Sexual Predator Faces Prison

Ex-wife who made false rape claims faces prison,” by Richard Savill, Telegraph, 30 September 2006, http://www.telegraph.co.uk/news/main.jhtml;jsessionid=QQCRTELZSKFN1QFIQMGSFGGAVCBQWIV0?xml=/news/2006/09/30/nrape30.xml (from Mangan’s).

A woman who falsely cried rape against her former husband was facing jail yesterday after being convicted of perverting the course of justice.

The judge told Henderson she had “forced the two men to appear in a public court, face complete strangers and give evidence and be cross-examined about painful, embarrassing and intimate details”.

Mr Cooke told the court: “It was quite shocking to have three or four police officers arrest you, manhandle you and take you away for something you’ve never done.”

Adjourning sentence for reports, the judge warned Henderson, the mother of a daughter of 16 and a 20-year-old son, a soldier, that she could face a lengthy jail term.

Meanwhile, Elisabet Sunde, a European sexual predator who victimized in America, remains free…

Islam Without Irony, Part I: Robert Redeker

“Death Threats in Brussels, France (Robert Redeker),” by Paul Belien, Canada Free Press, 29 September 2006, http://www.canadafreepress.com/2006/brussels092906.htm (hat-tip to The Corner, also at Atlas Shrugs, Brussels Journal, Catholic Answers, Common Sense Junction, Debido Shodo, Extreme Centre, Fausta’s blog, Freedom Fighter’s Journal, Gates of Vienna, It Shines For All, Jawa Report, Jihad Watch, Little Green Footballs, Media Watch Watch, Michelle Malkin, Middle Class Guy, Non Imprimatur, No Pasaran, Pajamas Media, Presque Rien Sur Presque Tout, QandO, Reinke Faces Life, Tail Rank, The Apostates, Vie de Malchance, Wood’s News & Views).

I’ve been threatened with eternal and worldly punishments by radical Muslims on this blog, though oddly not by Airline Security Screeners, Black Gangster Disciples, Catholics, Chinese, Fundementalist Christians, Greeks, Hobos, Hong Kongese, Italians, Japanese, Jews, public intellectuals, Republicans, Senators, Senior Citizens, South Dakotans, or any of the other groups I have mocked, exploited, blah blah blah. It’s hard to imagine that many Muslims are without a certain sense of irony, of humor, of fun, or non-violence, in a way that TSA officials, government bureaucrats, street thugs, and others are not.

Thus, this is hilarious:

Meanwhile in France, a philosophy teacher is under police protection after receiving death threats over an op-ed article [French text here] which he wrote in a national newspaper. In the article, which was published in the conservative daily Le Figaro of September 19th, Robert Redeker accused Islam of “exalting violence.” Mr Redeker has not attended classes at his school near Toulouse since the article was published. Pierre Rousselin, the editor in chief of Le Figaro, apologized on Al-jazeera for the publication of the article. A number of Islamic countries, including Egypt, banned Le Figaro following the publication of Redeker’s piece. Mr Rousselin said the publication of the op-ed was a mistake. He said the article did not express the paper’s opinion. The article is no longer available on the Figaro website.

Mr Redeker has written a letter to his friend, the philosopher André Glucksmann, describing his ordeal [French text here]:

“I am now in a catastrophic personal situation. Several death threats have been sent to me, and I have been sentenced to death by organizations of the al-Qaeda movement. [...] On the websites condemning me to death there is a map showing how to get to my house to kill me, they have my photo, the places where I work, the telephone numbers, and the death fatwa. [...] There is no safe place for me, I have to beg, two evenings here, two evenings there. [...] I am under the constant protection of the police. I must cancel all scheduled conferences. And the authorities urge me to keep moving. [...] All costs are at my own expense, including those of rents a month or two ahead, the costs of moving twice, legal expenses, etc.

Islam is a religion optimized for anarchy. It may well be the solution for many trapped in the Gap, but in its natural evangelical form it is not a religion compatible with Westernism, openness, or the Core. That is why the Long Global War against Terrorism is being fought for Islam.

Classroom Democracy, Part I: A Parliament of Scholars

My Classes are Democracies and hold elections every week.


The Classroom: A People-Powered Polis

Through these elections an Assembly, a President, and a Government are selected.
First, every student votes for an Assembly. The Assembly is elected through proportional parliamentary representation, so that a student who receives one vote from the class has the ability to cast one vote in the Assembly, a student who receives two has the power to cast two, and so on.


