Vanguard News Network
VNN Media
VNN Digital Library
VNN Reader Mail
VNN Broadcasts

Old December 14th, 2005 #1
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default Enemy Action: Ohio Civil Rights Commission Complains about Classified Ad

[The latest on the two-year-old attempt by Ohio Lilliputians to swing their thin string over giant VNN. Yawn.]

[letter received 12/14/05]

Ms. Denise M. Johnson
Chief Administrative Law Judge
Ohio Civil Rights Commission
111 E. Broad Street, Suite 301
Columbus, Ohio 43205-1379

RE: Ohio Civil Rights Commission v. Ales [sic] Linder
Complaint No. 9741

Dear Ms. Johnson:

Enclosed please find an original and one copy of the Post-Hearing Brief of the Ohio Civil Rights Commission in the above-captioned matter. Please file and return a date-stamped top copy to us in the enclosed self-addressed stamped envelope.

Thank you for your assistance in the matter.

Very truly yours.

[signed]

DUFFY JAMIESON
Deputy Attorney General
Civil Rights Section
30 East Broad, 15th floor
Columbus, Ohio 42315
614/466-7900
[email protected]



STATE OF OHIO CIVIL RIGHTS COMMISSION

OHIO CIVIL RIGHTS COMMISSION,

Complainant,

vs.

ALEX LINDER,
Respondent


COMPLAINT NO. 9741

CHIEF ADMINISTRATIVE LAW JUDGE: DENISE M. JOHNSON

POST-HEARING BRIEF OF THE OHIO CIVIL RIGHTS COMMISSION

E-PUBLIUS, INC.
POB 101
Kirksville, Missouri 63501

Alex Linder
[wrong address]

Respondents

JIM PETRO
ATTORNEY GENERAL

DUFFY JAMIESON, Esq. (0042408)
Deputy Attorney General
Civil Rights Section
30 East Broad Street, 15th Floor
Columbus, Ohio 43215-3428
614/466-7167

Counsel for the Ohio Civil Rights Commission

I. INTRODUCTION

The internet has quickly become one of the main tools for communicating, educating and advertising directly with individuals throughout the world. While the internet has become an important tool, it has also become a weapon for spreading hatred, bigotry, and racism. Hate websites reach into the home of anyone with a computer. These websites often disguise their message under the veneer of "truth." The legislature established the Ohio Civil Rights Commission ("Commission") as the primary enforcer of civil rights laws to combat such unlawful discriminatory practices. In this endeavor, the Commission has used its laws to disrupt the flow of hatred masked as free speech.

II. STATEMENT OF THE CASE

On September 18, 2003, the Commission self-initiated an investigation into whether Respondents, Everyone's Internet, E-Publius, Inc., Alex Linder, and Frank Bremer, violated Ohio's discrimination Laws. Specifically, the investigation was commenced to determine if these parties unlawfully placed an advertisement on the Vanguard News Network ("VNN") website that specifies the race, color, and sex of an applicant seeking employment.

The Commission investigated the charge, and on October 9, 2003, determined that it was probable that one or more of the parties engaged in unlawful discriminatory practices. Conciliation efforts were attempted and successful with Everyone's Internet. However, the Commission was unable to conciliate with the other parties. As a result, the Commission issued and sent by certified mail Complaint and Notice Hearing 9741 on August 17, 2004, to E-Publius, Inc., Alex Linder, and Frank Bremer.

The complaint alleged:

Respondent E-Publius, Inc. is a corporation based in Kirksville, Missouri that has registered the Internet domain name "vanguardnewsnetwork.com."

Respondent E-publius [sic], Inc. through its website, the Vanguard News Network (also referred to as "VNN"), has as a motto, "No Jews. Just Right." It bills itself as "the premier source for pro-White news and original opinion."

Respondent Alex Reudy [sic] Linder is a resident of Kirksville, Missouri, and is the creator and editor of the Vanguard News Network. He oversees and directs all website activities, including receipt and placement of classified advertising.

On April 9, 2003, before and continuing thereafter, Frank Bremer, placed a classified advertisement on the Vanguard News Netork website stating the following:

Sales/Management/HR Position Sought

Racially Conscious, Master-Degreed White Male with Human Resource Director experience seeks position where he can think non-P.C. thoughts. Also hold ordination papers. Cleveland, Ohio area but will highly consider relocation.

Contact Frank here.


Although Respondent Linder signed for the certified mailing, he failed to file an answer or request and extension of time to file the answer (Ex. 1 and 2). Consequently, the Commission filed a motion for default hearing on February 10, 2005. Pursuant to an order dated, February 18, 2005, the default hearing was granted. On that same day, Respondent Linder sent an answer. Respondent's answer was deemed untimely and did not affect the default hearing.

The hearing was held on March 2, 2005, before Denise M. Johnson, a duly appointed Administrative Law Judge. Counsel for the Commission reserved the right to submit a post-hearing brief. After the hearing concluded, a transcript was prepared.

III. STATEMENT OF THE FACTS

Respondent, Alex Linder, is the editor-in-chief of the Vanguard News Network ("VNN") website. (Tr. 2) He directs all website activities, including receipt and placement of classified advertisements. (Tr. 2, Ex. 11). VNN is aimed at promoting white supremacist viewpoints. In the website's caption [sic] of "What We Are," it states,

We are a group of disgusted and disaffected writers driven out of academia and journalism by the Semitical Correctness that has denatured our culture. We have come together on the Internet to reclaim the Amreican mind from the Jews. In short, we are the Antibodies, and our advent heralds thte day a White political force rises and reasserts civilization. (Ex. 10).

The website's motto is "No Jews. Just Right." (Ex. 4). One of the services it offers is for the placement of classified advertisements and personals. (Exs. 3-5).

On April 9, 2003, Frank Bremer placed a classified advertisement on the VNN website, which read as follows:

Sales/Management/HR Position Sought

Racially Conscious, Master-Degreed White Male with Human Resource Director experience seeks position where he can think non-P.C. thoughts. Also hold ordination papers. Cleveland, Ohio area but will highly consider relocation.

Contact Frank here. (Exs. 3-4)


IV. LAW AND ARGUMENT

A. THE COMMISSION PROVED WITH RELIABLE, PROBATIVE, AND SUBSTANTIVE EVIDENCE THAT RESPONDENTS ENGAGED IN UNLAWFUL DISCRIMINATORY ACTS.

1. It is unlawful to publish an advertisement that indicates a person's race.

Frank Bremer, a Cleveland, Ohio resident, placed on the VNN website an employment advertisement in which he described himself as a "white-male." (Exs. 3-4). R.C. 4112.02(F) provides that it is an unlawful discriminatory practice:

For any person seeking employment to publish or cause to be published any advertisement that specifies or in any manner indicates that person's race, color, religion, sex, national origin, disability, age, or ancestry of any prospective employer. [emphasis added to 'race' and 'sex']

The U.S. Supreme Court in Pittsburgh Press Co. v. Pittsburgh Commission on Human Relations held that the city commission could lawfully regulate gender-specific headings for newspaper classified employment ads. (1973) 413 U.S. 376. Pittsburg [sic] Press used columns captioned "Male Help Wanted," "Female Help Wanted," "Male-Female Help Wanted," Jobs-Male Interest," "Jobs-Female Interest," and "Male-Female." The advertisements were then placed in respective columns according to the advertiser's wishes, either volunteered by the advertiser or offered in response to inquiry by Pittsburgh Press. The Court found the law prohibited advertisers from submitting advertisements in sex-designated columns where the employer or advertiser is free to make hiring or employment referral decisions on the basis of sex.

