Data Collection Methodology And Response Rates Appendix B Data Collection Methodolog: Fill & Download for Free

Table of Contents1. Introduction 32. Need Analysis 43. Action Plan and Implementation 54. Methodology 5a) Surveys 6b) Interviews 6c) Observation 65. Post Test Findings 66. Analysis and Discussion 7Action Plan 1: Examining a Child’s Interest and Focusing on their Learning Styles 7Action Plan 2: Examining a Child’s Inter Focusing on their Learning Styles 997. Conclusion 9Tabulation of Results for K2 10Graph 108. Reflections 11Recommendations 129. References 1310. Appendices 15Teachers’ Interview Sample Questions 15Children’s Observation Checklist Table Sample 16Parent’s Survey Sample 19IntroductionYoung children often struggle with crucial motor skills such as grasping pencils and utensils, moving items with their fingertips and using common tools such as scissors. In adopting these exceptional motor skills, kids develop them at different rates (Bruni, 2006). If a child has difficulty in such crucial skills, they may need extra assistance to promote facilitation of such skills. Therefore, it is essential to introduce, show, teach them and provide as many opportunities for practice during their early childhood. When a child develops these abilities, they may achieve independence at an early stage which will save parents and teachers’ time from close supervision.Children possessing the gross and motor skills are adventurous, and they always explore the environment which progresses the cognitive abilities. The distinction between fine and gross motor skills lies in the number of muscles the two movements trigger in a kid. Exceptional motor skills entail the smaller muscles such as the wrist and hand while gross motor skills involve the larger muscles groups which include the arm and leg. Self-help skills help a teacher when teaching the kindergarten students to have minimal errands in observing the students. Bruni (2006) expounds further that avoidable accidents such as spillage and toileting can be evaded if the cultivation of motor skills starts at an early age with the support from kindergarten teachers and parents. According to a literature review from Ali, Clarke, & Mclachlan, (2017), the physical activity and motor skill proficiency of young children may be a vital predictor of physically active behaviors in their later life. Ruling out interventions in early childhood education could support their academic performance including physical skills and behaviors.Owing to the immense contribution of motor skills coordination, I developed a research question on how to plan activities that improve motor skills coordination in children. My primary focus is to enhance the self-help skills through specific activities which need the involvement of the three parties; parents, teachers, and students at the kindergarten 2 level. Teachers need to modify or adapt activities and select props or equipment that is appropriate for kindergarten age. Teachers will teach the kids and make them learn skills from simple to complex tasks and break down the instruction into smaller steps. I realized the lack of exercise in particular activities led to poor motor skills coordination. Hence, the original essence for this research is to develop an action plan for children which will, in turn, improve their motor skill coordination and reduce dependency on adults. The timeline of the action plan is to be completed before 5 August 2018 and the parents meet up event day is carried out on 24 July 2018, workshop date for teachers is set at 30 July 2018.2.0 Need AnalysisDuring the initial findings that were performed through surveys, interview, and observation. The data collected indicated that parents did not have adequate knowledge on how to support their kids in developing motor skills. They do not know the importance of their role and the general development of their kids. There was a lack of standard abilities and aptitude tests which teachers attributed to their inability to determine the progress of motor skills. Evaluation of the skills was a difficult task since there was no in-between, it is either the child knew how to perform the skill or not. From observation, other children performed better than the others who were still learning. With all the above fundamental flaws, there is a need for training and awareness else it will reduce the effectiveness of motor skill intervention.3.0 Action Plan and ImplementationPlan 1: Examining a Child’s Interest and Focusing on their Learning Styles with a parent’s event.The administrative department started calling all parents two days ago before the event to remind them. The central planner is in charge of the preparation and the overall event. The family room that is centrally placed should be the one to offer a place that is comfortable, where meetings can be held. On the other hand, the conference should be started with positive information about the kid’s development and progress. The parents' event is designed specifically to equip teachers to enhance their understanding of children with motor skills developmental issues and the strategies to work effectively with parents. To understand each child’s interest, some activities will be set up to discover the child’s abilities; parents will be able to explore and get their child to engage in a wide variety of dramatical activities. The parents are expected to engage in meaningful discussion during the 7-hour event, while on the other hand making sure that they set up various activities that are required in the process. Additionally, for effective communication, the parents should come up with ways that would enable them to work with the teachers effectively.The event content covers:1. Comprehending the development issues of the motor skills and their causes.2. Understanding the challenges faced by parents with children having developmental issues when it comes to the motor skills.3. Strategies that could be used in engaging the parents effectively, for them to learn how they could support their children’s motor skills development. This may include the activities conducted at home, between the child and the parent.In the process of motor skills development and learning, it is critical to note that some kids would depend on their other children to learn effectively. It is also vital to indicate that at least every child has the primary sensory learning modality, which is quite significant