Article 2 Section 1 OF THE CONSTITUTION is (UnEdited)

"ARTICLE 1 SECTION 2 OF THE CONSTITUTION"
NOTE It Is, What it "IS" and "is" "AT STAKE"; is It Not?

Docket for 08-570
Oct 31, 2008 ...

...Before he enter on the execution of his office, he shall take the following oath or affirmation:--"I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States."...

WHO IS PAYING FOR WHAT

WHAT IS THIS THAT IS BEING PASSED ALONG IN SOME TANGENT OF "THE LEAST LIKELY TIMING FOR A DESCISION, PROCESS" For A Supreme Court Ruling that Could Change The Results Of The General Public's VOTE for The New President Elect?

This may seem out in "left field" (simply "way -out there, somewhere")
...
Whats the hold up?

...Anti-Lobbying Restrictions Applicable to Community ServicesAdministration Grantees...

,....

...

Congress is under no obligation to make funds available to any agencyfor every authorized activity in any given fiscal year, and there shouldbe no presumption that it has done so.

(edited see "OLD pOSTS January 20th and Older Below)

President Election Overview

I don't know if any of the cases involving the Supreme Court and this years (2008) election will change or add to the following result I picked up on the Cornell Univesity ""Search "LII" ""
KEYWORDING "PRESIDENT" and clicking onto the results found under "Elections":

election law: an overview
Citizens make choices by voting in elections. Two types of elections exist: general elections and special elections. A general election occurs at a regularly scheduled interval as mandated by law. A special election would be...

Washington's Cruisers

LXXVIII Miss Arendt's only criticism of the American founding fathers is that ... ing a civil society, and the term "appeal to heaven," which does appear, ... links.jstor.org/sici?sici=0032-3195(196312)78%3A4%3C620%3AOR%3E2.0.CO%3B2-0 - Similar pages
JSTOR: America's Political Heritage: Revolution and Free ...
4~ The artless "Appeal to Heaven" posed a challenge for our Constitution mak- a9 ..... to endure and to be adapted to the various crises in human affairs. ... links.jstor.org/sici?sici=0032-3195(197622)91%3A2%3C193%3AAPHRAF%3E2.0.CO%3B2-P - Similar pages

PRESS THE PRESS We Need To Know PRESS THE PRESS to Report Both Sides

SOMETHING
We Just Need To Know, whose telling the truth!

By Reporting What Is At Hand

These Barack Obama Issues Have Been A Locked Topic (By The Press-Mainstream Media):

iSSUES From The Supreme Court Case about Birth & Citizenships Related, To the Issues in this video.

ASK -

Is The Press Telling The Truth BY NOT REPORTING; is it Media Money that Prevents This To Be A Issue?

What Makes "SOMETHING" News; Oh, "Worthy"?

United States Of America 2008 President Elect

President George W. Bush is our current President and in highest position in our Executive Branch.The election process for our next President has not yet been completed.After the elections held on November 4th, 2008, the victor was Barack H. Obama (see candidates at bottom of page).The qualifications to meet the requierements for this position have been questioned and have not yet been fully verrified by the process set forth in our Judicial Branch, The Supreme Court, since they issued their ruling November 3, 2008; which should continue this week. All I have is from other websites:



Citizen Wells on timeline:



Philip J Berg Lawsuit

Philip J Berg Lawsuit Sequence of Events

Aug 21, 2008 Philip J Berg files lawsuit in Philadelphia Federal Court
Aug 23, 2008 Great interview of Philip J Berg
Aug 25, 2008 Philadelphia TimesHerald Article

Aug 27, 2008 Complaint served on the U.S. Attorney for DNC and FEC

Aug 28, 2008 Philadelphia Times Herald has an update

Aug 29, 2008 Washington Times article

Aug 29, 2008 Philip J Berg update
Sept 3, 2008 Update, Summons Reissued
Sept 4, 2008 Obama served

Sept 7, 2008 MSM not covering story, update

Sept 9, 2008 Questions for Philip J Berg

Sept 9, 2008 Latest Docket Entries
Sept 10, 2008 Philip J Berg answers, Motion for Expedited Discovery

Sept 10, 2008 Explanations and commentary from Jeff Schreiber

Sept 11, 2008 Philip J Berg provides updates and new documents

Sept 17, 2008 Philip J Berg answers Jeff Schreiber questions

Sept 19, 2008 Philip J Berg Birth Certificate update
Sept 23, 2008 Philip J Berg, Factcheck.org credibility in question
Sept 23, 2008 Jeff Schreiber commentary on Obama, DNC deadline
Sept 24, 2008 Obama and DNC file motion to dismiss
Sept 24, 2008 Philip J Berg press release on motion to dismiss
Sept 25, 2008 Jeff Schreiber on U.S. Supreme Court, FEC v. Akins
Sept 25, 2008 Philip J Berg provides updates
Sept 29, 2008 Philip J Berg files response
Sept 30, 2008 Philip J Berg statement on response
Oct 6, 2008 Philip J Berg files Motion for Amended Complaint
Oct 6, 2008 Citizen Wells contacts NC Board of Elections
Oct 6, 2008 Obama and DNC motion for protective order
%20Philip%20J%20Berg%20statement%20on%20Obama’s%20latest%20motion

There' more from novemeber and December's (view Citezen Wells)

The President Of The United States Of America

President George W. Bush is our current President and in highest position in our Executive Branch.

The election process for our next President has not yet been completed.

After the elections held on November 4th, 2008, the victor was Barack H. Obama
(see candidates at bottom of page).

The qualifications to meet the requierements for this position have been questioned and have not yet been fully verrified by the process set forth in our Judicial Branch, The Supreme Court, since they issued their ruling November 3, 2008; which should continue this week.... pushed up to December, then a ruling pushing up to January (I believe this is a hearing the day before the inauguration...)
I would like to point out, for a speedy descision to be made, a phrase here from Hamilton ~via~ a posted LINKS FOLDER titled "turning on a dime": The degree in which a measure is necessary, can never be a test of thelegal right to adopt it; that must be a matter of opinion, and can onlybe a test of expediency. The relation between the measure and the end;between the nature of the mean employed toward the execution of apower, and the object of that power must be the criterion ofconstitutionality, not the more or less of necessity or utility.