Under similar facts, the New Jersey Supreme Court in Passaic Daily News v. Blair upheld a law prohibiting employment advertisements which expressed a direct or indirect preference based on certain criteria, including race, color or sex, unless such preference is based on a "bona fide occupational qualification." (N.J., 1973), 63 N.J. 474. The law in Blair provides and [sic] exception for a sex-classification where it is necessary for authenticity or genuineness, such as for an actor or actress, or where the job necessarily involves intimate personal contact of the opposite sex. Id. at 478. The court stated that the combination of employment ads within sex-designated columns conveyed essentially the same message as an overtly discriminatory "help-want-ads." Id. at 487.

The Ohio statute at issue includes much of the same language as the statutes upheld in both Pittsburgh Press Co. and Blair. The advertisement is clearly an overt discriminatory advertisement. Frank Bremer's advertisement does not fall within the BFOQ exception as there are no jobs which would include a "bona fide occupational qualification" for a "white-male." Therefore, Frank Bremer placed an advertisement in violation of R.C. 4112.02(F). (Tr. 2, Exs. 3-4).

2. The Commission proved that Respondents Alex Linder and E-publius, Inc. aided and abetted Frank Bremer in the doing of an unlawful discriminatory act.

The Commission proved that Respondents Alex Linder and E-publius, Inc. aided and abetted Frank Bremer by allowing him to place the discriminatory advertisement on the VNN website. R.C. 4112.02(J) provides that it is an unlawful discriminatory practice:

For any person to aid, abet, incite, compel, or coerce the doing of any act declared by this section to be an unlawful discriminatory practice, to obstruct or prevent any person from complying with this chapter any order issued under it, or to attempt directly or indirectly to commit any act declared by this section to be an unlawful discriminatory practice.

The prohibition of R.C. 4112.02(J) against aiding and abetting discriminatory acts of others does not by its terms or its purpose require intent to discriminate by the aider or abettor. The conduct proscribed is simply conduct that assists others in their performance of prohibited acts. Courts have uniformly held publishers liable for aiding and abetting discrimination by publishing discriminatory advertisements placed by employers or arranging employment advertisements in sex-designated columns. E.g., Pittsburgh Press Co., 413 U.S. 376 (publisher liable for aiding a discriminatory employment practice in violation of city antidiscrimination ordinance by placing want ads for employment in sex-designated columns); Evening Sentinel v. National Org. for Women (N.J. 1975), 357 A.2d 498 (reaching the same conclusion under state antidiscrimination statute); Passaic Daily News v. Blair, 308 A.2d 649 (reaching the same conclusion under state antidiscrimination statute); State Div. of Human Rights v. Binghamton Press Co. (N.Y. 1979), 415 N.Y.S.2d 523 (publisher liable for aiding and abetting a discriminatory employment practice in violation of state antidiscrimination statute when the content of a published advertisement is discriminatory).

R.C. 4112.02(J) seeks to eliminate discriminatory advertisements. Linder, as Editor, has discretion on what gets published on the website. (Ex. 7, 9-11). His approval of the inherently discriminatory advertisement played a prominent role. By publishing the advertisement, Linder fostered the discriminatory act. He knew the contents of the advertisement and knew that the tag-line "white-male" was discriminatory. Moreover, Linder shares in the views of its advertisers, like Bremer, and has labeled VNN as "pro-white" news. (Ex. 7). Linder's discriminatory views are evidenced by his January 1, 2003, response to the Vanguard Group's attempt to obtain sole ownership of the trade name Vanguard." (Ex. 7). In the article, Linder states "*** In the fourteen months we have supplied daily news to the white community, not a single person has written us in confusion." "We have spent more than a year establishing Vanguard News Network as the premier source for daily pro-white news and original opinion, and we will defend our legally and legitimately acquired Web address by any means necessary." (Ex. 7). Therefore, Respondents Linder and E-publius, Inc. are in violation of R.C. 4112.02(J) for aiding and abetting Frank Bremer by allowing him to place the discriminatory advertisement on the VNN website.

B. THE REGULATION OF THE DISCRIMINATORY ADVERTISEMENTS DOES NOT OFFEND THE FIRST AMENDMENT

The Supreme Court has made clear tha the Constitution accords a lesser protection to commercial speech than to other constitutionally guaranteed expression. Central Hudson Gas & Elec. v. Public Serv. Comm'n (1980), 447 U.S. 557, 562-63. It is the informational content of advertising that gives rise to its First Amendment protection. Id. Commercial messages that do not accurately inform the public about lawful activity are unprotected. [i]The government may, therefore, ban deceptive advertising or commercial speech related to illegal activity. Id. at 563-64. In Pittsburgh Press, the Supreme Court upheld a Pittsburgh ordinance that barred local newspapers from publishing sex-designated employment advertisements where the underlying activity, sex discrimination in employment, was illegal in Pittsburgh. 413 U.S. 376. The Court in Pittsburgh Press held that the advertisements were unprotected commercial speech. 413 U.S. at 385-87. However, the Court went on to state that even if commercial speech enjoyed protection, the advertisements would not be protected because they concerned and facilitated a commercial activity that was illegal in Pittsburgh. Id. at 388-89.

The advertisements here involve unlawful discriminatory activities. The legislature's primary goal in enacting R.C. 4112.02(F) and 4112.02(J) was to eliminate discrimination based on race, color, or sex. Since the editors have discretion, the courts put the burden on them not aid [sic] or abet such activities. The bottom line is that if advertisements involve prohibited activities, its regulation does not offend the First Amendment.

C. RELIEF SHOULD BE AWARDED TO THE COMMISSION.

The Commission is entitled to relief. The Administrative Law Judge should recommend that Respondents conspicuously post a notice on its website that it has violated Chapter 4112. Since Linder and E-publius, Inc. are obviously unaware of Ohio's Discrimination Laws, the Administrative Law Judge should also recommend that Respondents undergo training. Such affirmative relief will help effectuate the purposes of Chapter 4112 as provided by R.C. 4112.05(G)(1).

V. CONCLUSION

The Commission proved with reliable, probative, and substantial evidence that Respondents violated Chapter 4112. Accordingly, it is respectfully requested that the Administrative Law Judge recommend to the Ohio Civil Rights Commission that it issue a Cease and Desist Order and any other relief the Administrative Law Judge deems appropriate.

