Major topics of interest have been
1) the faults of the money system
2) the social credit solution
3) revisionist history, especially the role of Bernard Baruch and others in getting us into wars, cold wars and depressions;
4) the deadly use that has been made of secret weaponized weather warfare (which relates to the “chemtrail” question); lines of evidence establishing that 9-11 was an operation led by Israeli operatives in very high places with people like Cheney, Rice, Bush, Rumsfeld etc. fully complicit;
5) the new grand alliance of elites — British, Indian, Chinese, US and others.
There are more. But I think these other topics should remain subordinate to addressing the national bankruptcy crisis and solution that will save our families.
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I can supply powerful microeconomic and macroeconomic tools of analysis for confident use in making rational business, financial, household and public interest decisions that will contribute to greater welfare and more success for all concerned.
TEACHING EXPERIENCE
Taught undergraduate introductory courses at three institutions.
1982 – Graduate assistant while in the doctoral program at Texas A & M
Lectured and graded papers of classes of over 150 students in Econ 101 using the McConnell text and teachers manual. I put in a few sessions tutoring members of the Aggie Football team.
1992 – Adjunct faculty at City University’s Yakima extension
Taught course in the economics of social issues, essentially an economics 101 equivalent, a requirement in their management program curriculum. The text was a wonderfully short and to-the-point book by Marilu Hurt McCartny. The rather surprising vocalized positive reaction to my speedy return of graded exams and reaction papers and of the extent of comments on their writing assignments was positive reinforcement that has sustained me in that practice in all of my subsequent teaching experience. I also taught a course of introductory psychology at City U. in 1993 which of course takes a lot less effort to make interesting than does economics.
Began a period of teaching as associate faculty at Heritage College (now Heritage University), mostly in the mid-1990’s. At Heritage I taught several semesters of Econ 201 and 202 using a variety of text books over the years (Boyes and Melvin; Armacher and Ulbrich; and Gwartney and Stroup.) I also taught a 100’s level course in Current Issues. One course that I taught that revolutionized my own thinking about the relationship between micro, macro, the domestic financial system and the system of international investment banking was ECON 340.0, Money and Banking. In studying the system I came to the conclusion that the way our discipline traditionally compartmentalizes the various sub-divisions allows some very important inter-relations to fall through the cracks. Macroeconomics treats “injections” of saving as exogenous. Microeconomics does not explain the difference for the American firm if money is “injected” via open market purchases in New York or by new funds being made available for business loans nationwide through a change in the discount rate or a change in the required reserve ratio. I suspect that many of the current problems with the American economy resulted from how we have sectioned the subject matter.
Following this course I developed an elaboration of the circular flow diagram that includes all sectors of the economy and enables students to explore the interface between macro and foreign trade issues and the single firm or domestic industry.
2002 taught Labor Economics (ECON 340.0).
Since 1998 Active Discussant in economics newsgroups and e-lists discussing current issues in the field of monetary policy, foreign trade policy, taxation, economic history, regulation, and alternative means of taxation.
Discussed the economy with individuals around the world and from every conceivable school of economic thinking. Among topics I have discussed at length is the regulation of international trade, the relative merits of the Fed’s using open market operations versus adjustments of the reserve requirements for lending institutions, the advantages and disadvantages of adopting a transactions tax or a negative income tax; the conditions, the need for new indicators of the health of the US economy, ways to reverse the de-industrialization of of the US, and various remedies for the fall in American purchasing power. Each day I send to hundreds of people articles on economics that come to me from around the world. I have not included addresses for any of my e-lists because each of them is tinged with politics. Like most people I have my own political views, which I keep distinct from my teaching of economic science. It has always been my practice to provide students with the microscope and let them find their own microbes, with the telescope and let them find their own stars. It is not my practice to deny students the microscope because I favor stars over microbes. I am including letters of recommendation from two scholars with whom I regularly correspond on the Internet. It is my expectation that they will tell you of my ability to explain clearly concepts on line and to argue issues calmly and with respect for all viewpoints and of my deep-felt concern for the welfare of people around the world and my persistent efforts to all proposals that may better the human condition.