Oct 6, 2008 Obama and DNC motion for protective order
%20Philip%20J%20Berg%20statement%20on%20Obama’s%20latest%20motion

Reform Peace Prosperity ; Country First

One Nation Under God with Liberty and Justice For All.

I got stranded and tried to vote in the nearest election poll; voting anywhere than at your registrared voting district is not permitted, I was turned away.

A Prayer Now is all I can Add for my Vote For John McCain.

KING, Kingdom ; Community, Content / One Country Under God , Idivisable, With Liberty and Justice For All

I GOT'A SHARE THIS EZINE ARTICLE TO RELATE TO OUR "VOTE FOR PRESIDENT" -
One Country Under God , Idivisable, With Liberty and Justice For All
(thats my take on the authority in representation as "Our President")

So where do we get lost between Politics and what Einstein describes as such a Bible as the Christians as being written in a somewhat childlike perpective audiance... or believers?
Why would Einstein pitch to us that Budism wouyld be much more likely a true religion from mans perspective...(not to contradict any religion or to blasphm Holy or Political rehtoric)?

Content and contexts

Grab the SiteProNews RSS Feed
Content is Dead.Community is King NowBy Stoney DeGeyter (c) 2007 I can hardly bring myself to say the old cliche about content being... well, you know. I think it's one of the original cliche's in the SEO industry. And as redundant as it has become, for whatever reason we keep hearing it over and over again. And every now and then a new study pops up seemingly proving, once again, that content is... uh, good.

But much like a TV producer suggesting "video is king" or a radio advertiser demanding that "audio is king", so goes the SEO demanding the same about content. Content has its role--and an important one at that, but it's not the be-all, end-all of online marketing. Not even close.
But the roots of the "content is" movement are important for our industry. The mantra was first heard in the early days of the search engine optimization industry when SEOs were doing nothing more than throwing a bunch of keywords on a page and hoping they ranked well. Little or no thought or consideration was given to the readability of the web page. After all, it's only rankings that matter, right? But those of us who learned to game search engines slowly began to learn something that those in the marketing industry have known for years. Words sell. Or turn people off, depending on what's written and how it's written.
So the movement to developing good content--real content--was an important one for our industry. But to get there we had to have the content mantra beat into our head over and over (and over). We got it. We know.
The King is Losing His Grip on the Kingdom
But like any worthy cause, we've reached a point where the mantra has been used and abused to the point where we use whatever we can find to prove once again that content is... y'know, that. Take a recent study by OPA and Nielsen/ NetRatings that shows that Internet users are spending more time than ever on content based websites.

Share of Time Spent Online
Commerce: 13.8% Communications: 32.0% Content: 49.6% Search: 4.5%
That seems to confirm what many have been saying for years. Content is... uh, great for web marketing. And I've seen a few posts around the blogosphere and forums using this data to make that connection. The problem is, it's not really there.
With the rise in popularity of blogs and social media sites it's no wonder that more people spend their time reading online than anything else. While time reading and gathering information online has increased, time spent shopping has actually decreased, down over 2% from a year before. But does that tell us anything about marketing online? No, not really.
We know people like information and we know they like to communicate. We also know people like to shop and online shopping has continued to íncrease year over year. All this study suggests is what we spend most of our time doing on the web. Well, true enough, I don't spend most of my time shopping.
Since when is it the goal of ecommerce sites to get people to spend a long time on their site? Isn't it more important to drive shoppers to the sale and get the conversion? Step 1: Get traffíc. Step 2: Keep visitors engaged. Step 3: Close the sale. That's not necessarily a process that necessitates long periods of time spent on a site.
In no way do I want to diminish the importance of content on ecommerce websites. Having a database of information that helps visitors make their decision, helpful tutorials, etc. can improve your visitor's overall experience and keep them coming back to your site. But the goal of all of that is to lead people to the sale.
Community Killed Content and Stole the Throne
If I were to interpret this data I wouldn't necessarily come away thinking content is... so very important. What I would conclude, however is that we need to build websites that meet a number of users needs. Adding more content to your ecommerce site is not the magic bullet. What is, however, is creating a great user experience and providing just the right amount of information and customer engagement that shoppers need to get to the conversion goal. That can be done through a number of means.
Many online stores are already paving the way by opening the door to ratings and reviews. Others are doing that by creating blogs to disseminate important and relevant industry information along with tips and tutorials. Still others do that by creating an information database that can visitors frequent to gain additional insights.
I might suggest that the best ecommerce websites are not those that build content around their products but build a community around the product interest. By creating a place where shoppers can come and gain information, learn more about the products and discuss or share information with others and then make purchases as well, will do more for sales than simply creating a shopping website.
By building a community you not only sell more products but you build brand recognition and customer loyalty. And both of those are worth far more than a single one-off sell. So while content may not be dead (not by a long shot, really), there is a new king in the online marketing industry. Long live community. Long live the (new) king.
About The AuthorStoney deGeyter leads a spectacular team of seasoned marketing experts at Pole Position Marketing. Stoney started PPM in 1998 by finding the brightest minds in the industry and nurturing within them an intense desire to become leaders in their respective fields. With this team of professionals, he has built a wildly successful website marketing company that succeeds through both personal and professional integrity.

][/\/\|)B Excert

The Wide Blue Road is an early film by Gillo Pontecorvo, the director who gained international fame a decade later with The Battle of Algiers in 1966.
For those who have seen the later film, a monument of political cinema, the first word to come to mind is likely to be "uncompromising," so it's hard to think of The Wide Blue Road without considering how compromised it was, at least in the conditions of its production. Working in Italy in 1957, in the waning years of the neo-realist movement, Pontecorvo hoped to make his film in that style, shooting in grainy black and white, using non-actors, and improvising with the script.
It didn't turn out that way.

http://www.imdb.com/title/tt0040613/

From "The Lion" "THIS LAND IS YOUR LAND, THIS LAND IS MY LAND, FROM CALIFORNIA TO THE NEW YORK ISLANDS"

The list of Lands
http://books.google.com/books?id=1eiPk2z4WA8C&pg=PA161&lpg=PA161&dq=proclaim+liberty+throughout+the+land+and+unto+all+the+inhabitants+thereof.+kjv&source=web&ots=kZIipVkbO2&sig=7LmuHsg3W6oEP_RAfWjUkXgIlOk#PPA165,M1

