86 Million People Unemployed in the United States

Last year, 86 million Americans were not counted in the labor force because they didn’t keep up a regular job search. Most of them were either under age 25 or over age 65.


There are far more jobless people in the United States than you might think.

While it’s true that the unemployment rate is falling, that doesn’t include the millions of nonworking adults who aren’t even looking for a job anymore. And hiring isn’t strong enough to keep up with population growth.

As a result, the labor force is now at its smallest size since the 1980s when compared to the broader working age population.

“We’ve been getting some job growth and it’s been significant, but it hasn’t yet been strong enough that you start to get people re-engaging in the labor market,” said Keith Hall, a senior research fellow at the Mercatus Center and former commissioner of the Bureau of Labor Statistics.

Job market dropouts

A person is counted as part of the labor force if they have a job or have looked for one in the last four weeks. Only about 64% of Americans over the age of 16 currently fall into that category, according to the Labor Department. That’s the lowest labor force participation rate since 1984.

It’s a worrisome sign for the economy and partly explains why the unemployment rate has been falling recently. Only people looking for work are considered officially unemployed.

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American Unemployment rate IS NOT 8.6 percent

Russia Today
December 6, 2011

That’s just another lie fed to you by the mainstream media and the US government.

News from the Labor Department on Friday revealed that the unemployment rate in America miraculously improved, with only 8.6 of the country without jobs. If you think the news was too good to be true, that’s because it is.

As the Department of Labor tells America that the percentage of the country without jobs is at a two year low, many Americans celebrate what hopes to be a recovery from a long-lasting recession that has spawned dire unemployment figures for over two years. On the contrary, the statistics for November are represented as good as the government makes it up to be because just that — it makes them up.

Yes, the US economy spawned around 120,000 jobs last month, but at the same time, around 315,000 Americans left the labor force — that is, they simply gave up. While 8.6 of Americans are unemployed in the sense that they are out of a job and actively seeking work, hundreds of thousands of people have simply stopped even trying to get a paycheck.

November’s figure, 8.6 percent, is actually the proportion of Americans unemployed, “as a percent of the civilian labor force,” as per the official definition from the Labor Department (a figure it refers to as “U-3,” the official unemployment rate). When considering those that fit that definition as well as discouraged workers (U-4), those marginally attached to the work labor force (U-5) and those that are employed part-time and seeking full-time employment but can’t find it, the Labor Department has another statistic, which it refers to as U-6; for the month of November, that figure is at 15.6 percent.

The actual number of Americans who have given up a while ago isn’t firm, but the latest statistics — though painted pretty by the Department of Labor — reveal that November saw 315,000 new Americans abandoning their job hunt.

“You’d like to see the unemployment rate coming down when people are coming into the job market, not disappearing,” James Glassman of New York City’s JP Morgan Chase & Co. tells Bloomberg News. “That’s probably exaggerating the trend in unemployment.”

As civilians leave the labor force, obviously the percentage of those participating in the market drops as well. Should the jobless numbers be compared to those participating in the labor force when Obama entered office in 2009, the U-3 unemployment rate would be at around 11 percent now, reports CNBC contributor James Pethokoukis.

Even taking into account the Labor Department’s definition of what counts as employed, 20 of the 50 states in America (plus the District of Columbia) saw jobless figures exceeding 9.0 percent for the month of November. In California and Washington DC, numbers were at or above 11 percent; in Nevada: 13.4 percent.

Steve Eggleston of Hot Air adds that this seasonal drop in the civilian labor force is “almost unprecedented” for this time of year. “Since 1982, there have been only seven times the labor force has dropped between an October and a November, and only three times has the drop been even close to this steep,” adds Eggleston.

Experimentation with Minorities

The Deliberate Dumbing Down for the Planned Economy

By Charlotte Iserbyt

Location of Some Important Entries Documenting the Deliberate Dumbing Down of America and especially the Use of Minorities to Restructure Education from Academics to Perfomance-Based Education … taken from “The Deliberate Dumbing Down of America…A Chronological Paper Trail” — Charlotte Iserbyt The following information (partial list of entries taken from 700+ page book!) will help the reader locate those key entries which document the experimentation on minorities over the past century in order to restructure education from academics to global work force training. Such training has been planned ultimately for all Americans, with exception of 10% elite (future world leaders) who will receive
a traditional academic education, with a global government brainwash orientation. The change agents knew they could get away with using the minorities who were not in a position to successfully challenge their activities.Planned Economy

While reading these entries please keep in mind the endless promises to the minorities, the multi billions of tax dollars geared to “help” minorities, the use of Skinnerian mastery learning/OBE/direct instruction on minorities, and the resulting decline in test scores for those inner city children upon whom the change agents experimented. It becomes obvious that
academic success was never intended for the minorities. The minorities were experimented on (used) very simply in order to change the traditional system, the fundamental structure of American education, from one based on content which stressed academics, competition, excellence, and a focus on the importance of the individual’s pursuit of knowledge for his own sake, thereby allowing him upward mobility, to one based on performance/outcomes… what is good for the group/state/global economy (the corporate fascist partnership between the corporations and the public schools to benefit the global economy.

