Tennessee connection to the guard documents?

From Internat1onal Adopt10n Att0rneys website

ROBERT D. TUKE

Robert D. Tuke is a member of the law firm of Trauger, Ney & Tuke in Nashville, Tennessee. As a special part of his practice, Mr. Tuke devotes significant time and energy to adoption law. In addition to having represented hundreds of parents in their adoptions, Mr. Tuke served on the Tennessee General Assembly's Adoption Law Study Commission for three years and helped draft the complete revision of Tennessee's adoption code, enacted in 1996. Mr. Tuke serves on the Board of Trustees of the American Academy of Adoption Attorneys and is its President, serving from April, 2002-April 2003. He also serves on the Board of Directors of Nashville's Family and Children's Service, the Board of Advocates of Miriam's Promise adoption agency, and as Middle and West Tennessee Counsel for Holston Home for Children. He authored the Adoption chapter in West’s Tennessee Practice (West Pub. 2nd Ed. 2002).

Mr. Tuke was born in Rochester, New York, on December 5, 1947. He received his education from the University of Virginia (B.A., with distinction, 1969) and Vanderbilt University (J.D., Order of the Coif, 1976), where he was Editor-in-Chief of the Vanderbilt Law Review, and a Patrick Wilson Merit Scholar. Mr. Tuke was admitted to the Tennessee Bar in 1976 and is a member of the Nashville, Tennessee and American Bar Associations, and a Fellow of the Nashville Bar Foundation. Mr. Tuke is an Adjunct Professor at Vanderbilt University School of Law, a faculty member of the Practicing Law Institute and General Counsel for Meharry Medical College. He is listed in Best Lawyers in America (Woodward-White, 1995-2002) and Who's Who in American Law and Who's Who in America (Marquis, 1994-2002).

Mr. Tuke is married to Susan Cummins Tuke, and they have two adopted children, both in college. In addition to the positions mentioned above, he is a member of the Metropolitan Nashville CATV Committee, the Board of Directors of the Nashville Branch of the National Conference for Community and Justice, the Board of Directors of the University of Virginia Rowing Association, and the Keyman of the Laymen of St. George's Episcopal Church. Mr. Tuke served as an officer in the U.S. Marine Corps 1969-1973, including a tour in Vietnam, where he was awarded the Cross of Gallantry in combat.

I can find no flaws in your logic.

Also, Google shows that Igore made frequent use of the term "Sugarcoat".

I'm gonna go out on a limb here and say this guy may be a HUGE advocate of homosexual adoption. He is an adoption attorney and he lectures about "adoption issues".

I didn't realize Teddy was still on the air. Is the convicted felon tommy burnett(sp?), good dem you know, still there?

You may very well be on to something.

Let's take a little peek at a virtual video lecture he plans to present to (some? all?) children in Tennessee grades 6-12 on October 12.

Program Guide: Key Issues in the 2004 Presidential Election

Program Provider: Vanderbilt University Virtual School [Robert Tuke]

Contact Information: Jan Zanetis, Jan.zanetis@vanderbilt.edu, 110 21st Ave., Suite 850, Nashville, TN 37203, Phone: (615) 343-8848, Fax: (615) 343-1145

Program Title: Key Issues in the 2004 Presidential Election

Target Audience: Education: Grade(s): 6, 7, 8, 9, 10, 11, 12

Primary Disciplines: Community Interests, Social Studies/History

Program Description: In this videoconference, students consider the key issues in the 2004 election year. Then students will evaluate the current presidential contenders based on these issues, and research the key issues and main candidates of a past election year.

Program Format:

The videoconference will be a 20-25 minute presentation and may include visuals or audiovisuals to enhance the presentation.

This will be followed by an interactive 10-15 minute question/answer session with students.

Objectives

Students will:
1. Consider issues important in 2004 presidential election and under which circumstances students would not support a candidate based on his position regarding particular issues.
2.Examine the topic of same-sex marriage as a campaign issue.
3. Evaluate the top five issues of importance to students; create charts to compare and contrast the platforms of various 2004 presidential candidates to their own opinions.
4.Investigate the candidates and main issues from a previous election in American history as homework.

Vocabulary Words & Definitions

amend, keen, bigoted, intolerant, counterweight, perennial, biblical, parishioners, stance, pews, passage, homosexuals, disillusioned, recounted, episode, convictions

Participant Preparation

Students should have SOME familiarity with this subject. Teacher should brainstorm with students before the videoconference and ask students to prepare some sample questions to ask presenter during the interactive question/answer session.

Please have students that will ask questions seated close to the front and near a microphone. Please make sure you understand how to mute and unmute your microphones.

Suggestions for Pre Program Activities

To ensure a comprehensive list of issues, begin by visiting the "On the Issues" section of the candidates' profiles on The New York Times' "Campaign 2004" Web page (http:// www.nytimes.com/top/news/washington/campaign2004/candidates/index.html).

Make a classroom list of issues that should be included (but not limited to): abortion, affirmative action, campaign finance, death penalty, economy, education, environment, foreign policy, gay rights, gun control, healthcare, national defense, social security, and war in Iraq. After compiling the list of all issues on the board, ask students how many of them would change or re-prioritize their issues in light of a larger number of topics from which to choose. Under which circumstances would a candidate's position on a certain issue affect their support of that candidate?

Suggestions for Post Program Activities

Media Studies- How has the influx of gay topics and characters on network television affected entertainment in the past year? Poll your friends and family on their thoughts on shows such as "Will and Grace" and "Queer Eye for the Straight Guy." How have gay-themed shows influenced their perceptions of the gay community in the United States?

Supplemental Resources

Students may wish to start their research at a site such as History Central (http:// www.multied.com/elections/index.html#history), which lists each election year in chronological order.

National Standards to which this program aligns

United States History Standard 31- Understands economic, social, and cultural developments in the contemporary United States.
Benchmarks: Understands various influences on American culture; Understands how different groups attempted to achieve their goals

Civics Standard 11- Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society.
Benchmarks: Knows a variety of forms of diversity in American society; Knows major conflicts in American society that have arisen from diversity; Knows ways in which conflicts about diversity can be resolved in a peaceful manner that respects individual rights and promotes the common good; Knows basic values and principles that Americans share; Knows why it is important to the individual and society that Americans understand and act on their shared political values and principles

Civics Standard 18- Understands the role and importance of law in the American constitutional system and issues regarding the judicial protection of individual rights.
Benchmarks: Understands the importance of the rule of law in establishing limits on both those who govern and the governed, protecting individual rights, and promoting the common good; Knows historical and contemporary examples of the rule of law; Understands current issues regarding judicial protection of the rights of individuals

Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Plays a variety of roles in group discussions; Asks questions to seek elaboration and clarification of ideas; Listens in order to understand a speaker's topic, purpose, and perspective; Conveys a clear main point when speaking to others and stays on the topic being discussed

Grades 9-12
United States History Standard 31- Understands economic, social, and cultural developments in the contemporary United States. Benchmarks: Understands the influence of social change and the entertainment industry in shaping views on art, gender, and culture; Understands major contemporary social issues and the groups

Civics Standard 11- Understands the role of diversity in American life and the importance of shared values, political beliefs, and civic beliefs in an increasingly diverse American society. Benchmarks: Knows examples of conflicts stemming from diversity, and understands how some conflicts have been managed and why some of them have not yet been successfully resolved; Knows why constitutional values and principles must be adhered to when managing conflicts over diversity; Knows beliefs that are common to American political culture

Civics Standard 18- Understands the role and importance of law in the American constitutional system and issues regarding the judicial protection of individual rights.
Benchmarks: Understands how the rule of law makes possible a system of ordered liberty that protects the basic rights of citizens; Knows historical and contemporary illustrations of the idea of equal protection of the laws for all persons; Understands the effects of Americans relying on the legal system to solve social, economic, and political problems rather than using other means, such as private negotiations, mediation, and participation in the political process; Knows historical and contemporary instances in which judicial protections have not been extended to all persons and instances in which judicial protections have been extended to those deprived of them in the past

Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Asks questions as a way to broaden and enrich classroom discussions; Adjusts message wording and delivery to particular audiences and for particular purposes

Cancellation Policy

The full fee will be charged to sites which cancel with less than 48 hours notice unless there is a school closing due to snow or weather emergencies.

Is video taping allowed?

No Video Taping Notes. Videotaping is NOT allowed.

Streaming Video is available for all Vanderbilt Virtual School Videoconferences.

It's not too late to stop this one Tennessee Residents!