The Lion Bible Quotation Collection By Martin H. Manser
Preview this book

Buy this bookLion Amazon.com Barnes&Noble.com Books-A-Million BookSense.com
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Key words and phrases
NRSV, Corinthians, Isaiah, Deuteronomy, Ephesians, Thessalonians, Hebrews, Leviticus, Colossians, Holy Spirit, Pharisees, Jesus Christ, Exodus, Israel, Genesis, Proverbs, Habakkuk, Galatians, Lute, Philippians
More details
The Lion Bible Quotation Collection
By Martin H. Manser
Compiled by Martin H. Manser
Contributor Martin H. Manser
Published by Lion, 1999
ISBN 074594034X, 9780745940342
445 pages

Now, this post , unlike , or more than any other is a post outside a direct "Presidential" issue (YET), THIS IS More like a plea to the Voters... ITS ABOUT AMERICA SO VOTE!
Prop 8 California is this:

Proposition 8 - Title and Summary - Voter Information Guide 2008
PROP. 8. ELIMINATES RIGHT OF SAME–SEX COUPLES TO MARRY. INITIATIVE CONSTITUTIONAL AMENDMENT. ... Changes the California Constitution to eliminate the right of ...www.voterguide.sos.ca.gov/title-sum/prop8-title-sum.htm



Title and Summary
Analysis
Arguments and Rebuttals
Text of Proposed Law
PROP8
ELIMINATES RIGHT OF SAME–SEX COUPLES TO MARRY. INITIATIVE CONSTITUTIONAL AMENDMENT.
OFFICIAL TITLE AND SUMMARY PREPARED BY THE ATTORNEY GENERAL
ELIMINATES RIGHT OF SAME–SEX COUPLES TO MARRY. INITIATIVE CONSTITUTIONAL AMENDMENT.
Changes the California Constitution to eliminate the right of same-sex couples to marry in California.
Provides that only marriage between a man and a woman is valid or recognized in California.
Summary of Legislative Analyst’s Estimate of Net State and Local Government Fiscal Impact:
Over the next few years, potential revenue loss, mainly from sales taxes, totaling in the several tens of millions of dollars, to state and local governments.
In the long run, likely little fiscal impact on state and local governments.

"proclaim liberty throughout the land and unto all the inhabitants thereof."

"proclaim liberty throughout the land and unto all the inhabitants thereof."


Seventy-five Common Sayings
The King James Bible is supposedly written in an "old and archaic language" that people today have trouble understanding, but please notice how so many of our modern sayings come from between it's covers. Hundreds could be presented, but we'll limit ourselves to seventy-five:
1. Genesis 4:2-5: can't get blood from a turnip
2. Genesis 7: don't miss the boat
3. Genesis 11:7-9: babbling
4. Genesis 15:5: teller
5. Genesis 43:34: mess (of food)
6. Exodus 19:16-18: holy smoke
7. Exodus 28:42: britches
8. Exodus 32:8: holy cow
9. Leviticus 2:14: roast ears
10. Leviticus 13:10: the quick (raw flesh)
11. Leviticus 14:5-6: running water
12. Leviticus 16:8: scapegoat
13. Leviticus 25:10: Liberty Bell
14. Numbers 21:5: light bread
15. Numbers 35:2-5: suburb
16. Deuteronomy 2:14: wasted him
17. Deuteronomy 24:5: cheer up
18. Deuteronomy 32:10: apple of his eye
19. Judges 5:20: star wars
20. Judges 7:5-12: under dog
21. Judges 8:16: teach a lesson
22. Judges 17:10: calling a priest father
23. I Samuel 14:12: I'll show you a thing or two
24. I Samuel 20:40: artillery
25. I Samuel 25:37: petrified
26. II Samuel 19:18: ferry boat
27. I Kings 3:7: don't know if he's coming or going
28. I Kings 14:3: cracklins
29. I Kings 14:6: that's heavy
30. I Kings 21:19-23: she's gone to the dogs
31. II Chronicles 9:6: you haven't heard half of it
32. II Chronicles 30:6: postman
33. Nehemiah 13:11: set them in their place
34. Esther 7:9: he hung himself
35. Job 11:16: It's water under the bridge
36. Job 20:6: he has his head in the clouds
37. Psalm 4:8: lay me down to sleep
38. Psalm 19:3-4: he gave me a line
39. Psalm 37:13: his day is coming
40. Psalm 58:8: pass away (dying)
41. Psalm 64:3-4: shoot off your mouth
42. Psalm 78:25: angel's food cake
43. Psalm 141:10: give him enough rope and he'll hang himself
44. Proverbs 7:22: dumb as an ox
45. Proverbs 13:24: spare the rod, spoil the child
46. Proverbs 18:6: he is asking for it
47. Proverbs 24:16: can't keep a good man down
48. Proverbs 25:14: full of hot air
49. Proverbs 30:30: king of beasts
50. Ecclesiastes 10:19: money talks
51. Ecclesiastes 10:20: a little bird told me
52. Song Solomon 2:5: lovesick
53. Isaiah 52:8: see eye to eye
54. Jeremiah 23:25: I have a dream (MLK, Jr)
55. Ezekiel 26:9: engines
56. Ezekiel 38:9: desert storm or storm troopers
57. Daniel 3:21: hose (leg wear)
58. Daniel 8:25: foreign policy
59. Daniel 11:38: the force be with you (star wars)
60. Hosea 7:8: half-baked
61. Jonah 4:10-11: can't tell left from right
62. Zephaniah 3:8-9: United Nations Assembly
63. Matthew 25:1-10: burning the midnight oil
64. Matthew 25:33: right or left side of an issue
65. Matthew 27:46: for crying out loud
66. Mark 5:13: hog wild
67. Luke 11:46: won't lift a finger to help
68. Luke 15:17: he came to himself
69. Romans 2:23: breaking the law
70. Philippians 3:2: beware of dog
71. Colossians 2:14: they nailed him
72. I John 5:11-13: get a life
73. Revelation 6:8: hell on earth
74. Revelation 16:13: a frog in my throat
75. Revelation 20:15: go jump in the lake
If you've checked these references, then you can easily see how our all-wise God has played a beautiful joke on the modern revisionists. People who do not even believe the KJV quote it every day! Furthermore, if you'll grab yourself a NIV, a NCV, a TEV, or anything else, you'll find that many of these modern sayings have been destroyed by the "better language" of the Laodiceans.
For example, I always thought that when I was a young boy my father and I crossed the Mississippi on a ferry boat (II Sam. 19:18), but I guess we must have crossed at the ford instead (NIV). Then there were times when I got out of line and dad would really set me in my place (Neh. 13:11). Too bad he didn't have a NIV, for he could have stationed me at my post. I guess there was nothing dad loved more than going out early on Saturday mornings and catching a mess of fish (Gen. 43:34). It's a good thing we didn't have a NKJV in those days, for he would have only caught a serving. We usually had hushpuppies with that fish dinner, but sometimes we just had light bread (Num. 21:5). That is, until the neighbors came over with their New American Bible. Then we had wretched food. Then dad would always say, "Cheer up, son, it'll be better next time!" (Deu. 24:5) Too bad he didn't have a NKJV, for I'm sure he would have said, "Come on, boy, bring happiness to yourself!"
So you get the point: the new versions don't stand a chance when competing with the KJV to use the most "modern" speech! Go ahead, have yourself some fun. Learn to appreciate God's sense of humor! Grab a new translation and see first hand how the modern versions are still stuck in the Dark Ages when it comes to keeping up with modern speech.
http://www.av1611.org/kjv/fight.html