This radical change focuses on individualized “training”, not education, in narrow work force skills … “limited learning for lifelong labor.” … commonly known as the performance-based School to Work Agenda. It is important to remember
that while animals can be trained, only human beings can be educated. Aristotle said “Educated men are as much superior to uneducated men as the living are to the dead.” (384-322 B.C.)

Although many Americans consider the past 100 years of reform/restructuring to have resulted in moral and academic chaos, those change agents at the United Nations/national/state/university level, whose goal is to implement a global planned economy (world government) are pleased with their success in turning our once superb system of education
on its head by making it outcome/performance based. In order to restructure, one must first destructure (destroy). Kentucky and Philadelphia are good examples with the lead change agent, Carnegie Corp.’s David Hornbeck, at the helm.
It is also important to keep in mind that when the present U.S. Department of Education speaks of scientific research based education it is referring to the controversial Pavlovian aninmal training mastery learning method, the label of which has changed frequently, in order to cover up its disasters… from mastery learning to outcomes based education to the
present “direct instruction”, all of which reside under the umbrella of Effective Schools Research which was first piloted in Jackson, Mississippi schools.  The following entries relate primarily to experimentation on minority children. They represent but a small percent of entries related to the larger subject of the deliberate dumbing down and creation of moral chaos which has effected all children in the nation’s public schools and which is extensively covered in my book. The author plans on writing a separate paper documenting the deliberate creation of moral chaos played by change agents associated with the United Nations, the U.S. Dept. of Education, universities and in our state and local governments.  Page numbers are in bold print. PAGE 9, John D. Rockefeller, Jr.’s Director of Charity for the Rockefeller Foundation,
Frederick T. Gates, set up the Southern Education Board in 1913 (later known as the General Education Board.) Excerpts from “The Country School of Tomorrow” are most revealing and include one in particular: “In our dream, we have limitless resources, and the people yield themselves with perfect docility to our molding hand. The present educational
conventions fade from our minds; and, unhampered by tradition, we work our good will upon a grateful and responsive

Mr. O.A. Nelson, an educator, was informed at a meeting of the American Association for the Advancement of Science,
that math instruction would be changed so it couldn’t be applied to life situations when students get out of school. This was the New Math which was introduced much later in 1952.  Nelson related that this discussion took place at a private meeting at which Dr. Zeigler, a member of the Council on Foreign Relations, Dr. John Dewey, and Edward Thorndike, who
experimented with chickens, were present, and that the aforementioned persons were paid members of the Communist Party.

PAGE 20, THE EIGHT-YEAR STUDY, 1932, with funding from the Carnegie Corporation and the General Education Board (former Southern Education Board), was foundational to outcome-based education and proposals to remove
the Carnegie Unit ( number of credits in math, science, English, history, etc. required to graduate), all necessary requirements for the present school to work agenda.

Carnegie Corporation, and carried out by the American Historical Association. Prof. Harold Laski, a philosopher of British socialism, said of this report: “At bottom, and stripped of its carefully neutral phrases, the report is an educational program for a ‘Socialist America’.”

This report said in part: “Cumulative evidence supports the conclusion that in the United States as in other countries, the age of laissez faire in economy and government is closing and a new age of collectivism [socialism/communism] is emerging. The implications for education are clear and imperative: (a) the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people,
especially the rising generation—a complete and frank recognition that the old order is passing, that the new order is emerging. Organized public education in the United States, much more than ever before, is now compelled, if it is to fullfill its social obligations, to adjust its curriculum, its methods of instruction, and its administrative procedures to the requirements of the emerging integrated order.”

PAGE 34, UNITED NATIONS CHARTER BECAME EFFECTIVE ON OCTOBER 24, 1945. Playing an important role in the creation of the United Nations was the United States Chamber of Commerce which would assist in moving the member
states’ education systems from classical academicoriented subjects to work force training using the performance-based Skinner/Pavlovian mastery learning/direct instruction method.