Respectfully submitted,

JIM PETRO
ATTORNEY GENERAL OF OHIO

[signed]

DUFFY JAMIESON (0042408)
Deputy Attorney General
Civil Rights Section
30 East Broad Street, 15th Floor
Columbus, Ohio 43215-3428
614/466-7900
 
Old December 14th, 2005 #2
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Note the overtly tyrannical mission of the commission; ie., brainwashing the youth of Ohio that racial differences do not exist...



About Us

The Ohio Civil Rights Commission (OCRC) was established July 1959 by the Ohio Legislature. The powers, duties, jurisdiction, practices and procedures of the Commission are specified in Section 4112 of the Ohio Revised Code.

The primary function of The Ohio Civil Rights Commission is to enforce state laws against discrimination. OCRC receives and investigates charges of discrimination in employment, public accommodations, housing, credit and higher education on the bases of race, color, religion, sex, national origin, disability, age, ancestry or familial status. The Commission has statutory authority to:

* initiate investigations of discriminatory practices;

* formulate policies to effectuate the purposes of Section 4112 of the Ohio Revised Code, and make recommendations to agencies and offices of the state or local subdivisions of government to effectuate such policies;

* make periodic surveys of the existence and effect of discrimination because of race, color, religion, sex, national origin, handicap, age, ancestry or familial status on the enjoyment of civil rights by persons within the state;

* receive progress reports from agencies, instrumentalities, institutions, boards, commissions, and other entities of this state or any of its political subdivisions and their agencies, instrumentalities, institutions, boards, commissions, and other entities regarding affirmative action programs for the employment of persons against whom discrimination is prohibited;

* prepare a comprehensive educational program, in cooperation with the Ohio Department of Education, for the students of Ohio’s public schools and for all other residents of Ohio that is designed to: eliminate prejudice on the bases of race color, religion, sex, national origin, handicap, age, ancestry or familial status, further good will amongst those groups and emphasize the origin of prejudice against those groups and its harmful effects.

The Ohio Civil Rights Commission follows a proactive approach in education, training, and the dissemination of publications to better educate and inform Ohioans about their civil rights. Our Valuing Diversity: Learning and Living Together course of study for Ohio’s public school students is one positive way of preparing people to live more harmoniously in the globally diverse 21st Century.

The Commission consists of a five-member board of Commissioners and approximately 200 employees. The Commissioners are appointed to staggered five-year terms by the Governor with the advice and consent of the Senate. By law, no more than three Commissioners can be of the same political party. [Multiple parties agreed on the central thing! How can that be? It can't - unless the parties differ only on trivial matters.] The Governor designates one of the Commissioners to serve as the Chairperson. The Commissioners are responsible for selecting the agency’s Executive Director, who implements the policies and decisions of the Commission. Commissioners serve as the final arbiter in the investigatory process. Commissioners meet regularly to rule on recommendations from the OCRC’s six regional offices regarding charges of discrimination. By contract or established relationship, OCRC has linkages with a variety of private, state and federal organizations such as the U.S. Equal Employment Opportunity Commission (EEOC) and the U.S. Department of Housing and Urban Development (HUD).

Anyone who lives or works in Ohio and feels he/she has been subjected to unlawful discrimination can file a charge with one of OCRC’s regional offices located in Akron, Cincinnati, Cleveland, Columbus, Dayton or Toledo; or with OCRC’s Springfield or Youngstown satellite offices. Such complaints must be filed within six (6) months (or one year for housing complaints) of the alleged act of discrimination; or, OCRC may self-initiate an investigation. OCRC must make a finding within one (1) year after the charge is filed. Self-initiation is usually the result of preliminary information indicating that there may be a pattern of discrimination within an entire system, “systemic discrimination”. OCRC may “self-initiate” in employment and housing cases only. There is no fee for OCRC’s services. [Translation: OCRC shakes down hotel chains/landlords and attempts to quash political speech that threatens the nigger-jew agenda.]

When a charge is filed, the responsibility for the investigation is assigned to a Civil Rights Field Representative (investigator). During the investigation, the investigator will discuss allegations in detail with the Charging Party (person filing the charge) and will also contact the Respondent (the person(s) or company responsible for the alleged act of discrimination). Before any determination is made on the merits of a charge, each party may be offered voluntary mediation. If both parties agree, an experienced mediator from OCRC’s 7-member mediation team will schedule a mediation within 30 days. If a mutually satisfactory settlement is reached, the case is closed. If a settlement is not reached, the mediator will refer the case back to be investigated.

When the investigator has accumulated enough evidence to support a recommendation, it is submitted in written form to the investigator’s supervisor, then to the Regional Director, and finally to the Commissioners, who must approve the report before it becomes the official finding of the Commission.

When the preponderance of evidence obtained during the course of the investigation is insufficient to substantiate the charge of discrimination, the Commission must make a finding that it is NOT PROBABLE that a violation of law has occurred. The Commission will then dismiss the charge with a finding of NO PROBABLE CAUSE.

When the preponderance of evidence is sufficient to substantiate that discrimination has occurred, the investigator will recommend that the Commission make a finding that it is PROBABLE that a violation of the law has occurred. This is a PROBABLE CAUSE finding.

The Commission has the authority to demand access to records, premises, documents, evidence or possible sources of evidence, and to record testimony or statements from individuals. Further, the agency has the right to issue Subpoenas, Interrogatories, Cease and Desist Orders, hold Public Hearings, and collect monetary benefits.

The Attorney General’s Office, Civil Rights Section, represents the Commission in all matters of litigation.

http://crc.ohio.gov/about_us.htm
 
Old December 14th, 2005 #3
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Education Programs

Valuing Diversity: Learning and Living Together (K-12)

As part of our continuing efforts to fulfill our legislative mission to support and promote quality-integrated education for the students and residents of the state of Ohio, we have created a curriculum guide for k-12 students in Ohio public schools. This three-volume set of curriculum units represents the ideas and efforts of successful practitioners in the field of multicultural education. Each thematic unit provides essential background information, model lesson plans, reproducible masters, cooperative learning activities and resources designed to meet a variety of learning abilities and interests. The Commission recognizes that providing diverse curricular materials is but one facet of a multi-dimensional effort to ensure that our children benefit from a culturally enriched educational experience.

The Commission’s Diversity Bear

 
Old December 14th, 2005 #4
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

"But I don't like niggers - they stink, they're stupid, they attack people for no reason."

"You have to like niggers - it's the law."
 
Old December 14th, 2005 #5
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

An Annotated Bibliography of Conflict Resolution Resources

Books, Curricula, Videotapes, Simulations, Games

The Global Issues Resource Center fosters citizen responsibility through cultivation of a global perspective on critical issues affecting our planet and its people. The Center’s special focus is on sources and management of conflict; the ongoing threats to global security; environmental dilemmas; and issues of diversity and multicultural understanding.

Located at the Eastern Campus of Cuyahoga Community College in Cleveland, Ohio, the Center serves educators, students and community leaders through custom -designed workshops, creative programming and its award winning multimedia library collection of alternative learning resources.