The Land of the Free - Quotes the Founding Fathers on God, Christ ...("Jesus", I say!)

Tuesday, October 14, 2008

AGAIN ,

Where other's may not have said His name, if it were true to say it...("Jesus", I say!)

"There is not a truth to be gathered form history more certain, or more momentous, than this: that civil liberty cannot long be separated from religious liberty without danger, and ultimately without destruction to both. Wherever religious liberty exists, it will, first or last, bring in and establish political liberty."

- Joseph Story, Congressman and Supreme Court Justice

ABOUT THE ABOVE QUOTE

SOURCE- By the Founding Fathers and others on God, Christ, Christianity, and religion:
The Land of the Free - A Conservative Politics Web Site

This section is here to dispell many of the myths put for by the unreligious left in America as to what the founders and those that came after them thought of God.A short history of WHY these quotes are here.Quotes taken out of context by the radical left

THE 10,000 COMMANDMENTS

Original Blog Post Location and Titile :"VACOALBLOG: Cost of Fed regulations" VACOALBLOG: Cost of Fed regulations

A blog excert- "In Ten Thousand Commandments: An Annual Snapshot of the Federal Regulatory State, author Clyde Wayne Crews, Jr. examines the whopping costs and burdens imposed by federal regulations. Among the report�s findings:"

VACOALBLOG
Articals of interest to the coal industry.
Wednesday, July 11, 2007
(GO TO : original blopost)Posted by Executive Director at 7/11/2007 12:36:00 PM 0 comments (BE FAIR POST THERE)

AGAIN ,
Cost of Fed regulations

fURTHER ON NOW, Before finding this I did wonder what issues were in concern with God and U.S.
http://www.google.com/search?hl=en&q=2008+%22NEXT+150+YEARS%22+OPPORTUNITY+MUST+HAVE+FIELD+CONDITIONS+BENEFITS+AREA+FUTURE+BUSINESS++PROJECT+EXPECTATIONS+CURRENT+DEMANDS+INSIDE+WORK+INDUSTRY+COMPANY+calculus%2C+physics%2C+finite+math%2C+logic+WRITTEN+READ+COMMUNICATING&btnG=Search

SUPPOSING "X" WAS TRUE , The Voters iGnorance is iR-Nationality and of Agnostic Belief

Rational Ignorance is reall Irationality, though we vote as a nation, are you an idiot or an expert, or both?
Agnostic Belief?
What is being agnostic?

This is a Two Year Old link that may help todays voters identify Democracy and Something Better... For What It Stands...NO!
ABSALUTELY NOT!
BUT this May Help The Voter Gain Some Identity To What They Stand, BEFORE THEY VOTE!

Two In The Bush... Breaking Records or Broken Records

Political Situation..?
So what is it?

I don't know.
Isn't just so simple to say "it..."!
Like an "A" US political situation!

Our children our our future. How many times have we heard that?

So what then? THEN "it" JUST CAME TO ME... So read a book!
Where can I find a good list, i wondered,
and then I found what I thought was a good a couple of good topics

List Link - LAND oR WATER
http://www.sinostarltd.com/document/m1941D.doc
And maybe enjoy "it" in the bedroom with a nice bowl of cottage cheese...
...while evryone else in the family attends our family "political dinner", with steak or chicken. (I got that from a "political book" I read years ago-when I find the title, I will call that line "anexcerpt" ..whatever.

What really gets to the point is "our" political interest; whatever..no, both!

Any books already linked here?
I haven't checked all the links, I'm sure they are out there.
I'm going to go play chess.

Teaching "CREATIONISM" and ABOUT the "SEPERATION OF CHURCH AND STATE"

McCain's VP Wants Creationism Taught in School

INTRODUCTION http://www.questia.com/googleScholar.qst;jsessionid=LHyLk16g7QtQTvGv2hhWSv8V7WLvr22YZmtpQRLYQFQxYRqTy0gT!1020558451?docId=5002019127
It has been so long--about 170 years--since any state in the United States has had an established church that we have almost forgotten what it is. When the words "Congress shall make no law respecting an establishment of religion" (1) were added to the Constitution, virtually every American--and certainly every educated lawyer or statesman--knew from experience what those words meant. The Church of England was established by law in Great Britain, (2) nine of the thirteen colonies had established churches on the eve of the Revolution, (3) and about half the states continued to have some form of official religious establishment when the First Amendment was adopted. (4) Other Americans had first-hand experience of establishment of religion on the Continent--of the Lutheran establishments of Germany and Scandinavia, the Reformed establishment of Holland, or the Gallican Catholic establishment of France. Establishment of religion was a familiar institution, and its pros and cons were hotly debated from Georgia to Maine.
When the Supreme Court began to decide cases involving claims about an establishment of religion in the 1940s, (5) however, the Justices made no serious attempt to canvass the legal history of establishment--either in Europe, in the American colonies, or in the early American States--or to distinguish between the First Amendment and the various conflicts over establishment at the state level. The Justices focused instead on one event in one State the rejection of Patrick Henry's Assessment Bill in Virginia in 1785 and the adoption of Thomas Jefferson's Bill for Establishing Religious Liberty--on the assumption that "the provisions of the First Amendment ... had the same objective and were intended to provide the same protection against governmental intrusion on religious liberty as the Virginia statute." (6)
This truncated view of history made the establishment question seem too easy. In the Justices' account, a "large proportion of the early settlers of this country came here from Europe to escape the bondage of laws that compelled them to support and attend government-favored churches," (7) and transplantation of established churches to these shores "became so commonplace as to shock the freedom-loving colonials into a feeling of abhorrence," (8) leading directly to the First Amendment. One would never know from the Justices' careless description of history that no small number of the "freedom-loving colonials" considered official sanction for religion natural and essential, that the movement toward disestablishment was hotly contested by many patriotic and republican leaders, and that there were serious arguments--not mere "feelings of abhorrence"--on both sides of the issue. The Justices never analyzed any of the books, essays, sermons, speeches, or judicial opinions setting forth the philosophical and political arguments in favor of an establishment of religion, and relied on only one, perhaps unrepresentative, example from among the hundreds of arguments made against the establishment. (9)
To be sure, the Virginia Assessment Controversy of 1784-1786 was an important and illuminating event. But it was only one step in a series of legal developments moving from a formal, exclusive, and coercive state establishment to a system of free and equal religious freedom. It addressed only one of many issues raised by the establishment of religion. It took place in only one of many states that went through such a process; and it was not so much a debate about establishment as a debate about which of several possible arrangements should replace the "church by law established" in Virginia prior to the Revolution. To understand what an "establishment of religion" was and what disestablishment entailed, it is necessary to broaden our sights. It is difficult to know what the Framers of the First Amendment opposed if we do not know what those who favored establishment supported. We cannot understand the depth of the argument for disestablishment without understanding why reasonable men and women might have thought that establishment was necessary to republican government.
Nor did the Court give serious attention to the process of disestablishment: whether to the gradual dismantling of existing church establishments in the states or to the debates about the Establishment Clause at the federal level. Contrary to popular myth, the First Amendment did not disestablish anything. It prevented the newly formed federal government from establishing religion or from interfering in the religious establishments of the states. (10) The First Amendment thus preserved the status quo. Even at the state level, where disestablishment actually occurred, it was not a simple, binary decision. The founding generation had to figure out what changes to make and what would take the place of the establishment. There were many plausible alternatives. Would they combine broad toleration with mild and noncoercive governmental support for religion, on the model still common in Western Europe? (11) Would they create a secular public culture--a "republic of reason"--along the lines later followed in France? (12) Would they introduce a pluralistic religious free-for-all? What would be the public function of religion, if any, in this new republic? Unlike many modern Americans, most members of the founding generation believed deeply that some type of religious conviction was necessary for public virtue, and hence for republican government. (13) What institutional forms would disestablished religion take, and how would this affect education, poor relief, public decorum, republicanism, and the inculcation of virtue?
This Article is an attempt to describe the actual laws and debates over establishment and disestablishment in the United States, in the hope that a more thorough understanding of the issue faced by early Americans will help to foster a richer, and perhaps less brittle and bipolar, understanding of the issues we face today. The Article is divided in two Parts. The first Part, published here, is on the subject of establishment. It provides a legal history of established religion in England, the colonies, and the early states; catalogs the laws and practices that constituted an establishment; and sets forth the principal (and competing) rationales for the establishment. The second Part, which will be published in a subsequent volume of this journal, will be devoted to disestablishment. It will set forth the principal (and competing) rationales for disestablishment, provide a legal history of the process of disestablishment in the early American states, and discuss in greater detail the more controversial issues that faced the founding generation as it moved toward disestablishment of religion.

The "To Do List" PRESIDENT, PEOPLE, Congress... EDSITEment.Com

Lost Hero: The “To Do List” of the Continental Congress
Lesson Two of Curriculum Unit:Lost Hero: Who Was Really Our First President?

Curriculum Unit
Lost Hero: Who Was Really Our First President?
Lost Hero: Starting a Government from Scratch
Lost Hero: The “To Do List” of the Continental Congress
Lost Hero: Was John Hanson Actually the First President?

Subject Areas
History and Social Studies
U.S. History - Civics and U.S. Government
U.S. History - Colonial America and the New Nation

Time Required
Lost Hero: Was John Hanson Our First President?: Four class sessions for the individual lessons, or more.

Skills
Interpreting primary documentsWorking collaboratively Comparing and contrastingGathering, classifying and interpreting written informationMaking inferences and drawing conclusionsGraphic representation of information

—Curriculum Unit Overview—
From 1781 to 1782 he was “President of the United States in Congress Assembled” under the Articles of Confederation. As the presiding officer of Congress, Hanson was responsible for initiating a number of programs that helped America gain a world position.—John Hanson Statue on the website The Architect of the Capitol, a link from the EDSITEment resource Congress Link
Introduction
At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young.
In this lesson, students look at the role of President as defined in the Articles of Confederation and consider the precedent-setting accomplishments of John Hanson, the first full-term “President of the United States in Congress Assembled.”
Note: This curriculum unit may be taught either as a stand-alone unit or as a prequel to the complementary EDSITEment unit Before and Beyond the Constitution: What Should a President Do?
Guiding Questions:
How was the role of “President” defined in the Articles of Confederation?
What important developments occurred during John Hanson's term as the first full-term “President of the United States in Congress Assembled”?
How did they affect the future of the U.S. and the office of the President?



Learning Objectives


After completing the lessons in this unit, students will be able to:
Describe the role of “President of the United States in Congress Assembled” under the Articles of Confederation and explain how the President was elected.
Describe some of the actions of John Hanson in his role as “President of the United States in Congress Assembled.”
List some of the problems and accomplishments that occurred under the Articles of Confederation.


