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To: Lane3 who wrote (12503)5/8/2002 4:22:16 PM
From: one_less  Read Replies (3) | Respond to of 21057
 
Small point of confusion. I have never understood how a Semite (Arafat) could be anti-semitic, but apparently my Random House dictionary qualifies any one who is hostile or prejudiced toward Jews.

Not that it matters. It is interesting how common vernacular of language can force meanings against logic and shape culture in its wake. A couple of months ago I made a stink about refering to anyone as an Islamic Cleric since there is really no such role in Islam or even one that is similar to the Christian Ministry. Now after the media has had a hey day with this term, I hear Muslims using it too. Aw....



To: Lane3 who wrote (12503)5/8/2002 5:04:14 PM
From: Neocon  Respond to of 21057
 
There are three basic possible attitudes. One can be anti- semitic, philo- semitic, or neutral. Yes, it is possible that some things which are viewed as anti- semitic could be produced by other sources. But let's examine it. Suppose someone is anti- Israel. That means that he is prone to believe every bad rumor, even if unverified or credibly contradicted; that he is dismissive of crucial historical factors in the development of Israel, like the Holocaust; that he is likely to assume mitigating factors in the actions of Palestinians, but to attribute nothing but malevolence to actions of Israel that he criticizes; and that he, in general, is prone to acting prosecutorially in respect of Israel, without interest in the other side of the case.

Suppose someone is neutral. He will try to look at responsible accounts and pronouncements from both sides, and to stay close to the evidentiary balance in making judgements. It is my belief that the proponderance of evidence favors the claims of Israel to exist as a state, and lays the blame for the Palestinian mess primarily at the feet of the Arab powers, who encouraged the Palestinian Arabs to expect that the UN partition would be overcome by force of arms, and who advised them to get out of the way of the oncoming armies, and who purposely failed to resettle the Palestinians, leaving many of them in camps, as a festering issue. Of course, I could be accused of being pro- Israel, and therefore differently biased. Nevertheless, so far I have not talked to anyone that I consider clearly neutral in the presentation of cases.

Now, to be anti- Israel might not mean that one is anti- semitic. One might, for example, be "anti-colonialist". The only problem with that is that it should be tempered, at this point, with a clear recognition that what's done is done, and that the Jews who live in Israel are in mortal danger from fanatics if we abandon them. Furthermore, whatever sympathy one might have for the Palestinians should be tempered by the recognition that they have not, in fact, had no recourse but terror, since they are supported in world councils by the Arab states, and have on several occasions had Arab armies attack Israel, but freely chose terror as a favored option. Besides, even the IRA usually hits military targets, or, if it hits civilian targets, gives a warning call, and does not make it a practice of targeting children. The heroes of the Palestinian people are people who bomb schoolbuses. Whatever grievances they have, real or imagined, cannot justify all of that. So, sure, you can think that the Great Powers made a mistake in the Middle East, but even then, a reasonable person would accept Israel and deplore Palestinian provocations.

What about deploring Sharon's tactics? Well, sure, one need not be anti- semitic, but, on the other hand, the recognition that no state can make a tepid response to the rapid string of suicide bombings that Israel has endured, and that this is a National Unity government (Shimon Peres is on the Left), not just Sharon going off half- cocked, should factor in. Besides, one is not on the front line, and should therefore be diffident about telling Israelis how to respond.

So, I guess that upshot is that I agree one need not be anti- semitic to criticize Israel or wonder if it were a bad idea to begin with, but, on the other hand, if one's criticisms are not tempered with a sense of having to deal with current realities, and a recognition that there was never an excuse for the kind of tactics the PLO and other organizations used against Israel, and a shyness about telling those in mortal danger how to conduct themselves, there is a pretty good prima facie case for being anti- semitic.........



To: Lane3 who wrote (12503)5/8/2002 7:09:45 PM
From: Lazarus_Long  Respond to of 21057
 
The Little Boys Room
New rules to boost single-sex schools and classes.

ublic-education administrators will have more flexibility to create single-sex schools and
classrooms under a plan expected to be announced today by Department of Education officials.

Under current civil-rights law, schools for girls are permissible only if officials
defend their arrangement with the language of affirmative action. They may
argue that a girls' school is necessary in order to remedy past discrimination
— but not that girls and their parents simply deserve to have a choice. In the
case of coed schools, it is presumptively illegal to separate boys and girls
into different classes except for sex education and contact sports.

The plan to loosen these restraints will be unveiled this afternoon, by
assistant secretary for education Gerald Reynolds and general counsel Brian
Jones.

"This is welcome news. Somebody should be able to set up a single-sex
school or classroom without having to go through all this legal business,"
says Tom Carroll, an education reformer in New York.

Carroll is the founder of two charter academies in Albany, the Brighter Choice
Charter School for Boys and the Brighter Choice Charter School for Girls.
"We have one principal, one staff, and one building — but two separate legal
entities," says Carroll. "We have no choice but to do it this way, and this is
the sort of hurdle that keeps other people from pursuing these options."

The debate over single-sex education is an old one, but feminists have
guaranteed that it can't be conducted in the real world because of restrictive
civil-rights laws. Yet there is plenty of evidence suggesting that separate
schools and classrooms for boys and girls may make a positive difference in
the places where it's tried.

That's what has happened at Thurgood Marshall Elementary School in
Seattle.

"We had a huge social behavior problem with the boys," says principal Benjamin Wright. "Too many
kids were getting suspended. We had to do something."

So Wright set up a pilot program last year, separating boys and girls in a few classrooms. He got the
result he expected: The suspension of boys dropped. Another result, however, came as a surprise.

"The boys' test scores shot up. In the pilot program, 73 percent of our boys passed the state
standards. In the co-ed classes, 25 percent is about the best we might have hoped for, with 10 percent
or 15 percent a more realistic result," says Wright. "The girls stayed steady with their tests scores,
which is just fine — they're no longer carrying the load."

This year, the entire school went to single-sex classes, with the exception of its programs for English
learners and autistic children.

Test scores for this year won't be available until August, but Wright says the switch has made a huge
difference around Marshall. "There's been a huge decline in behavior problems, and the overall
stability and safety of the school has increased. Parents and teachers love it."

Yet there's no guarantee the school will be able stick to this course. Under current civil-rights law, a
coed school can try single-sex classrooms in order to correct an existing disparity. In the case of
Marshall, boys were much more likely than girls to be suspended. But once this disparity is "fixed,"
schools are required to go back to their old ways. In other words, as soon as Marshall's three-year
experiment is complete, and its suspensions are where Wright thinks they should be, it will have to
return to the conditions that created the problem in the first place.

"These new regulations are really important," says Wright. "My school is in an urban area — a place
we used to call the ghetto. If these regulations are relaxed, some of the other schools around here may
decide they can experiment, too. Kids can only benefit from this."
nationalreview.com