In Assembly, The People Rule

Secondly, the Assembly elects a President. The President is chosen by a two-thirds vote of the Assembly….


In the case there are more than two candidates and none receives a two-thirds vote, the lowest-vote-earning candidate is removed, and the Assembly votes against on the remaining candidates. In the case that there are only two candidates and none receives a two-thirds vote, the Assembly can vote on more time. In the case that the Assembly is deadlocked, the Assembly begins electing again, but cannot vote for any candidate it has previously considered. If the Assembly repeats this process such that there is no one left to vote for, the Assembly falls and a new Assembly is elected by the Class.


The Popular Presidency

Third, the President selects a Prime Minister. This is the first stage in forming a Government. The Prime Minister is selected by the President but most be confirmed by half of the Assembly. If the President’s selection for Prime Minister is not approved by the Assembly, the President may try a second nomination of anyone, including the first choice. If the President is again rebuffed, the President’s Administration falls and the Assembly selects a new President. If a second President falls, the Assembly itself falls and a new Assembly is elected.


PM: Calling the Shots

Fourth, the Prime Minister selects an Information Minister and an Interior Minister. This is the last stage in forming a Government. Both the Information Minister and the Interior Minister must be approved by the President. If either of the Prime Minister’s candidates are rebuffed, a second selection may be made of anyone, including re-nominating the candidate for the office again. If the Prime Minister is again rebuffed, the Prime Minister’s Government falls and the President selects a new Prime Minister as described above.


The Ministers of the Government

The Assembly can find that it has “no confidence” in either the President or the Prime Minister by a majority vote. If the Assembly has No Confidence in the President, then the Assembly must select a new President who will form a new Government as outlined above. If the Assembly has No Confidence in the Prime Minister, the President must then name a new Prime Minister as outlined above.. The President can dismiss the Prime Minister and select a new Government, as outlined above.
The central personality in the Democracy is the Prime Minister. The Prime Minister, in a real way, runs the class. The conditions under which quizzes are taken are decided by the Prime Minister, as well what is discussed in class. The Prime Minister has the power to dismiss the class, hold the class, and run the discussion. The Interior Minister, by contrast, is in charge of suggesting quiz questions for the next week, while the Information Minister is in charge of submitting notes for the class. The powers of the President and the Assembly are limited to oversight of the Prime Minister.

The Assembly can create a Constitutional change by a 2/3rds vote, which is ratified if it is approved by 2/3rds of the class.

Every class I have ever had has challenged this system. Students, wise from more than a decade of classroom instruction, have figured out that teachers lie to them and that collaborative learning is really just a way for a teacher to lecture and then act grumpy when students don’t talk up. So students, who don’t like hypocrisy, attempt to expose it by spending an entire class period on parliamentary procedures, or letting the class leave early after ten minutes, or some other stunt. They are, like good scientists, attempting to determine the real rules of the class by seeing what a teacher does and not just what he says.

It is after the challenges that teaching becomes delightful. In my most recent, for example, I walked in early as students were negotiating how the class would be run. The requirement for a 2/3rds majority prevents the little cliques, or “Parties” who rise in winner-take-all races (the ones students are familiar with since elementary school). Therefore, students who wish to be leaders know they have to appeal to a wide variety of learning styles. Prime Ministers who do not care about the learning of others, either by not paying attention to other’s needs or being flippant, are not chosen again. Students want a good grade on their projects, and in a Democracy they realize that their ability to gain one depends on interaction with the different perspectives of their peers.

Students also are skeptical of those who will cheat their way to the top. The most lopsided race I have ever witnessed began with a Party offering chocolate to students who vote for them. I recognized this as a challenge, and so allowed it. Another student offered himself as a candidate, stating “I don’t know what to do, but I know this is not fair.” He received twice as many votes offering nothing but fairness than the Party which wanted to “condition” its way to the top. (Interestingly, the Party may have been able to gain 1/3 of the seats, and so cause problems in naming a President, if one member hadn’t said “The class is clear what it wants. It wouldn’t be fair to vote for ourselves.)

Note: As with my previous post, Inside the Black Gangster Disciple Nation Crack Cocaine Gang-Corporation, the illustrative graphics are courtesy of an army of open-source, free, and no-cost programmers. I am particularly grateful to Inkskape, OpenClipart, OpenOffice.org, and Paint.Net.


Classroom Democracy, a tdaxp series
1. A Parliament of Scholars
2. A Defense of Republics
3. The Life of Constitutions
4. The Evolution of Learning
5. Bibliography