Global Issues Resource Center

Eastern Campus
Cuyahoga Community College
4250 Richmond Road
Cleveland, Ohio 44122

Books and Curricula

50 Activities for Conflict Resolution: Group Learning and Self Development Exercises. Jonamay Lamber, Selma Myers. HRD Press, 1999. A guide to help people recognize conflict, size up the situation, and keep it from becoming destructive to ongoing relationships.

Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent Violence. Ronald Slaby. Education Development Center, Inc., 1994. Introduces the “think first” model that encourages students to pause, understand and define the problem and act in a positive way to define a problem and solve it.

And Words Can Hurt Forever: How to Protect Adolescents from Bullying, Harassment, and Emotional Violence. James Garbarino. The Free Press, 2002. Research conducted by the author at Cornell University’s College of Human Ecology reveals the extent of emotional violence that occurs at the typical high school.

Anger Management for Youth: Stemming Aggression and Violence. Leona L. Eggert. National Educational Service, 1994. Written to assist group leaders teach adolescents anger-management techniques.

The Anti-Defamation League’s Hate Hurts: How Children Learn and Unlearn Prejudice. Caryl Stern-LaRosa and Ellen Hofheimer Bettmann. Scholastic Inc., 2000. A book for children and adults about confronting and conquering bias while encouraging the appreciation for differences.

Appreciating Differences: Multicultural Thematic Units. John M. A. Gust. Teaching & Learning Company, 1995. An inclusive and effective approach in teaching about physical, social and economic differences in today’s world.

The Art of Peace: Nobel Peace Laureates Discuss Human Rights, Conflict and Reconciliation.

Ed. Jeffrey Hopkins. Snow Lion Publications, 2000.

Nobel Peace Laureates share their inspirational views about the importance of basic human rights.

Best Practice of Youth Violence Prevention: A Sourcebook for Community Action. Division of Violence Prevention, National Center for Injury Prevention and Control, 2002. A compilation of four promising strategies to prevent youth violence.

Bullies & Victims: Helping Your Child Survive the Schoolyard Battlefield. SuEllen Fried and Paula Fried. M. Evans and Co., 1996. A book that will explain to adults and children the difference between normal peer teasing and bullying.

Bullies Are a Pain in the Brain.

Elizabeth Verdick. Free Spirt Pub., 1997. Every child needs to know how to cope with bullies, and this book will help kids understand, avoid and stand up to bullies while preserving their own self-esteem.

The Bully at Work: What You Can Do to Stop the Hurt and Reclaim Your Dignity on the Job. Gary and Ruth Namie. Sourcebooks, Inc. 2000

The fear, shame, humiliation and loss of dignity that originate at work can creep into every aspect of our lives. This book provides a way to stop the hurt.

The Bully Free Classroom: Over 100 Tips and Strategies for Teachers. Allan L. Beane. Free Spirit Pub., 1999. The authors suggest various interventions that may be used to cope with a bullying situation at many different levels including: individual, family, school and society. K through 8.

Bullying at School: What We Know and What We Can Do. Dan Olweus. Blackwell Publishing, 1993. As with his other works, Olweus in this book continues to define the causes of bullying and its consequences.

Can You Relate? Real-World Advice for Teens on Guys, Girls, Growing Up, and Getting Along. Annie Fox, Elizabeth Verdick. Free Spirit Pub., 2000. Provides advice about dealing with authority figures, parent and sibling problems as well as other topics important to teens.

Cliques, Phonies, & Other Baloney.

Trevor Romain. Free Spirit Pub., 1998. Discusses cliques, what they are and their negative aspects.

Conflict Resolution for School Personnel: An Interactive School Safety Training Tool. National Institute of Justice, CD-ROM, 2002. Contains five modules (anger, threats, and attacks with weapons, suicide, and weapons on campus) that are intended to aid school personnel in their responses to such potentially violent situations.

Conflict Resolution: Activities that Work.

Kathleen M. Hollenbeck. Scholastic Professional Books. 2001. Quick activities to use in the classroom environment that will help students learn to listen, communicate, cooperate, and respect one another.

Conflict Resolution: Communication, Cooperation, Compromise. Robert Wandberg. LifeMatters, 2001. Defines conflict, some of its effects, and how teens can deal with the different forms of conflict, including violence, rape, and murder.

Conflict Resolution in the High School: 36 Lessons. Carol Miller Lieber, Linda Lantieri. Tom Roderick, Educators for Social Responsibility, 1998. Conflict is often perceived as negative rather than an opportunity for change.

Conflict Resolution in the Middle School: A Curriculum and Teacher’s Guide. William J. Kreidler. Educators for Social Responsibility. This guide emphasizes cooperation, communication, appreciation for diversity, the healthy expression of feelings, responsible decision making, and conflict resolution.

Conflict Resolution in the Schools: A Manual for Educators Kathryn Girard and Susan J. Koch, National Association for Mediation in Education. 1996. This is a guide introduces the concepts and skills of conflict resolution that can be practiced in the classroom.

Creating Peace, Building Community: Grades 6 and 7. Judith Bachay, Grace Contrino. Abrams Peace Education Foundation. 1997. This curriculum is designed to help students gain a strong sense of self and the ability to empathize with others as they learn conflict resolution skills.

Creating the Peaceable School: A Comprehensive Program for Teaching Conflict Resolution: Program Guide. Richard. J. Bodine. Research Press, 1994. Provides teachers with conflict resolution strategies to use with their students.

Dynamics of Conflict Resolution: A Practioner’s Guide. Jossey-Bass. 2000. This resource provides instruction in the “how-to” skills of dispute resolution and emphasizes the thinking processes that promote successful conflict resolution.

Gay & Lesbian Students: Understanding Their Needs. Hilda F. Besner. Taylor & Francis, 1995. This book is designed to promote understanding as well as dispel the myths about gay and lesbian teenagers.

Getting Equipped to Stop Bullying: a Kid’s Survival Kit for Understanding and Coping with Violence in the Schools. Becki Boatwright. Educational Media Corp., 1998. Written to help both the bullies and their victims this three-part guide contains more mood-setting pictures whose brief captions describe the nature and causes of bullying.

Girl Wars: 12 Strategies That Will End Female Bullying. Cheryl Dellasega and Charisse Nixon. 2003. With their combined experience in offering and evaluating programs that combat bullying, the authors show that girls not only want to help rather than hurt each other, they can do so with guidance from concerned adults.

GLBTQ: The Survival Guide for Queer & Questioning Teens. Kelly Huegel. Free Spirit Pub.,

This book can’t answer all the questions or counter all of the misinformation that teens hear about being GLBTQ, but it is a start.

Handbook of Conflict Resolution: The Analytical Problem-Solving Approach. Christopher Mitcher.1996. This book provides clear, incisive analysis of facilitative techniques for conflict resolution.

Healing Our Anger: Seven Ways to Make Peace in a Hostile World. Michael Obsatx. Augsburg, 2000. This book identifies spiritual themes and practices that heal our anger and offer alternative ways of living as individuals and as a society.