Preparing to Teach This Curriculum Unit (see EdSITEment source's page linked)

...(From this outline, straight to the lesson -
the rest of the EdSITEment.co topics and suggested links, from here, for the rest of this post as follows..
... then on to- reflecting benefits to a "To Do List" For Today" fOR COMMENTS ; that is, if I can notdraw up one my own)

see source page link- http://edsitement.neh.gov/view_lesson_plan.asp?id=454


Preparing to Teach This Curriculum Unit
Review the lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
Download the blackline masters for this unit, available here as a PDF file. Print out and make an appropriate number of copies of any handouts you plan to use in class.
Students with an understanding of the fears of the Founders regarding a powerful executive will benefit the most from this lesson. When discussing the structure of the Executive sketched in the Articles of Confederation, it is useful to refer back to the complaints of the colonists as summarized by Jefferson in the Declaration of Independence. Help students understand why and how the Founders were cautious. Consult the following EDSITEment lessons for grades 6-8 for more information on:
The Declaration of Independence.
Lesson: Jefferson vs. Franklin: Renaissance Men
Jefferson vs. Franklin: Revolutionary Philosophers
The defects in the Articles of Confederation and the debates in the Constitutional Convention.
Lesson: The Federalist Debates: Balancing Power Between State and Federal Governments
The debates in the Constitutional Convention.
The Constitutional Convention: Four Founding Fathers You May Never Have Met
The Constitutional Convention: What the Founding Fathers Said
On March 1, 1781, the Articles of Confederation, which had been passed by the Continental Congress in 1777, finally came into force with ratification by Maryland. On October 19 of the same year, British General Cornwallis surrendered a large army to General George Washington, effectively ending the Revolutionary War. Days later, the Continental Congress elected John Hanson of Maryland the "President of the United States in Congress Assembled" with no dissenting votes. On paper, the role was largely ceremonial, with its only specified duty being presiding over the Congress; however, some people believe Hanson was integral to a number of important actions. Many of the initiatives begun during Hanson's term in office were realized later when Washington was Chief Executive (for example, the census and Postal Service).
The EDSITEment-reviewed website Digital Classroom offers The Declaration of Independence: A History and The Constitution: A History for background on those fundamental documents as well as the Articles of Confederation.
Unless otherwise specified, historic documents referred to in the lesson plan are available on the EDSITEment resource Avalon Project at the Yale Law School.
The handout "Documents for John Hanson's Term as President of the United States in Congress Assembled," on pages 3-8 of the PDF file (see download instructions, above), uses very brief excerpts from the records of the Continental Congress. The documents are intended to represent a sample of the problems and accomplishments of the Continental Congress under the Articles of Confederation during John Hanson's tenure as President. The interesting but relatively inconsequential question about Hanson's place in history serves in this lesson as a hinge into the more important question of the problems with the Articles of Confederation that eventually led to the drafting of the U.S. Constitution.The records of the Continental Congress are presented to students in their original language. Some difficult terms, indicated by underlining, are defined in parentheses. Some grammar and spelling has been standardized. In many classes, students will be able to understand the text sufficiently for the requirements of this lesson; some classes will benefit by simply going through a few (or all) of the documents as a whole class. The passages are all short but vary in length; if students will be looking at them in groups, assign groups and passages accordingly. There are 12 documents; use all of them or choose those most appropriate for your class. Some representing defects in the Articles and accomplishments of the Congress are marked.
For further reading, consult the Recommended Reading List provided here as a PDF file.




Unit Lessons
Lesson One: Starting a Government from Scratch
Lesson Two: The “To Do List” of the Continental Congress

(This is a "'You Are Here Now" as this blog post has reflected so far...)
Lesson Three: Was John Hanson Actually the First President?


