Now, in one book, the medical, scientific, historical, political and financial evidence that AIDS was created in America to reduce the world's population growth rate. Names people, places, facts, institutions.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

Research indicates change is complex and difficult, and requires considerable time to achieve, sometimes years or even decades. This book presents major findings from a research study exploring the leadership needed to enact rapid change - defined as three years or less - in various school contexts, overtly including the perspectives of leaders, teachers, students, parents, community members, and district leaders. We challenge many of the assumptions in current scholarly literature about how fast, complex change can or should be wrought within educational environments; indeed, our premise is that rapid, complex change is not only possible but may be highly desirable and successful given the right leadership approach. We present a pragmatic 'rapid change' model emerging from in-depth explorations of successful leadership approaches that accelerated the change agenda in these schools. We outline the theoretical underpinnings to the model and overtly articulate the pragmatic approaches leaders found to be effective in implementing fast-paced change. We also present case studies of successful change in schools with descriptions and advice elicited from leaders and stakeholders.

A Sourcebook on Equity and Trusts in Australia presents a selection of relevant cases and instructive commentary to introduce students to the study of Australian equity and trusts law. Designed to follow the structure of the third edition of Equity and Trusts in Australia, it can also be used as a freestanding casebook. The third edition has been fully updated to discuss recent landmark decisions, including Ancient Order of Foresters in Victoria Friendly Society Ltd v Lifeplan Australia Friendly Society Ltd (2018) 265 CLR 1 and Smethurst v Commissioner of Police [2020] HCA 14. Extracts are accompanied by detailed commentary, and additional notes and discussion questions throughout each chapter enhance and test students' understanding of complex cases and issues. Written by a team of experienced authors, A Sourcebook on Equity and Trusts in Australia offers an accessible introduction to the application of equity and trusts law.

This book provides pragmatic strategies and models for student assessment and ameliorates the heightened sense of confusion that too many educators and leaders experience around the complexities associated with assessment. In particular, it offers guidance to school and district personnel charged with fair and appropriate assessment of students who represent a wide variety of abilities and cultures. Chapters focus on issues that directly impact the educational lives of teachers, students, parents, and caregivers. Importantly, the confluence of assessment practices and community expectations also are highlighted. Assessment is highly politicised in contemporary society and this book will both confirm and challenge readers' beliefs and practices. Indeed, discerning readers will understand that the chapters offer them a bridge from many established assessment paradigms to pragmatic, ethical solutions that align with current expectations for schools and districts. In Part One, readers engage with concepts and skills needed by school learning leaders to guide optimal assessment practices. Part Two delves into student assessment within and across disciplines. Part Three provides pragmatic approaches that address assessment in the context of inclusive intercultural education, pluralism, and globalisation.

In 1981 two new human disease syndromes were reported. Both involved a malfunctioning immune system. One, a variant of a disabling disease (Encephalitica Lethargica) was marked by extreme fatigue. The other invariably fatal as a consequence of the body's inability to defend itself against a protean range of opportunistic diseases.
The disabling disease, Chronic Fatigue Syndrome (CFS), and its fatal 'mirror image', Acquired Immune Deficiency Syndrome (AIDS), were met with mockery and belittlement by the medical profession and by the media. CFS was quickly labeled the 'yuppie flu' and AIDS dismissed as a 'gay plague'.
Strangely, both echoed a promise made on June 9, 1969 by the United States Department of Defense Committee of Congress: within 10 years the Pentagon could have two new bioweapons - one disabling and one fatal. CFS and AIDS Congress voted money and by 1981 CFS and AIDS began to present. Today CFS disables at least 5 out of 100 citizens of the U.S., Canada, Europe, Australia and New Zealand, while 8,000 people a day die of AIDS.
The co-factors of CFS and AIDS were discovered, developed and deployed by the United States of America
Don't believe this study and don't disbelieve it. Read the compelling trail of evidence, then decide whether AIDS is The Crime Beyond Belief.