High School Hazing: When Rites Become Wrongs. Hank Nuwer. Franklin Watts. 1999. This book identifies actual hazing incidents that have occurred mostly in the last decade.

How to Handle Bullies, Teasers and Other Meanies. Kate Cohen-Posey. Rainbow Books, Inc., 1995. This book contains more than twelve ways for melting meanness.

Lethal Violence in Schools: A National Survey Final Report. Edward Gaughan. Alfred University, 2001. The author offers an explanation of: what are the reasons for lethal violence, how widespread is the potential and what we can do to prevent school shootings.

Losing Matt Shepard: Life and Politics in the Aftermath of Anti-Gay Murder. Beth Loffreda. Columbia University Press, 2001. This book reveals how the politics of sexuality has become one of the most neglected issues in America’s cultural wars.

Lost Boys: Why Our Sons Turn Violent and How We Can Save Them. James Garbarino. Free Press, 1999. The author suggests that young men and boys have become increasingly vulnerable to violent crime and pose a growing threat to our children’s basic safety.

Making Choices About Conflict, Security and Peacemaking, Part I: Personal Perspectives

Carol Lieber. Educators for Social Responsibility, 1994. Students look at their lives and community and make connections about the nature of conflict and its relationship to public policy.

Making The Peace: A 15 Session Violence Prevention Curriculum for Young People

Paul Kivel. Hunter House Publishers, 1997. A violence prevention curriculum for young people developed by the Oakland Men's Project.

Mediation: Getting to Win Win!

Fran Schmidt. Peace Education Foundation, 1994. This book advocates the use of peers as student mediators, reasoning that they do not pose a threat to other students, because they do not represent authority.

New Conflict Cookbook: A Parent/Teacher Guide for Helping Young People Deal With Anger and Conflict. Thomas Crum. Aiki Works, 2000. Focusing on exercises that have proven effective in developing skills for understanding and dealing with conflict and stress, in a positive, peaceful manner.

Odd Girl Speaks Out: Girls Write about Bullies, Cliques, Popularity and Jealousy. Rachel Simmons. Harvest Original. 2004. Rachel creates a safe place for girls to talk, rant, sound off, and find each other.

Parents Under Siege: Why You Are The Solution, Not the Problem in Your Child’s Life. James Garbarino. The Free Press, 2001. The intent of this book is to help parents develop the skills necessary to counterbalance the effects of a social environment that seems to perpetuate violence.

Peer Mediation: Conflict Resolution in Schools, Program Guide. Fred Schrump. Research Press, 1997. Presents information necessary for conducting a successful peer mediation program, including information on the nature of conflict.

Queen Bees and Wannabes: Help Your Daughter Survive, Gossip, Boyfriends & Other Realities of Adolescence. Rosalind Wiseman. Three Rivers Press. 2003. Forget the stereotypes of sugar and spice girls are mean. Their subtle, insidious style of bullying is rapidly garnering attention and concern.

Raising Children in a Socially Toxic Environment.

James Garbarino. Jossey-Bass Inc. 1999. This book explains not only how a socially toxic world affects child development, but also how parents, policy makers and concerned citizens can take action and make a difference.

Resolving Conflicts: A Handbook for Students

Globe Fearon, 1996. Recognizing that everyone has different ways of understanding and dealing with anger, this book provides helpful strategies for initiating conflict resolution.

The Safe School Audit Guidebook.

Educational Council, 2001. A useful tool to conduct a comprehensive review of the educational and physical environments in school by providing data for making informed decisions.

The School Mediator’s Field Guide.

Richard Cohen. School Mediation Associates, 1999. Resource for every teacher, administrator, counselor, and student involved with school mediation

Skills for Resolving Conflict Series

Myrna Owen. Globe Fearon Educational Publisher through Series of Books, 1998.Team Building, Communicating in Healthy Ways, Negotiation, Handling Stress, Valuing Yourself and Valuing Others.

A Sourcebook of Classroom Guidance Activities: for Elementary School Counselors. Joe Wittmer. Educational Media, 1997. This book provides classroom activities designed to build personal, social, and developmental skills.

Stop the Violence: Educating Ourselves to Protect our Youth. Wilda K. Morris. Judson Press. 2001. This volume addresses youth violence from a variety of angles including gangs, young people at-risk, media violence, post-traumatic stress disorders, racism and power relationships.

Teacher, They Called Me A____!

Deborah Byrnes. Anti-Defamation League, 1995. Focusing on racial prejudice, stereotyping, sexual bias, and other negatives, this provides 86 subject-related activities to build tolerance and help children overcome these issues.

Teaching Young Children in Violent Times: Building a Peaceable Classroom. Diane Levin, Educators for Social Responsibility, 1994. Helps teachers create a classroom where children learn peaceful alternatives to violent behaviors. Pre-School through 3rd grade.

Under Deadman’s Skin: Discovering the Meaning of Children’s Violent Play. Jane Katch, Beacon Press, 2001. An examination of the minds and hearts of young children, and how violent fantasy play is depicted in these troubled times.

Valuing Diversity: Learning and Living Together, Curriculum. Ohio Civil Rights Commission. 1999. "Who Are You? Who Are We?" Thematic Curriculum Guide Focusing on Diversity. Includes Proficiency Test Learning Outcomes.

Waging Peace in Our Schools.

Linda Lantieri, Beacon Press, 1996. Provides parents and educators with information that will help them create a safe school environment.

We Can Work it Out: Conflict Resolution for Children. Barbara K. Pollard, Tricycle Press, 2000. Text and photographs designed to create opportunities for children to talk about their experiences of conflict and the varieties of ways to resolve them.

What Works in Schools: Translating Research into Action. Robert J. Marzano, Association for Supervision and Curriculum Development, 2002.The author synthesizes 35 years of research into a workable outline for an effective public education system.

When the Drama Club is Not Enough: Lessons From the Safe Schools Program for Gay and Lesbian Students. Jeff Perrotti and Kim Westheimer. Beacon Press, 2001. The authors share information they have derived from their work with the Massachusetts Safe Schools Program for Gay and Lesbian Students.

Where We Stand: Class Matters.

Bell Hooks, Routledge, 2000. A straightforward and rigorously honest discussion on how our dilemmas of class and race are intertwined, and how we can find ways to think beyond them.

“Why Are All the Black Kids Sitting Together in the Cafeteria?” Beverly Tatum. Perseus Books Group, 1999. With a compelling new introduction by the author, this book provides a new framework for thinking and talking about race.

Working Out Conflicts.

Naomi Drew. Free Spirit Publishing, 2003. There are real things you can do to deal with conflict,

And feel better about yourself. This bokks provides strategies to try.

Youth at Risk: A Prevention Resource for Counseling, Teachers, and Parents

David Capuzzi. American Counseling Association, 1999. The emphasis of this book is placed on prevention efforts with at-risk populations as well as practical guidelines for successful intervention with behaviors most often identified as placing youth at risk.

Youth and Violence: Medicine, Nursing, and Public Health

Commission for the Prevention of Youth Violence, 2000. The Commission has taken a scientific approach to the study of youth violence; this report is a synthesis of research and testimony from around the country.