Selected EDSITEment Websites
American Memory [http://memory.loc.gov/]
A Century of Lawmaking [http://memory.loc.gov/ammem/amlaw/lawhome.html]
Asking the States to Help Out With a Census [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg018252))]
Asking the States to Provide the Troops They Promised [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg018252))]
Asking the States to Send Representatives to Congress [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg018507))]
Communicating With a Head of State [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(dc00516))]
Defects in the Articles of Confederation [http://memory.loc.gov/ammem/bdsds/defects.html]
Documents from the Continental Congress and the Constitutional Convention [http://memory.loc.gov/ammem/bdsds/bdsdhome.html]
Franklin Authorized to Secure a Loan [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02227))]
George Washington to John Hanson dated November 30, 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/mgw:@field(DOCID+@lit(gw230399))]
George Washington to John Hanson, November 30, 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/mgw:@field(DOCID+@lit(gw230399))]
Giving Washington Authority to Negotiate a Treaty with Britain [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02324))]
Granting Authority for Benjamin Franklin to Negotiate with a Head Of State [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02333))]
Hanson Elected President [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02182))]
Hanson Re-Elected By His State While Serving As President [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc021103))]
Hanson's Proclamation Instituting Thanksgiving Holiday [http://memory.loc.gov/cgi-bin/query/r?ammem/bds:@field(DOCID+@lit(077-1))]
John Hanson to Nathanael Greene 29th. Jan. 1782 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg018319))]
John Hanson to Philip Thomas Philadelphia Nov. 13th 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(dg018197))]
Journals of the Continental Congress [http://memory.loc.gov/ammem/amlaw/lwjc.html]
Journals of the Continental Congress Monday, December 17, 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc021112))]
Journals of the Continental Congress: November 10, 1775 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc00344))]
Journals of the Continental Congress: November 9, 1775 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc00343))]
Journals of the Continental Congress: Wednesday, November 21, 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02194))]
Journals of the Contintental Congress: Thursday, November 1, 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02180))]
Last Engagements of the Revolutionary War [http://memory.loc.gov/ammem/gwhtml/1782.html]
Starting A Department Of Foreign Affairs [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02237))]
The Next Election for President Monday, November 4, 1782 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(ed0055))]
The To Do List of the Continental Congress [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02125))]
American Treasures from the Library of Congress [http://www.loc.gov/exhibits/treasures/]
About Common Sense [http://www.loc.gov/exhibits/treasures/trm028.html]
American Studies at the University of Virginia [http://xroads.virginia.edu/]
From Revolution to Reconstruction [http://odur.let.rug.nl/~usa/index.htm]
Common Sense [http://odur.let.rug.nl/~usa/D/1776-1800/paine/CM/sensexx.htm]
National Museum of American History [http://americanhistory.si.edu/]
The American Presidency: John Hanson Mug [http://americanhistory.si.edu/presidency/2a1a.html]
Avalon Project at the Yale Law School [http://www.yale.edu/lawweb/avalon/avalon.htm]
Articles of Confederation [http://www.yale.edu/lawweb/avalon/contcong/07-12-76.htm]
The Constitution of the United States [http://www.yale.edu/lawweb/avalon/usconst.htm]
The Declaration of Independence [http://www.yale.edu/lawweb/avalon/declare.htm]
Federalist Papers [http://www.yale.edu/lawweb/avalon/federal/fed.htm]
Federalist Papers : No. 69 [http://www.yale.edu/lawweb/avalon/federal/fed69.htm]
Congress Link [http://www.congresslink.org/]
About Government [http://www.aboutgovernment.org/legislativebranch.htm]
Architect of the Capitol Home Page [http://www.aoc.gov/]
John Hanson Statue [http://www.aoc.gov/cc/art/nsh/hanson.htm]
Biographical Directory of the United States Congress [http://bioguide.congress.gov/]
HANSON, John, 1715-1783 [http://bioguide.congress.gov/scripts/biodisplay.pl?index=H000177]
Digital Classroom [http://www.archives.gov/digital_classroom/index.html]
The Constitution: A History [http://www.archives.gov/exhibit_hall/charters_of_freedom/constitution/constitution_history.html]
The Declaration of Independence: A History [http://www.archives.gov/exhibit_hall/charters_of_freedom/declaration/declaration.html]
EDSITEment [http://edsitement.neh.gov]
Lesson: The Federalist Debates: Balancing Power Between State and Federal Governments [http://edsitement.neh.gov/view_lesson_plan.asp?id=425]
Lesson: Jefferson vs. Franklin: Renaissance Men [http://www.edsitement.neh.gov/view_lesson_plan.asp?id=413]
Jefferson vs. Franklin: Revolutionary Philosophers [http://www.edsitement.neh.gov/view_lesson_plan.asp?id=414]
The Constitutional Convention: Four Founding Fathers You May Never Have Met [http://www.edsitement.neh.gov/view_lesson_plan.asp?id=401]
The Constitutional Convention: What the Founding Fathers Said [http://www.edsitement.neh.gov/view_lesson_plan.asp?id=402]
Internet Public Library [http://www.ipl.org]
Ben's Guide to U.S. Government for Kids: The Articles of Confederation [http://bensguide.gpo.gov/6-8/documents/articles/index.html]
Constitution Society [http://www.constitution.org/]
Bill of Rights (Britain, 1689) [http://www.constitution.org/eng/eng_bor.htm]
Cato #5 Executive Power [http://www.constitution.org/afp/cato_05.htm]
Official Web Site of the British Monarchy [http://www.royal.gov.uk/]
William III and Mary II [http://www.royal.gov.uk/output/Page100.asp]
Their Stamp on History [http://www.stamponhistory.com/]
John Hanson [http://www.stamponhistory.com/2003/09/07/0006]
US History.org [http://www.ushistory.org/]
Brief Biography of Thomas Paine [http://www.ushistory.org/paine/]
Learner.org [http://www.learner.org/]
Olive Branch Petition [http://www.learner.org/channel/workshops/primarysources/revolution/docs/olive.html#top]
The Coming of Independence: Transcript, Page 3 [http://www.learner.org/biographyofamerica/prog04/transcript/page03.html]
Papers of George Washington [http://www.virginia.edu/gwpapers/]
George Washington's Life and Times (Designed for middle and high school students) [http://gwpapers.virginia.edu/lesson/life/index.html]
Standards AlignmentView your state’s standards

(now, the lesson)
Lost Hero: The “To Do List” of the Continental Congress
Lesson Two of Curriculum Unit:Lost Hero: Who Was Really Our First President?
IntroductionStudents with an understanding of the fears of the Founders regarding a powerful executive will benefit the most from this lesson. When discussing the structure of the Executive sketched in the Articles of Confederation, it is useful to refer back to the complaints of the colonists as summarized by Jefferson in the Declaration of Independence. Help students understand why and how the Founders were cautious. Consult the following EDSITEment lessons for grades 6-8 for more information on:
The Declaration of Independence.
Lesson: Jefferson vs. Franklin: Renaissance Men
Jefferson vs. Franklin: Revolutionary Philosophers
The defects in the Articles of Confederation and the debates in the Constitutional Convention.
Lesson: The Federalist Debates: Balancing Power Between State and Federal Governments
The debates in the Constitutional Convention.
The Constitutional Convention: Four Founding Fathers You May Never Have Met
The Constitutional Convention: What the Founding Fathers Said
Guiding Questions:
How was the role of "President" defined in the Articles of Confederation?
What were the weaknesses in the Articles of Confederation regarding the role of the President?
Learning Objectives
After completing this lesson in the unit, students will be able to:
Describe the role of "President of the United States in Congress Assembled" under the Articles of Confederation
Explain how the President was elected.
The Continental Congress had a lot to do and a leader with very little power. What happened? For one thing, the Congress assigned a committee to make up a kind of “to do list.” Share with students “The Continental Congress's To Do List” on pages 1-2 of the PDF file (see Preparing to Teach This Lesson, in Curriculum Overview, for download instructions). Directions for the teacher are provided on the document.
Guiding Discussion Questions:
What items are on the list?
Did the students list any of the same things in their exercise in Lesson 1?
The committee made a very long list.
What would make it possible for the Congress to start working on all those important matters?
(If desired, you can access the complete text at Journals of the Continental Congress, 1774-1789 Wednesday, August 22, 1781 on the EDSITEment-reviewed website American Memory.)
On November 5, 1781, less than three months after the “To Do List” was brought to Congress, and just days after the victory at Yorktown, the delegates held an election. Share with the class the results as stated in The Journal of the Continental Congress for November 5, also available on American Memory:
Congress proceeded to the election of a President; and the ballots being taken, the honorable. John Hanson was elected.
Judging from this account, Hanson's choice was apparently unanimous, even though there were present other highly qualified potential candidates. If desired, students can look at the record of the next election for President on Monday, November 4, 1782 (also on American Memory), which was contested.
John Hanson was the first person in the United States who served a full term in an office referred to as “President of the United States,” though Hanson's correct full title was "President of the United States in Congress Assembled."
Guiding Discussion Questions:
Should John Hanson be considered the first U.S. President?
What did he do as President?
Student Activity:
Students will learn more about Hanson himself later, but now they will consider what the Continental Congress did while Hanson presided. With students working in small groups or in a whole-class setting, share the handout "Documents for John Hanson's Term as President of the United States in Congress Assembled" on pages 3-8 of the PDF file (see Preparing to Teach This Lesson, in the Curriculum Unit Overview, for download instructions).
If students work in groups on particular documents, they should be prepared to share with the class answers to all of the following questions, based on information contained in their document. (Take groups in chronological order.)
Guiding Questions
What date is on the document?
What is the document about?
Does the document show the Congress trying to do something on its "To Do List"? What?
Does the document discuss anything that resembles what happens today? If yes, in what way?
Does the document contain anything surprising about the President? If yes, in what way?
Does the document show that the country was doing well, having problems, or neither? In what way?
Is anyone familiar mentioned in the document? Name him.
Does the document illustrate a power or responsibility of the President? If yes, in what way?
Assessment:
Discuss students' overall impression of the documents. They should be prepared to answer the following questions and provide evidence for their answers.
Judging from the documents, what was the Congress accomplishing? Where was it having difficulties?
The article Defects in the Articles of Confederation on the EDSITEment resource American Memory lists three of the important defects of the Articles of Confederation. Which documents from Part 3, above, demonstrated these problems?
Congress Can Not Improve Poor Attendance by Delegates (Document #7: Asking the States to Send Representatives to Congress)
Congress Pleads with the States to Contribute Money to the National Treasury (Document # 3: Urging the States to Send Required Money and Troops)
Congress is Unable to Control Commerce Between America and Foreign Nations (Document #4: Trying to Stop Trade with England)
Next lesson
Previous lesson
Return to Curriculum Unit: Lost Hero: Who Was Really Our First President?
Selected EDSITEment Websites
American Memory [http://memory.loc.gov/]
Journals of the Continental Congress, 1774-1789 Wednesday, August 22, 1781 [http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(jc02125))]
Defects in the Articles of Confederation [http://memory.loc.gov/ammem/bdsds/defects.html]
Standards AlignmentView your state’s standards