PAGE 72, ELEMENTARY AND SECONDAY EDUCATION ACT (ESEA) OF 1965 WAS PASSED BY CONGRESS, marking the end of local control and the beginning of the nationalization and internationalization of education in the United States. Use of goal setting, and systems management, PBS and MBO for accountability purposes would be totally funded by and directed from the federal level. ESEA targeted low income/minority students for experimentation with Skinnerian
“basic skills’ programs; i.e., Follow Through (mastery learning/direct instruction), Right-to-Read, Exemplary Center for Reading Instruction, etc. The Behavior Science Teacher Education Program was also funded which initiated the change of teacher from instructor of content to facilitator/behavior modifier (performance-based education). Professor Bloom defines good teaching as “challenging the students’ fixed beliefs.”

1968, deals with one of first mastery learning experiments. See especially quote on page 79 starting with “The following is an excerpt from an article published in Education Week, March 6, 1985 entitled’Half of Chicago Students Drop Out, Study Finds: Problem Called Enormous Human Tragedy’.”

PAGE 82-83, “THE FOUNDATION MACHINE” BY EDITH KERMIT ROOSEVELT, December 26, 1968 issue of The Wanderer. An excerpt from this entry says: Even now the Carnegie Corporation is facing protests from parents whose
children are exposed to the textbooks financed by the foundation under its “Project Read.” This project provides
programmed textbooks for schools, particularly in ‘culturally deprived areas.’ An estimated five million children throughout the nation are using the material in the programmed textbooks produced by the Behavioral Research
Laboratories, Palo Alto, California. These foundation-funded books reveal a fire pattern that amounts to an incitement to the sort of arson and guerilla warfare that took place in Watts, Washington, D.C. and elsewhere.  On one page in the series we find a torch next to a white porch. The caption reads invitingly, “a torch, a porch”. Further along there is a picture
of a man smiling while he holds a torch aloft. The caption beneath it reads: “This man has a t_rch in his hand.” The
children are required as an exercise to insert the missing letter to fill in the word torch.

The next picture shows the burning torch touching the porch, with a caption, “a torch on a porch.” Thus, the children
are led in stages to the final act that suggests itself quite naturally…Tragically these young chidlren are being indoctrinated with a pattern of anti-social ideas that will completely and violently alienate them from the mainstream of American middle-class values.”

APPENDIX VII, A-32-34, Excerpts from article in Phi Delta Kappan entitled “Performance-Based Teacher Education”, by Stanley Elam. 1971, especially para. 2, 3 and 4. Elam says in part: “The American Association of Colleges for Teacher Education is pleased to offer to the teacher education community the Committee’s first state-of-the-art paper on performance-based programs.”  He also says: “Probaby the roots of Performancebased Teacher Education lie in general
societal conditions and the institutional responses to them characteristic of the Sixties. For example, the realization
that little or no progress was being made in narrowing wide inequality gaps led to increasing governmental
attention to racial, ethnic, and socio socioeconomic minority needs, particularlyeducational ones.”

Iserbyt comment: Thus the change agents whose primary goal was to change our system from academics to work force training, using mastery learning/OBE/direct instruction, found their justification to do just that. They laid the reason for this important change in teaching method at the feet of the minorities since there was no other way to get approval for such
a radical change from the population at large!

PAGE 134-134, PROJECT INSTRUCT, ANOTHER MASTERY LEARNING PROGRAM, was approved for dissemination throughout the nation by the U.S. Office of Education, May 14, 1975. The final evaluation stated that “The intent and emphasis in 1970 was on behavioral indices and concrete ways of showing accountability; and the data would suggest that the reading of the students themselves may not have increased, but the impact of Project INSTRUCT in the Lincoln, Nebraska Public Schools seems to be very extensive and influential.”

CURRICULUM SHIFTS TEACHING METHODS IN DISTRICT”. This entry regarding the wholesale experimentation
on the District of Columbia’s children is shocking. The Assistant Superintendent involved in this experiment, Guines, said
in part “The new curriculum is based on the work in behavioral psychology of Harvard University’s B.F.Skinner who developed teaching machines and even trained pigeons during World War II to pilot and detonate bombs and torpedoes.”

PAGE 155-156, EDUCATIONAL LEADERSHIP, NOVEMBER 1979, “MASTERY LEARNING: THE CURRENT STATE OF THE CRAFT”, BY PROF. JAMES BLOCK in which he says: “Entire school districts throughout North America (Chicago, Denver, D.C., New Orleans, Vancouver) are actively testing the value of Mastery Learning for their particular educational

PAGE 171, ALL OUR CHILDREN LEARNING, PROF. BENJAMIN BLOOM, 1981.  “In an attempt to maximize curriculum
effectiveness…curriculum centers throughout the world have begun to incorporate learning for mastery instructional strategies into the redesign of curriculum.”  Iserbyt comment: This is proof that mastery learning is international (UNESCO)) training system.  In this book Bloom also stated “The purpose of education is to change the thoughts, feelings, and actions of students.”

