, Germany 
  • Kritische WissenschaftlerInnen Berlin, Germany 
  • Arbeitskreis Plurale Okonomik, München, Germany 
  • Oikos Leipzig, Germany 
  • Was ist Ökonomie, Berlin, Germany 
  • Impuls. fur eine neue Wirtschaft, Erfurt, Germany 
  • Ecoation, Augsburg, Germany 
  • Kritische Okonomen, Frankfurt, Germany 
  • Arbeitskreis Plurale Ökonomik, Hamburg, Germany 
  • Real World Economics, Heidelberg, Germany 
  • Stundent HUB Weltethos Institut Tübingen, Germany 
  • LIE – Lost in Economics e.V., Regensburg, Germany 
  • Javadhpur University Heterodox Economics Association, India 
  • Economics Student Forum – Tel Aviv, Israel 
  • Economics Student Forum – Haifa (Rethinking Economics), Israel 
  • Rethinking Economics Italia, Italy 
  • Grupo de Estudiantes por la Enseñanza Plural de la Economía, UNAM, Mexico 
  • Oeconomicus Economic Club MGIMO, Russia 
  • Glasgow University Real World Economics Society, Scotland 
  • Movement for Pluralistic Economics, Slovenia 
  • Post-Crash Barcelona, Spain 
  • Asociación de Estudiantes de Económicas de la Universidad Autonoma de Madrid, Spain 
  • Estudantes de Económicas e Empresariais, Universidade de Santiago de Compostela, Spain 
  • Lunds Kritiska Ekonomer, Sweden 
  • Handels Students for Sustainability, Sweden 
  • PEPS-Helvetia, Switzerland 
  • Rethinking Economics, UK 
  • Rethinking Economics New York, United States 
  • Sociedad de Economia Critica, Argentina and Uruguay 






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