Tag Archives: Education

SCOTUS ruling

My commentary– I am pleased about this ruling and EVERYONE else should be too! This has been a long time coming! At the same time I am floored that the ruling was 9-0 !!! Justice Ginsberg wrote that main opinion of the court. She did a great job! Also I am thankful that she appears to be feeling better after her recent surgery. Story follows-

The Supreme Court Just Struck a Huge, Unanimous Blow Against Policing for Profit
By Mark Joseph Stern
Feb 20, 20191:40 PM
Supreme Court Associate Justice Ruth Bader Ginsburg poses with fellow justices during their official group photo at the Supreme Court on Nov. 30 in Washington,
Jabin Botsford/the Washington Post via Getty Images

The Supreme Court struck an extraordinary blow for criminal justice reform on Wednesday, placing real limitations on policing for profit across the country. Its unanimous decision for the first time prohibits all 50 states from imposing excessive fines, including the seizure of property, on people accused or convicted of a crime. Rarely does the court hand down a ruling of such constitutional magnitude—and seldom do all nine justices agree to restrict the power that police and prosecutors exert over individuals. The landmark decision represents a broad agreement on the Supreme Court that law enforcement’s legalized theft has gone too far.
Wednesday’s ruling in Timbs v. Indiana, authored by Justice Ruth Bader Ginsburg, is sharp and concise. It revolves around a single question of extraordinary importance. The Eighth Amendment guarantees that no “excessive fines” may be “imposed,” an ancient right enshrined in the Magna Carta and enthusiastically adopted by the Framers. But the Bill of Rights originally applied only to the federal government, not the states. After the Civil War, the 14th Amendment was ratified to apply these rights to the states, which had engaged in grotesque civil rights violations to perpetuate slavery. The Supreme Court, however, slowly applied (or “incorporated”) these rights against the states one by one, not all at once. And before Timbs, it had never incorporated the Excessive Fines Clause—allowing states to exploit their residents for huge sums of cash and property.

They did so through civil asset forfeiture, a process that we would call theft in any other context. Here’s how it works: Prosecutors accuse an individual of a crime, then seize assets that have some tenuous connection to the alleged offense. The individual need not be convicted or even charged with an actual crime, and her assets are seized through a civil proceeding, which lacks the due process safeguards of a criminal trial. Law enforcement can seize money or property, including one’s home, business, or vehicle. It gets to keep the profits, creating a perverse incentive that encourages police abuses. Because the standards are so loose, people with little to no involvement in criminal activity often get caught up in civil asset forfeiture. For instance, South Carolina police tried to seize an elderly woman’s home because drug deals occurred on the property—even though she had no connection to the crimes and tried to stop them. Tyson Timbs is not quite so sympathetic, but his story illustrates the injustice of limitless forfeiture. In 2015, Timbs was charged with selling heroin to undercover officers in Indiana. He pleaded guilty. A trial court sentenced him to a year of house arrest, five years’ probation, and an addiction-treatment program, which helped him overcome his opioid addiction. The court also ordered Timbs to pay $1,203 in fines and fees. So far, so fair.
Prepare for a flood of litigation urging federal courts to determine when civil asset forfeiture crosses this constitutional line.
But then Indiana hired a private law firm to seize Timbs’ Land Rover, which he used to transport heroin. The firm filed a civil suit to obtain the car, valued at $42,000—more than four times the maximum fine for his drug conviction. (Under Indiana law, the state and its chosen firm would get to split the profits.) Timbs fought back, alleging that the forfeiture constituted an “excessive fine” under the Eighth Amendment, applied to the states through the 14th Amendment. The Indiana Supreme Court disagreed, holding that SCOTUS had never incorporated that particular clause against the states.
At oral arguments in November, multiple justices seemed incredulous that Indiana even raised that argument. “Here we are in 2018, still litigating incorporation of the Bill of Rights,” Justice Neil Gorsuch scoffed to Indiana Solicitor General Thomas Fisher. “Really? Come on, General.” And on Wednesday, every justice agreed that the 14th Amendment applies the guarantee against excessive fines to the states. In her majority opinion, Ginsburg traced the right back to the Magna Carta through the English Bill of Rights and the Virginia Declaration of Rights, all of which heavily influenced the U.S. Constitution. By the time the 14th Amendment was ratified, 35 of the 37 states explicitly barred excessive fines. And during debate over ratification, congressmen noted that Southern states were using punitive fines to subjugate newly freed blacks. The framers of the 14th Amendment plainly intended to incorporate the Excessive Fines Clause to rein in these “harsh inflictions … almost reenacting slavery.”
“In short,” Ginsburg wrote, surveying this evidence, “the historical and logical case for concluding that the Fourteenth Amendment incorporates the Excessive Fines Clause is overwhelming.” She also swatted down Indiana’s fallback argument that the clause does not apply to proceedings over an individual’s property, holding that these forfeitures still qualify as “fines” that trigger constitutional scrutiny. Gorsuch and Justice Clarence Thomas wrote separately to quibble with a doctrinal matter: They argued that the Privileges or Immunities Clause is the proper vehicle through which to incorporate the Bill of Rights—not the Due Process Clause, as is generally accepted. This cavil has no bearing on the outcome of the case.