What does it say about your judgment when you think George Bush was right more than 90 percent of the time?

SOURCE: U.S. Senator Barack Obama
News Link- http://news.yahoo.com/s/nm/20080829/pl_nm/usa_politics_friday_dc_1
Article Title- Obama vows to reverse Bush-McCain legacy
By John Whitesides, Political Correspondent (see trail08 blog)
Fri Aug 29, 2:15 PM ET

So, Obama asking this (#1 question below) of "all voter's"; I ask you too;; answer here if you can!

1. What does it say about your judgment when you think George Bush was right more than 90 percent of the time?
   
2. With Obama's "I promise to reverse the economic failures of the past eight years and restore America's global reputation", what do you concider "our failures"; given that this in a question form, that from Senator Obam's previous retoric, that this (like a fundamental historic record, in my opinion) also implies to an opinion of poor Republican U.S. leadership under Senior President Bush, I ask ask anyone to identfy these failures and to please include and identify the failures under the "Clintons" Presidency.
3. The first black presidential nominee of a major U.S. party linked McCain directly to President George W. Bush and said their failed Republican policies were responsible for a faltering U.S. economy and a decline in U.S. standing in the world. So what is the connection here from Mr. Whitesides?
4. ...a misleading speech ... IMPLIES- Senator McCain (who in my opinion is running with some of the concepts that could have been chosen to direct, for a lack of a better phrase~, "our U.S. path"~ when he ran the first time... (Feisable, in my opinion also-I'm just not sure which policy's and priorities are implied yet) ; So I ask, was it missleading? Your Thoughts , please!
5. ..DESCRIBE A FORMER PRESIDENT MISSLEADING...(ANY PRESIDENT)

Invisable Candidates and Open Arguements

ANALYSIS

Obama-

"He will not bring change," Obama always asserts, rightly or wrongly, of rival Republican John McCain. "I will."
In McCain, the likely Democratic nominee faces an opponent who is the opposite of him in every way — an Iraq war backer who supports free-market economics, opposes abortion rights and is a Republican. Obama delights in pointing out the differences, and does so often.



"If you are satisfied with the way things are going now, then you should vote for John McCain," Obama says before rattling off a list of current concerns, including rising gas prices, home foreclosures and job losses as the country fights two wars. Then, Obama promises "fundamental change."


Bush-
Bush, Democrats bicker over soaring energy prices

President Bush on Saturday tried to pin the blame on Congress for soaring energy prices and said lawmakers need to lift long-standing restrictions on drilling for oil in pristine lands and offshore tracts believed to hold huge reserves of fuel.

Finding candidate facts

People want to know about McCain's wife and other bits on the contenders

Super Tuesday: The Web Response
The Fastest Moving Searches for Candidates
By Molly McCall
Wed, February 06, 2008, 3:34 pm PST

Here's the pictures and its okay enough that I'm posting up the rss.

http://buzz.yahoo.com/feeds/buzzlog.xml

Finding candidate facts
People want to know about McCain's wife and other bits on the contenders. » Clinton's yearbook photo
How old are Obama, McCain, Clinton?
Search for Clinton's yearbook pix

The Patriot Post "Quote of the Day" January 9th, 2008

Founders Quote Daily
To grant that there is a supreme intelligence who rules the world and has established laws to regulate the actions of his creatures; and still to assert that man, in a state of nature, may be considered as perfectly free from all restraints of law and government, appears to a common understanding altogether irreconcilable. Good and wise men, in all ages, have embraced a very dissimilar theory. They have supposed that the deity, from the relations we stand in to himself and to each other, has constituted an eternal and immutable law, which is indispensably obligatory upon all mankind, prior to any human institution whatever. This is what is called the law of nature....Upon this law depend the natural rights of mankind.
-- Alexander Hamilton (The Farmer Refuted, 1775)

http://www.geocities.com/eplu_rib_usu_num/blogfeed12-1.html