PAGE 183, “REGULATED COMPETITION IN THE UNITED STATES”, 1981, speech delivered by Harvard Professor and Council on Foreign Relations member Anthony Oettinger before a Northern Telecom Worldwide Corp. meeting. Prof.
Oettinger said, in part: “The present ‘traditional’ concept of literacy has to do with the ability to read and write. But the real question that confronts us today is: How do we help citizens function well in their society? How can they acquire the
skills necessary to solve their problems?…It is the traditional idea that says certain forms of communication, such as comic books, are ‘bad.’ But in the modern context of functionalism they may not be all that bad.”

PAGE 182, WILLIAM SPADY, “THE FATHER OF OUTCOME BASED EDUCATION” made the following statement during a conference held at the U.S. Department of Education in 1982 (attended by this writer).  “Two of the four functions of Mastery Learning are: Extra: whole agenda of acculturation, social roles, social integraton, get the kids to participate
in social unit, affective (attitudes, values and beliefs, ed.); and Hidden: a system of supervision and control which restrains behavior of kids; the outcome of the hidden agenda should be the fostering of social responsibility or compliance.”

1984, produced under U.S. Dept. of Education contract, in which Rowan states: “The ritual is particularly suited to
application in urban or low performing school systems where successful instructional outcomes among disadvantaged students are highly uncertain but where mobilized publics demand immediate demonstrations of success. The uncertainties faced by practitioners in this situation can easily be alleviated by what scholars have begun to call ‘curriculum alignment.’ Also, “Student variability in performance can be reduced, and relative performance increased, not by changing instructional objectives or practices, but simply by changing tests and testing procedures.”

Iserbyt comment: This is Teach to Test which is being implemented nationwide under the Leave No Child Behind legislation. Rowan was also involved in the infamous 1984 Spady Utah OBE grant.)

the U.S. Department of Education for “Excellence in Instructional Delivery Systems: Research and Dissemination of Exemplary Outcome-Based Programs”, was approved by Secretary T.H. Bell. William Spady and Brian Rowan (above) carried out this project the intent of which was “to put outcome-based education in place, not only in Utah but in all schools of the nation.”

PAGE 227, Education Week, August 28, 1985, “Proponents of Mastery Learning Defend Method after Its Rejection by Chicago” in which Prof. James Block states “he doesn’t know of any major urban school system in the United States that has not adopted some kind of mastery learning program.” (Iserbyt comment: This proves that urban schools were targeted
for implementation of the failed mastery learning method.)

PAGE 229, U.S. President Reagan and Soviet President Gorbachev signed an agreement in 1985 calling for cooperation in the field of science and technology and additional agreements in other specific fields, incuding the humanities and social sciences; the facilitation of the exchange by appropriate organizations of educational and teaching materials, incuding textbooks, syllabi and curricula, materials on methodology, samples of teaching instruments and audiovisual aids, and the exchange of primary and secondary school textbooks and other teaching materials…the conducting of joint studies on textbooks between appropriate organizations in the United States and the Ministry of Education of the USSR.” At
the same time Carnegie Corporation signed agreements with the Soviet Academy of Sciences which resulted in “joint research on the application of computers in early elementary education,focusing especially on the teaching of higher level skills and complex subjects to younger children.”

Iserbyt comment: This agreement, still in effect, carved in stone the necessary changes in education, i.e., from academics to the failed Soviet performance-based polytech system using Pavlovian methods for workforce training and brainwashing. These agreements are a direct result of Carnegie Corporation’s earlier plans (1933 and 1934 above) and the tax exempt foundations’ efforts to merge the United States with the Soviet Union (international socialism). See page 46, Reece Committee Congressional Hearings, 1953, regarding White House recommendations to foundations to spend their money so that United States could be comfortably merged with the Soviet Union (Lenin’s international socialism
being implemented right now with the blessing of U.S. Congress).

APPENDIX XXV, A150-156, “THE TRUTH ABOUT HOW WE ALL HAVE BEEN HAD”, Charlotte Iserbyt. See especially Washington Post, August 17, 1987 article on A-155 which quotes Thomas Sticht, close associate of William Spady, both
of whom were involved in D.C. mastery learning disaster, as saying: “Many companies have moved operations to places with cheap, relatively poorly educated labor. What may be crucial, they say, is the dependability of a labor force and how well it can be managed and trained—not its general educational level, although a small cadre of highly educated creative
people is essential to innovation and growth. Ending discrimination and changing values are probably more important than reading in moving low income families into the middle class.”