Videotapes

Alternatives to Violence: Conflict Resolution, Negotiation and Mediation. 1994, 2 parts, VHS, United Learning. In Part 1, students are shown the value of problem solving and conflict resolution as an alternative to fighting. In Part 2, teachers, counselors, administrators and parents learn methods of conflict resolution at school and home. Grades 6 through adult.

Behind the Mask.

1988, 8 min., VHS Anti-Defamation League of B'nai B'rith. An animated film by and for elementary school children designed for teaching the concepts of "stereotype” and "prejudice" to children. There is a study guide with activities and lesson plans for grades K through 6.

Beyond Hate

1991, 90 min. PBS, VHS. How are people moving beyond hate to learn tolerance around the globe? This question is explored through interviews with internationally recognized victims of hate, including Nelson Mandela, Elie Wiesel, and Mairead Corrigan Maguire. Middle school through adult.
Beyond Hate Trilogy.

Three volume series, VHS, PBS. In three thought provoking programs, Bill Moyers investigates the anatomy of hate and analyzes people trying to move beyond hatred to promote tolerance. Grades 7 through 12.

Common Ground Approach to Conflict Resolution. 1986, 40 min., VHS. The Search for Common Ground. Moderator William Ury demonstrates the Common Ground approach to conflict resolution. High school through adult.

Conflict at School: Dealing with Adults.

24 min., VHS, Sunburst Communications. As part of a public service program two high school students put together a workshop to teach middle school children conflict resolution techniques. Grades 4 through 9.

Conflict Resolution and Etiquette

2000, 22 min., VHS. A diverse group of young adults share their experiences in the workforce, giving the viewer a complete look at what works and what doesn’t.

Conflict Resolution: Breaking the Barriers of Violence. 3 Vols., 12- min., VHS. Cambridge Educational Production. A documentary-style series that identifies the types of violence affecting teenagers. Vol.1 Understanding Violence, Vol. 2 Taking Action Against Violence, Vol. 3 Preventing Violence.

Cooling a Hot Situation.

1996, 3 videos, 62 min.,VHS, Metropolitan Life Foundation. Useful for introducing a violence prevention program for young people and their community.
Difference Makes Us the Best!
60 min., VHS, Aeon Communications, Inc. Focuses on Leadership, Self -Esteem, Team Building, Career Choices, and Violence Prevention and Conflict Resolution.

Erase the Hate.

1996, 60 min., VHS, USA Network. This video focuses on young people concerned with bias, prejudice and hate and shows positive ways to combat them and solve conflicts in their own lives. High school.

Essential Blue Eyed.

1996 50 min, VHS. Trainer’s edition and 36 min. debriefing. Jane Elliott conducts a diversity training workshop where an arbitrarily selected group of individuals is targeted to experience prejudice and bigotry.

Fighting Fair: Dr. Martin Luther King Jr. For Kids.

1986, 18 min. VHS, Grace Contrino Abrams Peace Ed. Foundation. This provocative video shows a coach helping a group of angry students resolve a conflict on the basketball court. Elementary through adult.

A Fistful of Words.

20 min. VHS, Tony DeNonno for Educators for Social Responsibility. Teachers, principals, students and local school board members share their enthusiasm about making conflict resolution a part of the school curriculum in the ethnically diverse environment of New York City schools. Adult.
Getting Better at Getting Along.

16 min., VHS, Sunburst Communications. Conflict Resolution Video Kit. A colorful video that introduces conflict resolution concepts such as speaking clearly, listening carefully, and asking questions. Grades 2 through 4.
Give and Take.

16 min., VHS, Conflict Resolution Video Kit Students learn skills vital for getting along with peers. Complete Set. Grades K through 3.

Healing the Hate.

1996, 60 min., VHS, USA Network. This video helps young people become aware of hate messages and their destructive effects. Experts discuss the differences between mild and severe, or clinical depression, emphasizing the need for rofessional help. Grades 7 through 12.

Hurting with Words: Understanding Emotional Violence and Abuse. 1997, 27 min., VHS, Human Relations Media. This video will help young people become aware of how verbal abuse may have affected them in the past, or how it may still affect them in the future. It will assist them in examining their own behaviors and encourage them to become more aware of the potential of their words.

It Can’t Happen Here
1998, 4 Tapes, VHS, SVE & Churchill Media.

1. Teens & Anger: The Masks of Aggression:

27 min. This program focuses on teaching teens how to develop healthier skills for anger management.

2. Recognition and Prevention of Extreme School Violence 32 min. Today's teens, it seems, are more prone than ever before to act out violently against perceived or real threats, harassment, academic stress, and peer pressure.

3. When it's Cool to Talk

32 min. The focus of this tape is on the building of mutual trust between adults and adolescents to open lines of honest communication and help prevent suicide and extreme school violence.

4. We’re All the Same

31 min. This program focuses on teaching students about human differences and similarities to prevent isolation; a common situation that contributes to various degrees of school violence
Grades 7 through 12.

Making Diversity Work.

1993, 23 min., VHS, American Management Association. Practical tools to help managers develop the awareness and skills necessary to unite different employees and help them form productive work groups.

Names Can Really Hurt Us.

1988, 24 min. VHS, WCBS-TV. A culturally diverse group of teenagers relate personal experiences of prejudice. Through role-playing, discussion and other exercises, they learn to tolerate and respect each other. Middle school through adult.

Peaceful Solutions: Conflict Resolution and Violence Prevention Strategies
2 programs, 30 min. each, VHS. Focuses on eight innovative programs for changing school climates to prevent violence and conflict. Grades 7 through 12.

Prejudice -Answering Children’s Questions

1992, 75 min. VHS, ABC News. Peter Jennings hosts a culturally diverse audience of children in an investigation of prejudice. Features several enlightening experiments designed to help in the understanding of the roots of prejudice and stereotypes. All ages.

Prejudice-The Monster Within.

1996, 35 min.., VHS, Knowledge Unlimited. What is prejudice? How can we identify it in ourselves? How can we work to end it? This video weaves interviews with students, who discuss their own experiences and attitudes about prejudice. Grades 6 and up.

Real People: What is Hate All About?

24 min. VHS. Sunburst Communication. Shows why people hate, and the effect and motivation behind it. Grades 7 through 12

Resolving Conflicts: Let’s Work it Out.

1995, 22 min., VHS, The Learning Seed. Teaches the steps to resolve conflicts fairly by focusing on the problem, looking for common ground and acting on hard data rather than false ssumption. High School.

School Mediation: The Road to Better Communication. 13 min., VHS, Albany Dispute Mediation Program. An introduction for faculty, administrators and the student body on how peer mediation can work in their school. Middle school through Adult.

School Colors.
143 min., VHS, PBS Video. This in-depth documentary looks at a turbulent year at Berkeley High School in California.


The Shadow of Hate: A History of Intolerance in America. 1995, 40 min., Teaching Tolerance. Historical photos, archival and contemporary film footage, and the voices of eyewitnesses tell the story of intolerance in America.

Teaching Peace: Social Problem Solving with Young Children. 18 min. VHS, KSU Teleproductions. This tape shows groups of early primary age children and their teachers resolving conflicts. The main emphasis is on listening and consensus building. Adult.

Teaching Students to be Peacemakers.

1991, 10 min. VHS, Interaction Book Company. Explains and demonstrates negotiating and peer mediation at the elementary level.
Truth About Hate: The Teen File.

VHS This program follows four groups of teenagers as they confront their own prejudice. A group of neo-Nazis meets a Holocaust survivor, Armenian and Latin students at a high School beset by violence.

Walk This Way.

1998. VHS, USA Network. This program continues the anti-hate media campaign, an enlightening look at nine young people and their individual experiences with discrimination.
 
Old December 14th, 2005 #6
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

What we Learned About Bullying: Real Kids.

16 min., VHS, Sunburst Communications. Students learn all about bullying and how to stop it in this sympathetic video. Explaining the various methods bullies’ use, how and why people choose to act as victims or bullies. Grades K through 6.

Working it Out-Conflict Resolution
28 min., VHS, Sunburst Communications. Demonstrates that mediation can turn conflict into a positive experience, build self-esteem, and improve relationships. Grade level 5 through 9.

When You’re Mad, Mad, Mad.

27 min., VHS, Sunburst Communication. Designed to give students insight into anger, and introduces specific techniques to help them deal with anger in a positive way. Intermediate grades.
Games and Simulations

Bafa Bafa.

Simulation Training Systems. A cross-cultural simulation game. Participants are immersed in two different cultures, each with its own distinctive style. After learning their own culture, participants get to visit and analyze the other culture. They develop cultural sensitivity as they experience cultural alienation, rejection and confusion. A game takes 2 to 3 hours. For 18-36 players, high school through adult. For middle school, see Rafa Rafa.

Conflict Buster.

2002, Franklin Learning System. In this game, 2-6 players learn how to work as a team and resolve conflicts in a win-win way as they have fun completing their mission to Saturn.

Everyone Wins!

1990, Sambhava and Josette Luvmour. New Society Publishers. The cooperative games and activities described in this book may be used to build social and communication skills as well as help children appreciate the wonders of nature. Age levels are indicated for each game.

Exclude.

Participants form groups representing imaginary cultures. "Outsiders" attempt to join groups in discussion but must first decode the unspoken cultural norms in order to be granted entry. This exercise reinforces the experience of both being excluded and doing the excluding. Takes thirty minutes and may be adapted for all ages.

Fire in the Forest.

1990, The Moorhead Kennedy Institute. In the imaginary South American country of Forestal, farmers are moving into the rainforest and claiming land held for thousands of years by the Aka-Hipa Indians. Conflict over land ownership and concern for environmental consequences are raised. Players assume the roles of tribes people, settlers, government officials, environmentalists, media representatives, and intermediaries. Three hours playing time needed. Can be broken into 40-50 minute classroom periods, for 20-40 players. Middle school through adult.

Grocery Store

1993, Moorhead Kennedy Institute. In this simulation a diverse group from a multi-cultural neighborhood meets to resolve a dispute, which arises at a local grocery. Participants learn cross-cultural understanding, the peaceful resolution of conflict, and tolerance. Takes two hours or 3 class periods, for 20-30 participants. Middle school to adult.

Hostage Crisis.

1988. Moorhead Kennedy, Myrin Institute. This game raises questions of the deepest moral, ethical, and political significance. Participants analyze complex situations, deal with ambiguity, prioritize interests, and make decisions within a realistic role play scenario. Negotiation with other teams, consensus building within one’s own team, resolution of conflicts, and leadership are the key learning objective. Through the games participants are engaged intellectually and emotionally in their own learning. Two hours, high school

I Want That Orange!

1988. Peace. Students will examine the concept of conflict by first watching a role-play situation and then by discussing and analyzing what they saw. They will then create their own definition of conflict through a guided writing assignment. This game takes one class period. Middle and high school students.

Rafa Rafa.

1976. R. Gary Shirts. The purpose of Rafa Rafa is to illustrate the difficulties that may be encountered when interacting with different persons. The simulation also emphasizes the importance of descriptive rather than evaluative terms when speaking about other people or groups. The games takes 1 ½ hours, for 6 to 40 participants. Middle school students.

Zan-Tec’s Game.

1989, Richard B. Powers. Students gain an idea of the interconnectedness among present societies and an understanding that what individuals do now imposes constraints on what future peoples are able to do. Takes 6 hours, 18 to 60 participants. High school through adult
http://72.14.203.104/search?q=cache:...ient=firefox-a
 
Old December 14th, 2005 #7
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

[Here's a program put in place by a Republican liberal.]

Edge Program

The EDGE (Encouraging Diversity Growth & Equity) program was created by executive order from Governor Bob Taft in December 2002. EDGE is a race and gender-neutral small business assistance program designed to promote, nurture, and encourage diversity, growth, and equity in Ohio's marketplace. EDGE applies to state procurements of supplies and services, information technology services and construction and professional design services. The program consists of three separate components: A Contract Assistance Program with established EDGE contractor participation or subcontracting goals for selected contracts; A Mentor-Protégé Program to help EDGE participants move into non-traditional areas of work and into the marketplace beyond public sector contracting; and a Bond Guaranty Program that will provide an incentive for private sector bonding companies to issue bid performance and payment bonds to EDGE businesses. For more information, contact Ben Piscitelli, the Ohio Department of Administrative Services at (614) 752-9521.

http://governor.ohio.gov/minorityaff...tyPrograms.htm

[The WASP love of euphemism -- rhetorical upgrades are free! ooh, i'll take fifteen! -- more than any perverted sense of fair play underlies the spackling of San Andreas above, where we noble liberals pretend that we're encouraging diversity and being race neutral -- at the same time. Not even Michael Moore can fuck a pig and eat a ham sandwich at the same time.]
 
Old December 14th, 2005 #8
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Ohio Commission on African American Monkeys (CAAM)

The Commission of African-American Males serves the African-American monkey population throughout the State of Ohio who are experiencing problems and/or difficulties within the following five areas: unemployment, criminal justice, education, health, weak/no banana access. The agency oversees and supervises research to determine the nature of the problems concerning African American males in the four-targeted areas. The commission is also responsible for conduction community education and public awareness programs, as well as holding public hearings. Contact CAAM by email at [email protected].

Leonard J. Hubert, Director of the Governor's Office of External Affairs and Economic Opportunity serves as CAAM chairman.

http://governor.ohio.gov/minorityaff...tyPrograms.htm
 
Old December 14th, 2005 #9
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Problems ain't a problem - it's the metaproblem - not being allowed/able to fix problems -- that's what really plagues us. Our system cannot be reformed because it is built on a lie, and its thousand parts and connections are based on/reflect/are served by this lie. The state is no neutral party facilitating solutions to the problem of human management, as best it can, rather it is one arrangement that swears death on all others, and 'proactively' seeks and destroys potential centers of resistance.
 