Thanks to the Internet and broad reading in economics and allied fields in the social sciences I have stayed abreast of the general economic situation. In doing so I have often observed how many of the theories which had become the regnant paradigm and policy when I was an undergraduate and graduate student have failed to control or even predict crises that subsequently confronted us. In many of these cases I find the reason for the failure to have been been that the theories which dominated policy have been sold with arguments that have not always passed muster with well-established economics fundamentals despite claims to the contrary by their advocates. For example, arguments for mutual advantage from free trade among countries specializing in production along lines of comparative advantage have neglected the critical necessary assumption of the theory that for mutual gain between trading nations to be assured capital must not be allowed to migrate or else capital will migrate to whatever country has an absolute advantage in production, say with respect to labor costs, in which case gains will not be mutual gains but the population of the country at absolute disadvantage will find itself denuded of capital and its standard of living falling. Hopefully the new policies that arise to address such problems will be more less careless in their application of economics principles as they actually are formulated.
FORMAL TRAINING
In my senior year of high school, owing to the influence of a great teacher I was determined to take up an academic career in history and the social sciences. My interest led that teacher to urge me to apply for the Transitional Year Program at Yale University, an early Great Society program, aimed at gathering poor students from around the country and introducing them to the Ivy League academic environment with intensive instructional support. Yale Freshman survey of American History with lectures by a number of famous historians. I was very interested in the history of the many political battles that have been waged over the nature of the US banking system from the creation of the first Bank of the United States to the signing of the Federal Reserve Act by President Wilson in 1912. This has been the principle issue that has divided our republic from its inception.
Following my year in New Haven, I entered, Lake Forest College as a freshman. Very early I chose economics for my major. It appeared to me to me that economics was the most scientific way to address the great social problems that at the time so intractable. Paul Samuelson’s text was used and the program was thoroughly Keynesian.
One summer during these undergraduate years I took a course at a community college in Oakland California to make up for a one extremely low grade. It was an introduction to psychology unusual in that the text was a single book by B.F. Skinner, Science and Human Behavior, a book which affected my thinking profoundly. Convinced that I had found the the biological basis of economics and the true key to a better society, I completed my economics major at Lake Forest determined to pursue this exciting “hard science” school of psychology, but from an economist’s standpoint.
My interest in the science of behavior and the science of choice and exchange under conditions of scarcity developed together. I was admitted to post graduate program in experimental, psychology at Western Michigan University where I took courses in the conditioning and learning and worked as a research assistant. I also completed courses in statistics, linguistics and on course in masters-level macroeconomics at Western.
My masters thesis at Western was an interdisciplinary study, exploring competitive price setting models in a new way answering questions in duopoly theory first raised by Augustine Cournot. My thesis was an exposition of this behavior-based rather than assumed-reaction-pattern-based method of analyzing market behavior. My thesis: Experimental Psychology and the Market Environment, a book of 250 pages was sent to Richard Herrnstein after receiving a copy from one of my thesis advisors wrote “my guess is that you belong at Harvard.” (Forgive me for sharing that, but it is the only written encomium my masters thesis has received and I want it to be noted.) I had also visited Dr. B.F. Skinner in his retirement and shared with him the progress of my laboratory research, which he found interesting, but not earthshaking. However, economists Raymond Batallio and John Kagel at Texas A & M also read my thesis and on the basis of it invited me to enter A & M’s doctoral program in economics where, it was planned, I would assist them in setting up a laboratory and conducting experiments with them in the field of experimental economics which they were then pioneering.
Apart from my research assistance work for Dr. Batallio I did proceed through the standard curriculum for the doctoral program in economics, lecturing undergraduates and acting as research assistant and teaching assistant to Dr. Batallio, and Dr. Melvin Greenhut whose course in spatial economics I also completed. I studied consumer theory under Drs. Timothy J. Gronberg and Peter Meyer. Most challenging were rigorous courses in mathematical economics and macroeconomics taught by Dr. Akira Takayama. (Most of my fellow doctoral students at A & M had entered the program fresh from earning masters degrees in economics or mathematics. I also studied Econometrics (using the classic text by Dr. Jan Kementa) and courses in statistics, financial accounting and research design. A & M’s a heavily mathematical program, strongly neo-classical in the tradition of Dr. Charles E. Ferguson whose spirit continued to dominate the department following his death shortly before I arrived.