1991 EDITED BY DAVID HORNBECK AND LESTER M SALAMON, which states in part “Employer beliefs about the superior capabilities of educated people turned out NOT to be confirmed in practice (emphasis in original); educated
employees have higher turn-over rates, lower job satisfaction, and poorer promotion records than less educated employees. (p.7)

Charlotte Iserbyt is the consummate whistleblower! Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America’s classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa.

Green Policies in Spain are a Total Failure

By Luis R. Miranda
The Real Agenda
May 19, 2010

Pajamas Media has received a leaked internal assessment produced by Spain’s Zapatero administration. The assessment confirms thspain's green economye key charges previously made by non-governmental Spanish experts in a damning report exposing the catastrophic economic failure of Spain’s “green economy” initiatives.

On eight separate occasions, President Barack Obama has referred to the “green economy” policies enacted by Spain as being the model for what he envisioned for America.

Later came the revelation that Obama administration senior Energy Department official Cathy Zoi — someone with serious publicized conflict of interest issues — demanded an urgent U.S. response to the damaging report from the non-governmental Spanish experts so as to protect the Obama administration’s plans.

Most recently, U.S. senators have introduced the vehicle for replicating Spain’s unfolding economic meltdown here, in the form of the “American Power Act.” For reasons that are obvious upon scrutiny, it should instead be called the American Power Grab Act.

But today’s leaked document reveals that even the socialist Spanish government now acknowledges the ruinous effects of green economic policy.

Unsurprisingly for a governmental take on a flagship program, the report takes pains to minimize the extent of the economic harm. Yet despite the soft-pedaling, the document reveals exactly why electricity rates “necessarily skyrocketed” in Spain, as did the public debt needed to underwrite the disaster. This internal assessment preceded the Zapatero administration’s recent acknowledgement that the “green economy” stunt must be abandoned, lest the experiment risk Spain becoming Greece.

The government report does not expressly confirm the highest-profile finding of the non-governmental report: that Spain’s “green economy” program cost the country 2.2 jobs for every job “created” by the state. However, the figures published in the government document indicate they arrived at a job-loss number even worse than the 2.2 figure from the independent study.

This document is not a public report. Spanish media has referred to its existence in recent weeks though, while Bloomberg and the Washington Examiner have noted the impact: Spain is now forced to jettison its plans — Obama’s model — for a “green economy.”

Remarkably, these items have received virtually no media attention.

An item which has been covered widely, however, is that President Obama is now pressuring Spain to turn off its spigot of public debt in the name of averting a situation similar to that of Greece.

Also covered widely is Obama’s promotion of the American Power Act — the legislation which would replicate Spain’s current situation in the United States.

Put simply, Obama is currently promoting a policy in the U.S. which is based on a policy that he wishes to see Spain abandon. Welcome to Obamaland, the particulars of which are explained in a fashion grandly more illuminating than this Obama-Zapatero dance in Power Grab: How Obama’s Green Policies Will Steal Your Freedom and Bankrupt America.

A translation of the leaked Zapatero government internal slide presentation: “Renewable Energy: Situation and Objectives April 2010”

1) Renewable Energy: Situation and Objectives April 2010

2) Renewable Energy Situation: The price of electricity affects household welfare

According to EuroStat data, the cost of electricity for households in Spain moved from below the European average to slightly above the average (+5% higher)

3) Renewable Energy Situation: The price of electricity determines the competitiveness of Spanish industry

Energy is a key input in industrial production processes. In basic industries (cement, industrial gases, metals, basic chemicals and steel), energy costs are three times the labor cost. The electrical cost for the Spanish industry is well above the European average (+17% higher).

4) Renewable Energy Situation: The price increase is mainly due to additional costs of renewables

The price of electricity determines the competitiveness of Spanish industry

Historical evolution of the prices of light and pool price [Appears above a graph showing a 77% price spike in industry's price for electricity]

A price increase cannot be explained by the evolution of electricity market price (pool), which has even fallen since 2005

5) Renewable Energy Situation: The price increase is mainly due to additional costs of renewables

The increase in the over-cost paid for renewable energy explains more than 120% of the variation of the electric bill, and has offset the reduction in production costs of conventional electricity (25%)

To these direct costs of renewables must be added indirect costs, as the need for additional investment in networks to integrate renewables (about 10% of planned investment in the planning) and capacity payments to the modular backup facilities (coal and gas) that are running a smaller number of hours

6) Situation of renewable energy: renewable energy has had a positive impact …

Thanks to the increase of renewable energies in the mix:

The rate of energy supply has increased by 3 points since 2005, to 23%, and the import of energy products has been reduced 5.500M Euro (including hydraulics).