in the process of learning new skills. Therefore, this means that the kids may entirely depend on the visual sense, in order to acquire information, and most importantly, to interpret the world accordingly. Other children may also do the same without necessarily learning from their colleagues. Such categories of kids are likely to make use of their feeling of sense, auditory, or the physical abilities, in order to learn most of the required things while growing.Some of the characters that build out of such a process include the personality, the learning styles, and temperance. Most of these characters are to be noticed at the point when the child is at the continuum’s extreme. Therefore, when this is the case, the teaching strategies should be adjusted accordingly, to make the children learn appropriately. Majority of the kids are also said to be having at least one specific interest, whereby some are fascinated by the trucks, certain sports, machines, and others by particular activities, which they undertook in kindergarten. Once the teacher has identified one of the interests, he/she should ensure that they incorporate the activities in such a way that would enable the kid to learn effectively. Sometimes children express and pursue their interests only at home, so it is necessary to ask parents during the event.Plan 2: Parents and Teachers Partnership with a workshopThis approach aims to provide the preschool educators to build fundamental motor skills in young children that include loco-motor, object control, and stability skills. In this 8-hour hands-on practical workshop, it offers the teachers fun activities throughout the session to integrate motor skills development and the other learning areas. Through hands-on activities, participants will get to identify strategies for successful execution of gross (fundamental) motor skills activities. Participants will plan games and activities that develop fundamental motor skills in young children.At the end of the workshop, participants will be able to:• Identify the importance of (fundamental) motor skills in young children• Ages & stages: how children develop motor skills• To plan integrated activities to help young children develop motor skills• Effectively and efficiently manage a classroom during lesson using various appropriate teaching strategies to support gross motor skills development in young children• To recognize and identify at least one movement difficulty in skill executionLed by a physical therapist, the workshop would be quite crucial as it would give the teachers a more in-depth and new perspective on the kid’s motor skills development. This can also be described as an informative and practical session, which is designed in a way that would help boost the teacher’s awareness of the various stages that are involved in the motor skills development. Through this move, the teachers would be able to analyse and address the lags in each person’s development.Through the application of an appropriate set of strategies, information, and various extension activities, it would easy on the teachers’ side to ensure that the kids’ motor skills development needs have been addressed. Teachers should also realize when to monitor and when to refer to a visit that appears more professional specifically. Additionally, the symptoms of the Motor Coordination Disorder (MCD) should be carried by the teachers. By identifying, planning and integrating the entire needs of the students, the teachers are likely to become more confident.Post FindingsTo compare the effectiveness and results before and after action plan, the same methodologies were utilized during the process for data collection:a. SurveysData collected was from the kid’s parents. This method of data collection was in writing form, and there was no contact between the researcher and parent. All parents have indicated improvement motor skills of their children at home settings in the survey. Some of the skills that their children do not know how to do, they have acquired it now. The pamphlets, leaflets, and brochures act as a resource kit for the parents. The results of the survey are better than the previous one as most parents called in to the school for the feedback that the resource kit provided tips in addressing to the child’s learning needs. They understand their role to keep monitoring their child to the next milestone and is a reasonable response of the awareness of the parents.b. InterviewsThe participants were the teachers. The results collected were the average percentage based on the primary curriculum from the two sets of 8 questions. The teachers will be asked to name the potential barriers that can prevent the child from achieving after the workshop. The feedback received that partnership with parents’ aid in the motor skills development is very successful in the workshop. The teachers can better evaluate and have a right track of the children after inflicting the skills on them are divided into three phases. The Teacher’s response to highly confident with children in nurturing motor skills based on their new knowledge and skills gained from the workshop. The results collected from the interview is better before the event.c. ObservationThis method of data collection entailed children who were observed using the standard motor skills development checklist. Additional complex activities were set up to be examined in the study after the purchase of new equipment. Teachers managed to describe the behaviors they record accurately, without subjective interpretation or labelling. When teachers have observed that several children have difficulty using scissors, they have plan activities that use small muscles, such as fishing for objects with tongs or placing pegs in a board, then move to tear paper and, finally, to use the scissors. Teachers use many techniques to record and organize their observations. The first technique, in this case, is to ensure that one keeps a pad of paper and a pencil to put down the critical sets of information in the entire interaction. Later on, the short notes would be used in making a clear and coherent notebook, which could be stored in files for future reference. Some of the teachers are also likely to spend most of their time putting down particular observations and the impressions, which they made during the sessions.If all these information is put down into a diary, it will become advantageous for future reference. Another strategy that could be used correctly by the teacher is that of rotating the cards for different students. If such cards are rotated, this will make the teachers work easier as he/she would be able to assess every student in the class. On the other hand, the teachers could try and place some checklists on the walls of the classes, which would enable them to track the choices that the kids made during the day. By setting obstacle courses outside the classes, the teacher would be able to observe the children more appropriately, while using the developmental checklists. The checklists are essential as they would help individual kids to showcase their various capacities. The photographs and the tape recorders do offer long-lasting records of the children, which would help in the tracking process of how the children are developing.Teachers' observations, assessment data, and information provided by parents can be used to understand and plan for each child now.Post Findings AnalysisAfter the implementation of the action plan, 80% of the children in the study reported significant improvement in their motor skills coordination. From the graph above, it shows how the K2 students made a tremendous improvement in their abilities as time went forward. The children began to develop motor skills such as catching a ball after it had bounced. They also exhibited the ability to run around obstacles which they were unable to perform before the study. Besides, since during observation some students did not interact fully with others since they preferred solitude, the action plan enabled them to start doing things with others such as jumping in a row. Moreover, they were able to walk in a line and tiptoes which proved the action plan was successful.The kindergarten teachers became more involved in motor skills development in coordination with their parents. A collection of drawings, arts and attempted writings done by the children have been pasted on the walls. Teachers have since started to review the works with the children after attending the workshop. Most children enjoy reviewing work and getting praise from their teachers. It builds up their confidence and may even work harder to get noticed by the teacher. The classroom is filled with photographs of children doing activity in class, and it provides a visual picture of the children. Parents can look at the diversity of their child's work when teachers share the portfolios during the parent’s meeting. Teachers increased their time to build these crucial fine and motor skills which made the children more independent than before. After successful setting of a specific way of measuring the aptitudes and the abilities of children as aforementioned in the action plan, parents and teachers could track the progress of their children without any difficulties. The teacher noticed that majority of the children could button their shirt and learning to wear shoes themselves. Parents’ feedback that they have signed up further professional training course and seek advice from non-profit organization hotline found in the pamphlets.Analysis and DiscussionWhen comparing the baseline data findings and post action findings, a similar programme and activities are used in the intervention of study. Children examined during the play and study times; the programme is showed to have slight improvement with extra activities added to the new action plan. The results from this study provide evidence that the Primary Movement programme, similar to the motor skills improvement programme had a significant effect on improving the motor skills of the children. This research provides further evidence to support the use of the programme within the Early Years curriculum (Brown, 2010). While differences after the implementation, the parent’s reported improvement in the survey after participation in motor skills development. Instead of leaving a child to undertake a specific motor skill independently, the guardian should help the child (Marcon, 1999). When we watch someone acting, our brains may simulate the performance of the action we observe (Jeannerod, 1994). With the pamphlets, leaflets, and brochures were given out to parents to teach the kids at home. The repetition of practice and assistance of parents is the key to success.According to Mahoney, Perales, Wiggers & Herman (2006), the role of parents in early childhood learning are the people with the most significant opportunities to promote children's motor learning. Parents should be active participants in their children's motor intervention. When the first observation where most children were unable to do essential activities such as climbing the ladder and peddling a tricycle, most of them can achieve now. Previously the procedure is not divided into stages as a teacher has limited knowledge. Now, the children are divided into three stages where they will be grouped in cognitive stages, associative stage and autonomous stage have a better way for evaluation. This article covers the growing evidence that motor skill learning advances through stages, in which different storage mechanisms predominate. The acquisition phase is characterized by fast (within a session) and slow learning (between sessions). Evidence for stages in motor skill learning is provided by experiments using behavioural, electrophysiological, functional imaging, and cellular/molecular methods (Luft & Buitrago, 2005). After the teacher finished attending the workshop, they had a specific way of measuring the aptitudes and the abilities of children; they were able to identify and recognize correctly that children had motor skills difficulties.Additionally, after the workshop, the teachers should be able to highlight the areas, which he/she needs to be improved. Through such an action, it would be possible to make the necessary changes that are required. Further data analysis revealed that there was no significant correlation between years of previous work experience and specific knowledge. Studies expressed their belief that they would benefit from specific ongoing education and training (Anastasiadis, Kourtessis & Zachopoulou, 2017). According to the statistics collected, it can be concluded that when teachers and guardians put their efforts together in developing motor skills in children, the results are significant. As a product of their collaboration, children will have the confidence to undertake their