Bibliography: Government Conspiracy (page 1 of 2)

Gilley, Brian Joseph; Keesee, Marguerite (2007). Linking 'White Oppression' and HIV/AIDS in American Indian Etiology: Conspiracy Beliefs among AI MSMs and Their Peers, American Indian and Alaska Native Mental Health Research: The Journal of the National Center. This article presents the results of a pilot study on the use of conspiracy beliefs by American Indian (AI) men who have sex with men and their peers to explain the origins of HIV/AIDS. We found that one-third (N = 15) of the individuals surveyed believed that HIV/AIDS was intentionally created by "Whites, White Christians, or the Federal government" and purposely spread among minority populations. Conspiracy beliefs, we argue, should be looked at as a potential form of power recognition where AIs draw on their experiences of oppression to explain the presence of HIV/AIDS within their communities, at the same time that they draw on public health knowledge to explain how humans get HIV/AIDS. We advocate further research to better ascertain the effect that conspiracy beliefs have on HIV prevention and the treatment of individuals living with HIV/AIDS.   [More]   [More]  Descriptors: Whites, Etiology, Public Health, Males

Gillborn, David (2008). Coincidence or Conspiracy? Whiteness, Policy and the Persistence of the Black/White Achievement Gap, Educational Review. Adopting an approach shaped by critical race theory (CRT) the paper proposes a radical analysis of the nature of race inequality in the English educational system. Focusing on the relative achievements of White school leavers and their Black (African Caribbean) peers, it is argued that long standing Black/White inequalities have been obscured by a disproportionate focus on students in receipt of free school meals (FSMs). Simultaneously the media increasingly present Whites as race victims, re-centring the interests of White people in popular discourse, while government announcements create a false image of dramatic improvements in minority achievement through a form of "gap talk" that disguises the deep-seated and persistent nature of race inequality. The paper concludes by reviewing the key elements that define the current situation and notes that they fit the essential characteristics used in law to identify the operation of a conspiracy. It is argued that conceiving the racism that saturates the system in terms of a conspiracy has a number of advantages, not least the insight it provides into the workings of "Whiteness" as a fundamental driver of social policy.   [More]  Descriptors: Free Schools, Academic Achievement, Minority Groups, Critical Theory

Spratt, Trevor (2008). Possible Futures for Social Work with Children and Families in Australia, the United Kingdom and the United States, Child Care in Practice. There has been considerable interest in recent years in comparing the operation of social work services for children and families internationally, particularly between Australia, the United Kingdom and the United States. Reviewing the respective policy environments and drawing on recent research experience in these three nations, the author speculates as to how such services may be placed to respond to a converging agenda to tackle the high social and economic costs of social exclusion. It is argued that a conspiracy of circumstances have led child and family social work away from its more general child welfare objectives of the past and have created consolidation of functions in relation to child-protection work. This has left services ill-prepared to play a central role within a new and resurgent child welfare agenda. If child-protection systems are to successfully metamorphose to encompass child welfare ideals, they will need to reconfigure to help shape their own future. This future will be concerned with the identification of, and service provision to, marginalised populations predicted to create high lifetime social and economic costs for society–the alternative being a default to the reductionist position of child-protection agencies largely concerned with the management of "child abuse".   [More]  Descriptors: Child Abuse, Child Welfare, Foreign Countries, Social Isolation

Ritchie, Donald A. (2004). Are You Now or Have You Ever Been? Opening the Records of the McCarthy Investigations, Journal of Government Information. Sealed for 50 years, the transcripts of the executive session hearings conducted by Senator Joseph R. McCarthy, as chairman of the Senate Permanent Subcommittee on Investigations in 1953 and 1954, were recently opened for research. The Senate Historical Office edited the transcripts for publication by the Government Printing Office and on the Internet. The hearings provide new insights into the senator's methods of operations. While they started out reasonably, the hearings quickly descended into paranoia, conspiracy theory, and merciless badgering of witnesses by the senator and his chief counsel, Roy Cohn. The closed hearings served as dress rehearsals for televised public hearings, and also gave Senator McCarthy an opportunity to release selected information to manipulate his media coverage. They conclude with the Army-McCarthy hearings that ultimately led to the senator's censure.   [More]  Descriptors: Government Publications, Records (Forms), Investigations, Hearings

Dade County Public Schools, Miami, FL. (1971). A Revolutionary: His Life and Trials, Part 2. This course for use in secondary schools is a continuation of the Catilanarian Conspiracy and Cicero's "Third Oration Against Catiline," including a review of grammar and syntax. Performance objectives concern the history of Rome prior to Catiline and Cicero, Roman government, Ciceronian oration, Cicero's literary style, vocabulary and reading development, and the Catilinarian conspiracy. Readings in English are also prescribed. Sample student evaluation materials are included. For Part 1, see FL 003 150.   [More]  Descriptors: Classical Languages, Cultural Education, Educational Objectives, History

Mizell, Hayes (2003). NCLB: Conspiracy, Compliance, or Creativity?. This speech addresses the No Child Left Behind Act (NCLB) and educators' and policymakers' reactions to it. The talk focuses on three ways people are responding to the Act. Some, according to the speaker, consider the law to be malevolent and a conspiracy by the Bush Administration to start handing education over to private corporations. This camp suggests that NCLB seeks to undermine education because it does not provide adequate funding to support all the changes the act requires. Others respond to NCLB by worrying about compliance. State departments of education staff, central-office staff of local school districts, and local administrators are spending a lot of time, according to the speaker, trying to figure out exactly what the law means and how to implement it. The third way people are responding to NCLB is largely hypothetical as of yet. The speaker suggests that educators should seize NCLB as an opportunity for creativity, not in implementing the law, but in using it to improve teacher quality and to enable all students to become academically proficient.   [More]  Descriptors: Compliance (Legal), Educational Change, Educational Improvement, Educational Legislation

Cogan, John J.; Weber, Ronald E. (1983). The Japanese History Textbook Controversy. . . and What We Can Learn from It, Social Education. Because of revisions made in the content of history textbooks, Japan has been accused of attempting to rewrite history as part of a larger conspiracy to brainwash students and to rearm the nation. Discussed are the legal authority of the national government to screen and approve textbooks and international reactions. Descriptors: Comparative Education, Educational History, Elementary Secondary Education, Federal Government

DeMitchell, Todd A. (1994). Witches, Cauldrons, and "Wicca" in the Public School Curriculum: Is Government Establishing a Religion? The Courts Think Not, International Journal of Educational Reform. Within a First Amendment context, this article reviews three recent cases regarding public school curricula and allegations concerning establishment of occult religious practices in elementary school classrooms. In each case, a curricular challenge withstood constitutional scrutiny. There was no conspiracy to bend children's minds to satanism or witchcraft. (18 references) Descriptors: Conservatism, Court Litigation, Elementary Education, Instructional Materials

Cleveland State Law Review (1976). The Reach of 42 U.S.C. Section 1985(3): Sex Discrimination as a Gauge. Federal court answers to questions left unresolved by the Supreme Court in Griffin v. Breckenridge are examined with emphasis on the issues of civil conspiracy, the intent of section 1985(3), and Congressional power. Available from: Dennis and Co., Inc., 251 Main Street, Buffalo, New York 14203.   [More]  Descriptors: Civil Liberties, Constitutional Law, Court Litigation, Federal Government

Perry, Douglas (2000). Court Documents Related to Martin Luther King, Jr., and Memphis Sanitation Workers. The Constitution Community: Postwar United States (1945 to Early 1970s). During inclement weather in Memphis, Tennessee in February 1968, two separate incidents caused black sanitation workers to strike for job safety, better wages and benefits, and union recognition. Mayor Henry Loeb was unsympathetic and opposed to the union. Martin Luther King agreed to lend his support to the sanitation workers and spoke at a rally in Memphis on March 18, 1968. He promised to lead the large march and work stoppage planned for later in the month. Unfortunately, violent disturbances at the march prompted the city of Memphis to bring a formal complaint in the District Court against King and his associates in the Southern Christian Leadership Conference. This lesson relates to two clauses in the First Amendment in the Bill of Rights, which ensure individuals the right to assemble peaceably and to petition the government for the redress of grievances. As primary source documents, the lesson presents Defendants' exhibits 1 and 2 in "City of Memphis v. Martin Luther King, Jr. et. al," and the answer to Plaintiff in the same case, filed in the U.S. District Court for the Western District of Tennessee (wherein King and associates denied being engaged in a conspiracy to incite riots). The lesson correlates to the National History Standards and the National Standards for Civics and Government. It provides historical background (15 resources); and suggests diverse teaching activities, including document analysis, class discussion, brainstorming, constitutional connection, creative expression, dramatic reading, dialogues, and extension research. Appended are a written document analysis worksheet and the documents.   [More]  Descriptors: Activism, Black Leadership, Citizen Participation, Civil Rights

Schwartzman, Roy (1988). Political Myth and Social Action: John C. Calhoun's Defense of Nullification. A mythic interpretive framework can explain how the use of an uncontested term–a word which "seems to invite a contest, but which apparently is not so regarded in its own context"–is legitimated and perpetuated. By examining John C. Calhoun's nullification rhetoric as a case study of political myth (specifically his "Disquisition on Government" and Senate speeches opposing the Force Bill), this persuasive character of myth comes more clearly into focus. Arguing for the nullification of the Federal Government, Calhoun's rhetoric evoked the mythic elements of absolute good and evil, conspiracy, and heroes and redemption. Political myths such as these channel audiences' actions, particularly through the use of uncontested terms, and can therefore become grounds for action as well as belief. Critical judgments of rhetorical dynamics should be based as much on mythically and narratively generated insight as on historical hindsight. (Thirty references are appended.)   [More]  Descriptors: Case Studies, Constitutional History, Discourse Analysis, Mythology

Wilson, John K. (1995). The Myth of Political Correctness. The Conservative Attack on Higher Education. This book examines the phenomenon of "political correctness" in higher education and argues that it is a powerful conspiracy theory created by conservatives and the media who have manipulated resentment against leftist radicals into a backlash against a fictional monster, political correctness. The first chapter describes in detail the most important developments in the political correctness myth particularly as promulgated during the Reagan-Bush years. The book argues that the political correctness myth was developed through anecdote and that well-funded conservative groups carefully worked to create the institutional framework of political correctness and to compile stories of oppression by radicals. Chapter 2 argues for the existence of a "conservative correctness" that encourages attacks on liberal and leftist groups. Chapter 3 looks at challenges, real and exaggerated, to curriculum changes in higher education that raise concerns about how western culture is taught and studied. Chapter 4 examines campus speech codes. Chapter 5 looks at sexual issues and argues that, rather than a feminist conspiracy taking over campuses, most colleges continue to follow old policies of denial and dismissal. Chapter 6 argues that the phenomenon of reverse discrimination is a myth. Chapter 7 concludes by arguing that the attacks on feminism, affirmative action, and multiculturalism are sparked by the fear of a changing culture. (Contains over 800 references.) Descriptors: Codes of Ethics, Conservatism, Cultural Context, Curriculum Design

Nufrio, Ronald M. (1988). John Wilkes Booth and the Lincoln Conspiracy. The 1865 conspiracy to assassinate Abraham Lincoln also included plans to assassinate other government officials on that same April evening. The actor, John Wilkes Booth, succeeded in killing Lincoln, but his fellow conspirators bungled their attempts to kill William Seward, Andrew Johnson, Ulysses S. Grant, and possibly Edwin Stanton. In Washington, DC, Stanton as head of the investigation was unable to stop Booth and his accomplices from escaping into Virginia due to tangled telegraph wires and an inept police force. The questions that arose following Lincoln's assassination included: (1) was Booth the mastermind behind the plot?; (2) were there government officials such as Edwin Stanton in Washington behind Booth?; (3) was the investigation deliberately delayed to permit Booth to escape?; (4) were Jefferson Davis and other confederate officials supporting Booth?; and (5) was the man who was killed on the Richard Garret farm really Booth or someone else? The lack of vital evidence then and now hindered the answers to the questions. This paper was written to be used as a supplement to a textbook's treatment of Lincoln's assassination, and the appendice contains a 25-item assignment list for students to further their study of the event. A 27-item bibliography for the paper is included. Descriptors: Assignments, Civil War (United States), Instructional Materials, Investigations

Olson, Kristin (1986). Legal Aspects of Asbestos Abatement. Responses to the Threat of Asbestos-Containing Materials in School Buildings. Exposure to asbestos in the air poses serious health threats, particularly to children. The use of asbestos in schools after World War II may have exposed millions of persons before regulations controlling asbestos use began appearing in the 1970s. Federal efforts to reduce exposure to asbestos have included passage of the Asbestos School Hazard Detection and Control Act of 1980 and the Asbestos School Hazard Abatement act of 1984, as well as regulations promulgated by the Environmental Protection Agency (EPA) in 1982. The federal government's failure to pursue or provide funding for its asbestos abatement programs adequately has forced schools to go to court for relief, and court decisions have substituted for regulations. Asbestos litigation can involve traditional theories of negligence, conspiracy, nuisance, enterprise liability, strict liability, and breach of warranty, as well as equity and bankruptcy law. Schools seeking relief should consider all theories of liability and all potential defenses of such suits. Schools unsuccessful in litigation or in applications for government assistance should strongly consider engaging in asbestos abatement in any case, given their potential liability in personal injury suits. Several relevant court cases are cited. Descriptors: Asbestos, Court Litigation, Federal Programs, Federal Regulation

Kanawha County Board of Education, Charleston, WV. (1980). Laws for Young Mountaineers. This booklet introduces secondary grade students to the criminal laws of West Virginia. It can easily be adapted and used by educators in other states. The authors believe that young people must recognize and understand these laws and the mechanisms which society uses to implement and enforce them if they are to function as an integral, important, useful part of society. Each section includes a narrative followed by a discussion question. Sections include: how a bill becomes a law; our criminal court system; crimes against the government (e.g. treason); crimes against the person (e.g. homicide, assault, robbery, kidnapping); crimes against property (e.g. arson, shoplifting) crimes against the currency (forgery); crimes against public justice (perjury, bribery); crimes against the peace (riots, conspiracy, firearms); crimes against chastity, morality and decency; crimes against public policy; crimes relating to drugs; crimes relating to elections; laws relating to motor vehicle operator's licenses; and laws relating to child welfare. The booklet concludes with a glossary of terms, and listings of further readings, filmstrips, and films.   [More]  Descriptors: Bibliographies, Courts, Crime, Criminal Law

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