In one sense, Ginsburg’s opinion is sweeping—it finally opens the federal courthouse door to victims of civil asset forfeiture, like Timbs, who believe they’ve been wronged. But Wednesday’s decision leaves some questions unanswered. The court has already ruled that when the federal government seizes money or property, the fine must not be “grossly disproportional to the gravity of [the] offense.” Presumably, this same standard now applies to the states. But when is a forfeiture grossly disproportionate? Does Indiana’s seizure of Timbs’ Land Rover meet this standard? Ginsburg didn’t say, instead directing the Indiana Supreme Court to evaluate the question. Prepare for a flood of litigation urging federal courts to determine when civil asset forfeiture crosses this constitutional line.
There is, regardless, a great deal to celebrate in Timbs v. Indiana. At long last, SCOTUS has put a federal check on states’ multimillion-dollar civil asset forfeiture schemes. People like Tyson Timbs will have a fighting chance of getting their stuff back when the states seize it for profit. The Supreme Court is unlikely to end policing for profit in one fell swoop. But on Wednesday, it sent a clear message to states like Indiana that the days of largely unregulated abusive forfeiture are over.
This article was found at https://slate.com/news-and-politics/2019/02/supreme-court-rules-against-civil-forfeitures-rbg-timbs.html I removed the ads to save space – please go to the link to see all….

cross ref —

http://www.preparesurvivethrive.us/comms-part-1/

and some books that explore the topics in more depth
http://www.preparesurvivethrive.us/ready-or-not-things-will-happen/ This is book 1 the quick start guide to preparedness.

http://www.preparesurvivethrive.us/ready-or-not-fun-things-will-happen/ This is book 2 about traveling and evacuation planning.

Education reboot P3

Geography (Time, one hour)
1 What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas ?
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of North America .
5. Name and describe the following: Monrovia , Odessa , Denver ,
Manitoba , Hecla , Yukon , St. Helena, Juan Fernandez, Aspinwall and
Orinoco .
6. Name and locate the principal trade centers of the U.S. Name all the
republics of Europe   and give the capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same
latitude?
9. Describe the process by which the water of the ocean returns to the
sources of rivers.
10. Describe the movements of the earth. Give the inclination of the
earth.

Notice that the exam took FIVE HOURS to complete.
Gives the saying ‘he only had an 8th grade education’ a whole new
meaning, doesn’t it? No wonder they dropped out after 8th grade.  They already knew more than
they needed to know!
No, I don’t have the answers!  And I don’t think I ever did!