Emissions have been reduced significantly, thanks primarily to the mix of electric generation being much cleaner (less than 120 tons of CO2 emissions per GWh of oil produced).

7) Situation of renewable energy: but its evolution in recent years has been too fast

From 2004-2010 the amount of premiums [over-cost paid for renewable energy; the subsidy] has increased fivefold. Only in 2009 it doubled over the previous year to reach 5.045M€, equivalent in amount to the entire public investment in R + D + i in Spain. [The renewables subsidy equaled the entire cost of producing electricity in Spain]. The forecast for 2010 is 6.300M€ (although 5.800M€ budgeted in January). This should add 1.000M€ for cogeneration.

With operational facilities, the renewable sector will receive in the next 25 years more than 126.000M€. In this factor, it adds a commitment to continue providing input to the renewable energies in the mix to meet the European objectives, which will increase this figure significantly.

8 ) Situation of renewable energy: Heterogeneity of renewables: costs

In 2009, the solar photovoltaic technology accounted for 53% of the extra cost of renewables, while they contributed only 11% of energy generated from these sources.

9) Situation of renewable energy: Heterogeneity of renewables: Impact on the external sector

Exports: Net exports of Spanish wind industry 1.300M€ contributed to the trade balance in 2008 and, besides, wind generation avoids fossil imports of 3.6M€.

Imports: By contrast, the PV industry growth was not gradual, hampering the formation of an auxiliary Spanish industry. In 2008 imports of photovoltaic cells and modules in Spain amounted to 5.182M€ (28.6% of net imports of crude and derivatives) as long around the 62% were imported.

10) Situation of renewable energy: Heterogeneity of renewables: Technical problems

Network Management. The proliferation of small plants and fluctuations in the availability of technologies hinder the management of the network.

11) Situation of renewable energy:

Regulatory mechanisms to support renewables have been:

– Pioneers in the world, which has allowed us to stay ahead of the industry, learn from the experience and finding some excesses.
There are numerous examples of these high returns: analyst reports, premiums accepted in other countries, over-subscription in the pre-records, facilities willing to accept lower premiums, “paper market” …

– Overly cautious about the ability of cost reduction technologies

– Inflexible, thereby preventing adjust remuneration to market signals and technological advancement

– Hardly told them by the administration in setting prices initially and have no control over the amounts … Which has caused a “bubble effect,” such as seen with photovoltaics in 2008 and the emergence of the thermal bubble (which would have continued in 2010 and successively had it not been for the pre-registration requirement imposed), as well as a sharp increase the over-costs [subsidies] paid to renewables in the form of a feed-in tariff.

12) Situation of renewable energy: Heterogeneity of renewables: International comparison

In wind power, our rates are in line with Europe. However, solar photovoltaics, Spanish retribution has been the most high, despite the higher number of hours of sun and more solar radiation.

Spain Wind € 75-84/MWh Solar €265/295/350/450/MWh

China Wind € 56-67 Solar € 121/MWh

Japan Wind € 73-89/MWh

Germany Wind € 92/MWh Solar € 287-395/MWh

France Wind € 82/MWh Solar €310-380

Italy Wind € 85/MWh Solar € 350-390

Poland Wind € 90/MWh

13) Situation of renewable energy: Recent technological developments

The investment costs of renewable energies mainly depend on its technological learning curve

The plots have experienced tremendous technological development in recent years, reducing their investment costs

Not being mature technologies, have much future room for improvement, which informs a decision to slow its current expansion

14) Situation of renewable energy: What have we done?

The Government has adapted the following initiatives:

– A new framework for PV in 2008 (RD1578/2008) that brings order to the pace of installation and marking signs ecstatic that transfer with May fast technological development gains to consumers

– Creation of a technology pre-registration for the remainder of May 2009 has allowed us to avoid the “bubble” that was generated in thermal and prevent the system being made even more untenable in 2010.

– Package of measures for the reduction to the tariff deficit with input from the traditional electric companies, consumers and government (without the contribution of renewable energy).

15) Situation of renewable energy: Difficulties in reducing the tariff deficit

– The Government is committed by law to eliminate by 2013 the tariff deficit

– Despite the evolution of the wholesale market (pool), the balance of certain items (the Iberian peninsula, nuclear waste) and higher light, the rate deficit was only slightly reduced.

16) Objectives

– Reaching 20% of final energy and 40% of electric generation from renewable sources by 2020.

– Reducing the deficit and preserve the competitiveness of industry and household welfare.

– Transfer gains in technological developments to consumers.

– Avoid speculation caused by excess profits, which damages its image and retards the construction of the plants pre-assigned (with an adverse effect on the industry).

– Mitigate the incentive for fraud that can generate the current differential between the rate and the price of the pool.

– Promote technological improvement and cost reduction, advancing the attainment of “grid parity,” which will allow greater installation of renewables until 2020.

A Escape Valve Called Illegal Immigration

“I believe that banking institutions are more dangerous to our liberties than standing armies. If the American people ever allow private banks to control the issue of their currency, first by inflation, then by deflation, the banks and corporations that will grow up around [the banks] will deprive the people of all property until their children wake-up homeless on the continent their fathers conquered. The issuing power should be taken from the banks and restored to the people, to whom it properly belongs.”
Thomas Jefferson, 3rd president of US (1743 – 1826)

By Luis R. Miranda
The Real Agenda
April 27, 2010

As a Latino, I know what is it like to live in a less developed country. I lived in one for the first 18 years of my life. As a child, I understood I was not able to have it all, because my parents, a teacher and a secretary, could not give me what I wanted, but with much sacrifice what I needed. As a Hispanic, I also know what is it like to live in a country identified as developed, although not all illegal immigrationthe time. I lived 10 years in North America where everything is abundant and where opportunities exist. So history shows. However, these opportunities by many mistakenly identified as the American Dream, just do not fall into the hands; one must seek them out. The American dream never existed. It is one of those corporate inventions created to distract the masses.
For this, and deep study of history, the history that is not in the textbooks, I understand how illegal immigration has been used by corporations to promote their interests and destroy the last shining beacon for freedom. This has been happening for a long time, at least 100 years. Governments and economies in the hands of corporations use illegal immigration to destroy entire societies and consolidate resources.

Why is it that those who support compliance with immigration laws are described as racists? Because the groups that support illegal immigration, which are funded by corporations, believe that it is OK to apply the law selectively, as they see appropriate.

In the documentary Food, Inc., the producers show this trend. Illegal immigrants are brought from Mexico to work illegally at a meat processing company. To keep the immigration police at bay, the company agrees to allow weekly raids where 15 to 20 workers who are captured and deported to their countries. The next day, the meat company already has other illegal workers hoping to fill the empty positions left by their compatriots the night before. When these raids are reported in television news, the police’s action is praised as a show of strength against illegal immigration. What is not reported, is the corruption that exists in every one of these raids. The corporate media is also complicit in this exploitation because they use the news as a way to attract their audience while keeping them ignorant of the agreements between the police and the company and more outrageous, agreements between governments that allow this to happen.
It’s easy to advocate for the rights of illegal immigrants from the human point of view, ‘it is not human send them back to their countries of origin away from their families. But from a legal standpoint, cold and simple we can not have two standards. Either there is respect for the laws governing a nation, or the country will turn into complete anarchy, which is what the corporations want. That anarchy is what prevails in Latin America, and that’s why people leave their families behind to seek a better life.
Mass immigration to the United States, Canada and Europe is the result of the failure of politicians and Latin American leaders to provide his countrymen with better quality of life. It is also a consequence of the adoption of policies that corporations support as they are vital for their overall intention . These policies are forced upon those who are banished by multinationals to seek better prospects. Such prospects exist in places where income is ten times better for the same work, and where the money goes a longer way.
Illegal immigration to North America and Europe is a escape valve that relieves the pressure for irresponsible politicians who let the corporations take over their countries in exchange for indecent tips, positions of power and awards such as Nobel Peace Prizes. While politicians receive recognition, the people must give up their family and homelands to find humane living conditions. This lack of conditions is what makes that even countries with more resources than the United States or Canada, have higher rates of poverty. Corporatist bankers managed to keep the third world in poverty, as they consolidate their power and wealth in a few countries which they will demolish through each economic crisis. So it must be said and clarified once and for all: it is not the Gringos, or the Europeans who exploit immigrants, but the elites that control the governments.
Latin America is a clear example of this policy of consolidation. From Argentina to Mexico, from Nicaragua to Brazil, all countries are handled as chess boards in an effort to consolidate power and wealth. The direct effect of this action is extreme poverty and illegal immigration to lands with more opportunities. The immediate consequence of massive illegal immigration for the developed countries is the collapse of their economies by the overuse of its social safety net. Despite this, those who call for an end to illegal immigration, are called racist and inhumane, even though their requests have nothing to do with either race or humanity.

Here are several examples to help us illustrate the above points. Mexico has more natural resources than the United States. However, the gap between rich and poor is huge. The free trade agreement between the two nations, -a global policy of consolidation- exterminated the middle class and now there are only two classes: the feudal lords and the rest. Although the results clearly show what neoliberal policies and trade agreements like NAFTA and CAFTA are capable of, more countries in Latin America continue to adopt such agreements with Europe, China and the U.S. itself. The giant of the north lost last year more than 500,000 jobs a month due to the economic crisis caused by the same bankers who control the economic cycle. NAFTA made tens if not hundreds of companies molt their operations to Brazil, Costa Rica, Mexico, India, China and other developing countries. There, with little or no labor regulations, companies pay a fraction of the wages paid in Europe or the United States and legally exploit a workforce that in many cases is as qualified as that of the U.S. or Europe, as they have college education or receive training from the employers. The only difference is the color of their skin and nationality. Is this not the clearest example of racism? Of course, incompetent governments refuse to ask for better conditions for their workers in their own land.
In developing countries, the arrival of companies like Intel, General Motors, Citi, JP Morgan and others is seen as a triumph for their mediocre leaders. What is never revealed however, are the concessions made to the companies for them to arrive and remain in those countries. These concessions include but are not limited to total tax exemption, working long hours at unusual times for the same pay, little or no chance to grow within the company, competition agreements which limit or prohibit the arrival of competitors, zero taxes on exports and imports, zero production tax, zero social guarantees for workers and many others. The weak nations simply fall in the hands of corporate criminals and become the type of democracies where two wolves and one sheep decide what’s for dinner.
Brazil is another example of how globalization is applied to the detriment of society. Recently, President Luiz Inacio da Silva, who clamored for the creation of a New World Order and also pursues the chair of the UN Secretary-General, legalized millions of illegal immigrants from countries like Argentina, Uruguay, Bolivia and Ecuador, -all running away from their crumbling countries- without making a thorough study of the possible needs or not of foreign workers in the country. The press and much of society almost knelt before Lula for his decision and qualified it as ‘successful’ and human. But what no one asked was whether the legalization of so many would affect the availability of jobs for Brazilians themselves. The move was applauded even more because the decision to legalize workers was mainly positive to collect more taxes to fund one of the most corrupt, lands in the planet, -it earned a 3.7 on the scale. That is super corrupt.

And what happens when a state or a country decides to establish limits on illegal immigration? Recently, the state of Arizona passed legislation to make authorities arrest and deport those who are illegally in the territory. Long before the adoption of the law, hundreds of people gathered outside the Arizonan Congress to demand the law was not approved as the media coverage provided its usual mediocre coverage, trying to turn illegal immigrants into victims of the new law . Although the law is not perfect, because it allows police to demand identification from those suspected to be in the state illegally, which violates privacy laws, it is an important step towards compliance with existing immigration laws. The Mexican government’s reaction was immediate, calling the law a disgrace and persecution of Latinos. President Felipe Calderon said: “They are entitled to be there, because they are model workers.” Why are they not given work in Mexico then? President Barack Obama also criticized the law saying “it threatened basic notions of justice” and said its implementation would be monitored to ensure it would not violate civil rights. It is clear that respecting the laws of the country is not a priority to Obama. In fact he is now actively working with Congress to pass legislation that would give the green light to legalize 30 million illegal immigrants in his country. It’s no surprise that the number of citizens who support his job is the lowest in the first year of any president. Only 29% in the latest survey strongly supports his actions, while 60% of respondents support legislation such as the one passed by Arizona last week against illegal immigration. See the result here.

The reform of immigration laws known as “Comprehensive Immigration Reform”, or the approval of no real legislation, is what corporations support, because it will allow them to continue their reign of exploitation of the people. This fact is simply ignored by those who want mass legalization. For them this issue is about race, which is a point that originates in the organizations paid by corporations to promote their interests, such as LA RAZA. The corporate media and pro-illegal immigration groups increasingly polarize the population with their anti-Yankee discourse, and pro-invasion of the south western United States, that many people erroneously believe belongs to Mexico.

Now both Democrats and Republicans – both controlled by bankers and corporations-, work in the drafting and adoption of the new law to legalize million and would also give them health care insurance of the type recently approved by the Obama administration. This policy will further weaken the social safety net and end in a total collapse of the democratic system. This is what the elites want to carry out their most precious process of consolidation in the history to control the natural resources and infrastructure the United States. It is a diabolical plan, no doubt about it. Polarizing the masses of people to keep them busy while the bankers steal everything, even their homelands. And what will happen when there is not a escape valve called the United States to absorb the pressure? What will all this anger pressure cooker called the third world go? Judge for yourself!

What to do about it? Educate current and future citizens about the true origin of such issues as illegal immigration, showing them the root of the problem so that it is clear people are able to seek for real solutions, instead of doing what is best for the interests of the powerful. If we have opportunities, a comfortable and dignified place to live, we need not go anywhere, but if we do, we will understand why it is better there than here and how we can improve.

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