I also completed courses in economic history and the theory of economics. The theory of economics is a subject that has grown increasingly interesting to me over the years. There are many avenues of investigation that are neglected in the standardized course content that is now almost universal. Often it takes a crisis to reawaken these dormant strains of our field.
DEVELOPING CURRICULUM
Before my teaching experience at Heritage was cut short I worked on a proposal to separate economics from the business division and create for it its own place in the College of Arts and Sciences. While economics is essential to every business program it is also a branch of the social sciences allied with sociology, political science, anthropology, history, ecology and demographics. Economics belongs in every liberal arts curriculum. I also had concrete proposals on what core elements of economics should be included in a liberal arts or general education curriculum.
I developed curriculum for my eldest daughter whom I home schooled through the 10th grade. In doing this the full force of the question, “What should a young person know about the world and systems of thought to prepare for life in this world?” had to be confronted. My daughter is a registered nurse, graduate of YVCC, the University of Washington, and YVCC’s nursing program.
My experience in post-graduate programs in two different fields and other experience has been enough that after thorough investigation of the demands of an academic or career path program I could make significant contributions in any cooperative effort to develop appropriate curricula where economics must be included.
DIVERSE POPULATIONS
I grew up in Oakland, California. Oakland High School when I was there was a near perfect harmonious balance of races and ethnic backgrounds. In the Transitional Year Program in New Haven my fellow students in the program were black, Hispanic, native American and white. We ate in the Yale student dining hall and I got a good sense of what discrimination feels like. Yale was all male at the time, and I got a sense of how the black women students felt as well. It was quite a contrast from what I had come from in Oakland.
My first year at Lake Forest my roommate was Chinese from Hong Kong. My second year my roommate was handicapped required a wheel chair and golf cart to get around campus. My third year I had a black roommate and then was chosen to be dorm leader of “the Jewish dorm” above the Administration building. As I have gotten older and seen more of the hardship that exists for people in this world I have been dominated by a feeling of compassion for all people. I long for community and understanding, for being responsible to each other, for lifting each other up to something better then we have now.
When at Heritage I developed a simple economic model based on the traditional way of life of the Yakama nation, involving the trading of Salmon. I discussed various issues with tribe members, including the costs and benefits to the tribe of building a Legends Casino.
In my life I have
Developed an around-clock program to teach habilitation skills to blind autistic children,
Worked as a caregiver in residence homes for the developmentally disabled,
Been a Washington State Psychologist II concerned with the habilitation and vocational training of severe profound developmentally disabled people;
Been a family counselor who has worked with people struggling with a variety of personal problems that have impaired their abilities to function in the way they would like. After this experience where I came understand the intrinsic universal worth and dignity of every human being, it came about that I assumed responsibility for the administration of a group home for developmentally disabled and emotionally disturbed youth. I trained eleven employees the absolute necessity of respecting rights and dignity of the residents, not because it was the law but because their humanity, the unique worth of their individual human selves demanded it. My interactions to provide for the needs of those young people, gave me a perspective on the responsibility to provide appropriate help for everyone who operates with a disadvantage in this society.
For the teaching of economics this philosophy translates into the principle that the student should only have to be evaluated by the instructor on the basis of how well he or she was able to master the subject matter of the course, not on the additional hit-or-miss basis of whether or not they had adequate access to instruction.
Disadvantage comes in many forms. A single mother working full time and taking courses to improve her condition is working under a disadvantage. Most students today are overcoming battling against great odds to attain a college education — such heroism should elicit equally heroic responses to ensure that such courage and effort is not exercised in vain.
Richard from Clann Eastman
Yakima, Washington
Admirable. Nevertheless, you have seen through, the programmed lying, and have come, to a better understanding, of the heart, than those, who were your teachers, in academia. The God-taught ( by the help, of the Holy Spirit — ruach ha-kodesh ), are the true leaders, devoted to what is only understood, by the doing of it: spiritual, regenerative living, not for self, but for all, in the Lord, our G_D. Whose embodiment, came, to us all …