Have fun with this…pass it on so we’re not the only ones who feel
stupid!

The more that I learn, the more that I know that I DON’T know!

I think that if we were to either primarily use this for OUR common Core of education when we home school OR use it to supplement public education along with whatever we have to do to DE-program our kids and our selves.

I would of course add computer stuff to be able to research topics more.

What are YOUR thoughts on this? Please and thank you.

http://www.preparesurvivethrive.us/education-reboot-p1/

 

Education reboot P2

U.S. History (Time, 45
minutes)

1. Give the epochs into which U.S. History is divided.

2. Give an account of the discovery of America
by Columbus
.

3. Relate the causes and results of the Revolutionary War.

4. Show the territorial growth of the United States .

5. Tell what you can of the history of Kansas
.

6. Describe three of the most prominent battles of the Rebellion.

7. Who were the following: Morse, Whitney, Fulton
, Bell , Lincoln , Penn, and Howe?

8. Name events connected with the following dates: 1607, 1620, 1800,

1849, 1865.

Orthography (Time, one hour)

[Do we even know what this is?]

1. What is meant by the following: alphabet, phonetic, orthography,

etymology, syllabication.

2. What are elementary sounds? How classified?

3. What are the following, and give examples of each: trigraph,

subvocals, diphthong, cognate letters, linguals.

4. Give four substitutes for caret ‘u.’ (HUH?)

5. Give two rules for spelling words with final ‘e.’ Name two exceptions

under each rule.

6. Give two uses of silent letters in spelling. Illustrate each.

7. Define the following prefixes and use in connection with a word: bi,

dis-mis, pre, semi, post, non, inter, mono, sup.

8. Mark diacritically and divide into syllables the following, and name

the sign that indicates the sound: card, ball, mercy, sir, odd, cell,

rise, blood, fare, last.

9. Use the following correctly in sentences: cite, site, sight, fane,

fain, feign, vane, vain, vein, raze, raise, rays.

10. Write 10 words frequently mispronounced and indicate pronunciation

by use of diacritical marks and by syllabication.

http://www.preparesurvivethrive.us/education-reboot-p1/

Education reboot P1

Could this be an incentive to homeschool?

Education 1895

 

1895 8th grade final exam]

“Only an 8th grade education?”

This is why we grew to be the greatest Nation in the World.

1895 8th grade final exam

Take this test and pass it on to your more literate friends..  THERE ARE
NO GIVEN ANSWERS!
What it took to get an 8th grade education in 1895…

Remember when grandparents and great-grandparents stated that they only
had an 8th grade education? Well, check this out. Could any of us have
passed the 8th grade in 1895?

This is the eighth-grade final exam from 1895 in Salina, Kansas, USA.

It was taken from the original document on file at the Smokey Valley
Genealogical Society and Library in Salina , and reprinted by the Salina
Journal.

8th Grade Final Exam: Salina, Kansas   – 1895

Grammar (Time, one hour)
1. Give nine rules for the use of capital letters.
2. Name the parts of speech and define those that have no modifications.
3. Define verse, stanza and paragraph
4. What are the principal parts of a verb? Give principal parts of
‘lie,”play,’ and ‘run.’
5. Define case; illustrate each case.
6 What is punctuation? Give rules for principal marks of punctuation.
7 – 10. Write a composition of about 150 words and show therein that you
understand the practical use of the rules of grammar.

Arithmetic (Time, 1 hour 15 minutes)
1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. Deep, 10 feet long, and 3 ft. Wide. How many
bushels of wheat will it hold?
3. If a load of wheat weighs 3,942 lbs., what is it worth at
50cts/bushel, deducting 1,050 lbs. For tare?
4. District No 33 has a valuation of $35,000.. What is the necessary
levy to carry on a school seven months at $50 per month, and have $104
for incidentals?
5. Find the cost of 6,720 lbs. Coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. Long at $20
per metre?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per acre, the distance of
which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt.