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Opinion

Bark! the ‘Germanic language’ rings — in this bizarre UNC-CH course

Since 1997 I have written the "Course of the Month" column for Carolina Journal to highlight courses in North Carolina universities that feature "overt political content, rabid infatuation with pop culture or sexuality, [or] abject silliness." In the seven years I have been running this feature, this course has to be the most absurd course I have ever encountered.

Jon Sanders
Opinion

No. 724: Cooper Wages Environmental Imperialism Against Other States

In 2002 the North Carolina General Assembly passed the “clean smokestacks” bill. The legislation mandates dramatic reductions in emissions from coal-fired power plants run by Duke Power Co. and Progress Energy and will cost North Carolina electric customers more than $2 billion over the next eight years. In spite of the high price tag, the law was enacted with no cost-benefit analysis or serious scientific investigation of its health effects. Now that these costs are a permanent part of living and doing business in North Carolina, Attorney General Roy Cooper has decided to use a little-known aspect of the law in an attempt to impose these hardships on our neighbors. The smokestacks bill authorizes the state to “use all available resources and means,” including lawsuits, “to induce other states...to achieve reductions in emissions...comparable to those required [in NC]...”

Dr. Roy Cordato
Opinion

No. 133:Nothing Is Sacred: Barro Writes Against the Grain

Considering the vast number of economists trained in leftist universities and fed socialist soup, it’s refreshing to encounter some who found truth or who got mugged by economic reality. Robert J. Barro is one such person. Noted Harvard professor, economic consultant, and author, Barro also admits to having experienced this deep-seated university tilt.

Opinion

No. 723: California Ignites a Fire in Homeschooling

Public opinion is often difficult to measure. However, every now and then, a benchmark identifies the next shift. When the culture reaches a “tipping point,” the change begins to spread. The largesse of the education establishment prohibits little more than a snail’s pace of change from the issues surrounding teacher education programs and licensing, to curriculum, standards, textbooks, testing, expectations, accountability, funding, merit pay, privatization, choice, etc.

Lindalyn Kakadelis