Report on Project YANO’s efforts to gain access to schools in San Diego County from 1984 to 1995 (updated 7/06). Discusses outreach strategies, legal basis for equal access, lessons learned by activists. Key correspondence with school districts is included in appendix. Very useful for getting a school outreach program started.

Utah military alternatives such as: money for college, job training/skills, direction in life, discipline, to be part of a team, travel, to serve their country, to get out of trouble with the law, physical training, even citizenship.

Verax: The True History of Whistleblowers, Drone Warfare, and Mass Surveillance: From a prize-winning journalist and the co-author of the best-selling Zahra’s Paradise, a sweeping graphic history of electronic surveillance from 9/11 to the latest drone strike.

9/11 not only marked the worst domestic terror attack in U.S. history, but also unleashed electronic spying by the government on a massive worldwide scale. In a wholly original and engaging telling, Verax (“truth-teller” and one of Edward Snowden’s code names) recounts the full story of American electronic surveillance post 9/11, in brilliant comics form. - Graphic Novel - 2017

Review: A Comic Draws Connections Between Mass Surveillance and Drone Warfare

Vermont military alternatives such as: money for college, job training/skills, direction in life, discipline, to be part of a team, travel, to serve their country, to get out of trouble with the law, physical training, even citizenship.

Children . . . all children . . . become exceptional when they are given exceptional opportunities. Opera, languages, art, music, libraries, counselors – all the opportunities that are offered in the private, high priced lab schools, should be available to all children, in their neighborhood.  Instead CPS closes public schools, opens charter schools and promotes the military.  The military, which teaches violence as a solution to conflict, is not an exceptional opportunity.

Years of research documents how witnessing violence and aggression leads to a range of negative out-comes for children. These outcomes result both from witnessing real violence (Osofsky, 1995) as well as from viewing media vio-lence (Anderson et al., 2003; Gentile, 2003). Ironically, the same parents who take great pains to keep children from witnessing violence in the home and neighborhood often do little to keep them from viewing large quantities of violence on television, in movies, and in video games.