Data for figure 3. Emergency department drug mentions for selected drug groups, total drug mentions, and total drug episodes: 1978 to 2001
Year	Cocaine	Heroin/ morphine	Marijuana/ hashish	Meth/ speed	Total drug mentions	Total drug episodes
1978	3,438	11,666	10,581	3,102	492,356	323,100
1979	5,347	11,900	11,284	3,845	511,124	329,109
1980	7,712	14,707	10,218	5,092	502,225	315,624
1981	9,750	17,112	10,644	6,469	534,828	329,923
1982	12,370	22,965	11,584	6,596	538,649	330,611
1983	15,188	25,100	10,765	6,278	510,879	314,616
1984	24,368	26,449	12,062	7,487	531,049	327,297
1985	28,827	28,877	12,651	6,135	536,135	334,503
1986	51,666	28,622	13,171	6,023	550,070	352,477
1987	91,791	32,696	22,276	7,707	664,554	396,414
1988	101,578	38,063	19,962	8,992	668,153	403,578
1989	110,013	41,656	20,703	8,722	713,392	425,904
1990	80,355	33,884	15,706	5,236	635,460	371,208
1991	101,189	35,898	16,251	4,887	674,861	393,968
1992	119,843	48,003	23,997	6,563	751,731	433,493
1993	123,423	63,232	28,873	9,926	796,762	460,910
1994	143,337	63,158	40,034	17,537	899,600	518,880
1995	135,711	69,556	45,259	15,933	900,287	513,519
1996	152,420	72,980	53,770	11,002	906,366	513,933
1997	161,083	70,712	64,720	17,154	942,382	526,818
1998	172,011	75,688	76,842	11,486	981,764	542,432
1999	168,751	82,192	87,068	10,447	1,014,243	554,767
2000	174,881	94,804	96,426	13,505	1,099,306	601,563
2001	193,034	93,064	110,512	14,923	1,165,367	638,484
Note: Totals include other drugs not specified above. More than one drug may be mentioned for each emergency department episode; therefore, the total number of drug mentions exceeds the total number of drug episodes. A drug mention refers to a substance that was recorded during a drug-related episode (an emergency department visit). Data from 1994 to 2000 were revised in the 2001 DAWN ED report; therefore, reports previous to 2001 may indicate differing numbers. Source: Drug Abuse Warning Network.

As one can clearly see from the chart above ( http://www.whitehousedrugpolicy.gov/publications/factsht/druguse/ ) cocaine use has been generally on a climb since 1978.

Graphing the above chart gives us a better idea on the use of cocaine use in the U.S. If one were to simply eyeball the following (Fig-1) graph of the above data, you would clearly come to the conclusion that cocaine use was not a factor in 1972.

Figure-1

In fact, linear regression analysis (Fig 2) shows that in 1972 it would be below zero, a case that must be thrown out since it is absurd, but it highly suggests that use of this drug on a recreational basis as is being charged was NIL in 1972.

In short there was absolutely NO REASON at all for the Air National Guard to implement expensive drug testing in 1972.

Found you!

Look at this quote from Knox:

"He did have complaints about Bush. Bush missed his physical and went off to Alabama with none of the paperwork, I remember Killian talking about that," Knox said. "But it wasn't in memo file."

http://www.freerepublic.com/focus/f-news/1216254/posts

Are we being thrown a bone here? I mean, BobKrumm registered and posted this just yesterday.

http://www.freerepublic.com/focus/f-news/1216183/posts?q=1&&page=95#95

His credentials seem to be excellent as witnessed in this post

http://www.tennessean.com/opinion/archives/04/07/55279103.shtml

You mentioned that Bob is a good friend. Do we need to take what he has given us and run with it. If so, lead the way. I’ll follow.

I have to laugh at your name. In Seneca Falls, NY, there used to be a bar called Filthy McNasty's. Any relation??? (smile)

Nope, 'fraid not. I thought it was unique, but I'm often ask if there's a connection to one thing or another.

Thanks for asking.

You could bet the farm that the next set(s) of forgeries will be done without ^superscript.

thanks. I also created a new thread about this, and have updated the table to include the other 2 forged memos. See:

http://www.freerepublic.com/focus/news/1216910/posts

or

CBS Scam

Using the technology for drug testing available in 1972-1973, anyone who wanted to pass a test for cocaine or speed simply had to abstain for 72 hours or less.

reference bump