Old December 14th, 2005 #10
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Quote:
Originally Posted by Alex Linder
Ohio Commission on African American Monkeys (CAAM)

The Commission of African-American Males serves the African-American monkey population throughout the State of Ohio who are experiencing problems and/or difficulties within the following five areas: unemployment, criminal justice, education, health, weak/no banana access. The agency oversees and supervises research to determine the nature of the problems concerning African American males in the four-targeted areas. The commission is also responsible for conduction community education and public awareness programs, as well as holding public hearings. Contact CAAM by email at [email protected].

Leonard J. Hubert, Director of the Governor's Office of External Affairs and Economic Opportunity serves as CAAM chairman.

http://governor.ohio.gov/minorityaff...tyPrograms.htm
So...

Frank Bemer isn't allowed to identify himself as a White male in his employment ad. But the state of Ohio may set up a commission, at Frank's expense, specifically aimed to further the interests of colored males.

This is tyranny.
 
Old December 14th, 2005 #11
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Ohio Capital Access Program

The Ohio Capital Access Program (CAP), administered by the Ohio Department of Development, is designed to lend funds to small businesses that may not meet conventional underwriting criteria. To do this, unique loan "guaranty" reserve accounts are established at participating lenders and can be used to recover possible losses from loans enrolled in the program. To enroll loans in the program, financial institutions must contact the Ohio Department of Development (ODOD) and become participating CAP lenders. For more information about Ohio CAP, visit www.odod.state.oh.us/cap, or call 1-800-848-1300 ext. 65700.

http://governor.ohio.gov/minorityaff...tyPrograms.htm

Translation: White-owned banks and other institutions are shaken down to provide funds to uncreditworthy niggers. White populations are forced to subsidize the housing of niggers who hate and displace them.
 
Old December 14th, 2005 #12
Alex Linder
Administrator
 
Join Date: Nov 2003
Posts: 45,756
Blog Entries: 34
Default

Ohio Commission on Hispanic and Latino Affairs

The Office of Hispanic/Latino Affairs is administered by the Director of Hispanic/Latino Affairs, who together with the staff is accountable to the Commission. The Office is responsible for compiling and providing the Commission information about, and advice on, solutions to the problems of Hispanic and Latino people. The Office shall execute the tasks assigned by the Commission which shall include but not be limited to:

· Serve as a clearinghouse to review and comment on all proposals to meet the needs of Hispanic and Latino people that are submitted to it by public and private agencies

· Apply for and accept grants and gifts from governmental and private sources to be administered by the office or subcontracted to local agencies Office of Hispanic/Latino Affairs

· Monitor and evaluate all programs subcontracted to local agencies by the Commission

· Endeavor to assure that Hispanic and Latino people have access to decision-making bodies in all State and local governmental departments and agencies

· Submit a full written annual report of its activities, accomplishments, and recommendations to the Commission

· Establish advisory Committees on special subjects as needed to facilitate and maximize community participation in the operation of the Commission. The Committees shall be composed of persons representing community organizations and charitable institutions, public officials, and such other persons as the office determines

· Establish, with state and local governments and private business and industry, relations that promote and assure equal opportunity for Hispanic and Latino people in government, education, and employment.

http://governor.ohio.gov/minorityaff...tyPrograms.htm

[So, Hispanic/Latinos are people with needs - and there is a commission to address those needs. Are Aryans a people with needs? Perhaps, but there is no Ohio Commission on Aryan Affairs to see that they are met.]
 
Old December 14th, 2005 #13
Mike
reasonradionetwork.com
 
Mike's Avatar
 
Join Date: Dec 2003
Location: New England
Posts: 1,475
Default

Quote:
Originally Posted by Alex Linder
[The latest on the two-year-old attempt by Ohio Lilliputians to swing their thin string over giant VNN. Yawn.]
Alex,

I was curious so I looked up the code that they complain you violated:

http://das.ohio.gov/hrd/Policy/ORC%204112.02.pdf

I was unable to find what the penalties are on the state level, but looking around, I discovered a few towns' code in Ohio seem to indicate it's a misdemeanor - something like $1000 fine / 3 months. For allowing a person to mention his race in passing while looking for a job? This place is like the fucking Soviet Union.

I don't understand how they can come after you if you are in another state.

"It is unlawful to publish an advertisement that indicates a person's race." Staggering - and people think this country is free. I will limit myself to saying that the people who forward and enforce logic like this obviously, truly and so richly deserve the same treatment we gave His Majesty's troops a couple centuries ago.
__________________

Unplug the Jewtube NOW. / My ideology: [1][2] / "Race is real. The Holocaust is a social construct." - Alex Linder.
 
Old December 14th, 2005 #14
John in Woodbridge
Senior Member
 
John in Woodbridge's Avatar
 
Join Date: Jan 2004
Posts: 7,749
Default

So much for free speech and free thought. 1984 in 2005.
__________________
It’s time to stop being Americans. It’s time to start being White Men again. - Gregory Hood
 
Old December 14th, 2005 #15
Cowan Huberty
Senior Member
 
Join Date: Nov 2005
Posts: 435
Default

Disgusting,truly disgusting...What a Communistic mud country run by Kikes and cowards
__________________

White Power!

 
Old December 14th, 2005 #16
VLC
Member
 
Join Date: May 2005
Location: in Canuckistan
Posts: 228
Default

Bar's 'Speak English' Sign Discriminatory, Commission Rules

http://www.channelcincinnati.com/new...65/detail.html

Quote:
The Ohio Civil Rights Commission found Thursday that Tom Ullum violated the Ohio Civil Rights Act by hanging a sign that reads "For Service Speak English" at the Pleasure Inn.

I noticed the commission's website is in english and spanish only. that's discrimination against all those who don't speak either
 
Old December 14th, 2005 #17
VLC
Member
 
Join Date: May 2005
Location: in Canuckistan
Posts: 228
Default

Quote:
Originally Posted by Alex Linder
The Commission’s Diversity Bear

is he on the five-member board of Commissioners ?
 
Old December 15th, 2005 #18
Border Ruffian
Guest
 
Posts: n/a
Default

CHIEF ADMINISTRATIVE LAW JUDGE

I like that one. I want to be a law judge too. Then I could judge laws. 'n shit.
 
Old December 15th, 2005 #19
Border Ruffian
Guest
 
Posts: n/a
Default

The diversity bear reminded me of some televitz http://www.moviewavs.com/TV_Shows/So...nt_Panda.shtml
 
Old December 15th, 2005 #20
Kennewick_Man
Junior Member
 
Join Date: Apr 2004
Posts: 167
Default

I just fucking LOVE how there has to be a commission for Mestizos and a commission and class for the Negroes and how we have to set up government offices to make sure they get their NEEDS MET.

This has been founded by a few victims of public education. You gotta know that the founders of these stupid-ass offices are the liberal, university bull-dyke white female type.
 
Reply

Share


Thread
Display Modes


All times are GMT -5. The time now is 04:43 AM.
Page generated in 7.29237 seconds.