activities independently (Ulrich, 2013). The communication between the teachers and parents was critical in ensuring that they were conscious to allow the children to develop these self-help skills. The action plan provides a guide for parents to ensure their role in promoting motor skills. The parents commenced giving tasks such as grooming and toileting to their kids as well as giving them time to finish up.The best thing about communication between the teachers and the parents is that it would bring about an effective way of handling the children. Through this action, children are more likely to develop the motor skills more appropriately, considering that the teachers and the parents to understand them fully. It should also be noted that apart from the schools, research has that most of the kid’s activities do rely on the parents. Out of this, the parents should be able to understand their children well, even before taking them and handing them over to the teachers.Gross Motor Development ChartAge GroupMilestoneBirth- 3 monthsWhile being moved, they hold firmlyLifts their heads up only when lying on the belly4-6 monthsSits with support, rolls from belly to back, starts to crawl gradually, and tries to stand while holding the parent’s hand.7-9 MonthsStarts to pull towards a proper sitting positionAttempts to walk while holding parents hands.Takes coordinated but small steps.10- 12 monthsBegins to stand aloneBends downwards in order to pick thingsStarts to walk alonePushes small obstacles out of their way.13-15 monthsMoves around even the large obstacles22-24 monthsBegins to squatTabulation of Results before and after for K2GraphEthical ConsiderationsThe parents have informed the objectives of the research which was to develop an action plan that promotes motor skills coordination in children. In addition to the objectives, the guardians were briefed on the expected duration of the study which could enable them to incorporate a specific time in the study. Bunker (1991) mentions that procedures in the study should be clearly outlined before the actual process. As the survey entailed data collection from their opinions, consent was first sought before any assessment. They were allowed the right to withhold or withdraw their opinions from the research in case they felt any uneasiness.Their parents legally approved the observations which involved children since they were below the legal age. All the participants in the study were given full anonymity, and the information collected away from the central point of discussion was to remain confidential (Grissmer et al., 2010). Moreover, the views offered by the parents were respected and not biased by the researcher’s perception. All the parents were handled in a fair and justified manner as well as the researcher collected their information truthfully with no alterations. Additionally, the participants were told how the study would benefit other people in the community.7. ConclusionConclusively, most of the kids who possess the gross and motor skills are said to be quite adventurous, and should, therefore, be given the opportunity to explore the environment. It is vital to state that by virtue of these children being given the opportunity to explore the environment, they would be able to acquire more skills, compared to those who are not offered the same opportunities. Teachers and parents have the responsibility of ensuring that the kids’ motor skills have developed exclusively. Self-help skills help a teacher when teaching the kindergarten students to have minimal errands in observing the students. It should also be noted that most of these strategies should be laid down when the child is at his/her tender age, with the maximum age being 2.ReflectionReflecting on this action research, I was able to investigate how motor skills coordination could be enhanced in kindergarten two children. The time needed to carry the research is a big challenge while struggling with work and family. Eventually, I managed to overcome by setting up a schedule with at least 2 hours every day to do the assignment. The actions of setting up the schedule were quite significant since it would bring about a better way of training the children.On the other hand, if proper research is carried out, it would be easier to come up with better techniques that would be used in ensuring the learning process is smooth. Through this action, it was possible to drive towards the goals that have been set. Learning the best approach when it comes to the motor skills development was quite advantageous as I believe that this would enable one to train the children adequately. On the other hand, the entire set of notes that were taken during the interaction were quite useful. If every step is taken as it had been indicated in the conference, it would be able to achieve the goals of training the children more appropriately. Additionally, I realized that since most of the children had different capacities, which they could operate under, it was vital for every teacher to focus on this before embarking on the training sessions.LimitationsAs the research is not based on the longitudinal study, the cross-sectional study cannot help to determine the cause and effect. The study used in the sample size is small, so we cannot use the same results to represent for a larger population. Thus it increases the risk of sampling error. The findings used is based on self-report data so, not all the information provided is 100% accurate. Some parents might even think that giving the correct information will admit their child is having problems. Another challenge emanated from the difficulty when it came to parents-teachers cooperating. Since a majority of parents would give excuses for how busy they were, it, therefore, became a difficult task trying to make the processes go through. Some of the parents did not trust that the process would enable their kids to achieve the motor skills significantly, therefore making the process quite tedious. Lastly, the biggest challenge came as a result of the young age of the children. Most of them could not comprehend what was being carried out at the time, therefore making the entire process to be challenging.Recommendations and ImprovementMy recommendations based on the research is that teachers should identify these K2 children’s needs in every academic year. The teachers should utilize observable prompts to facilitate better listening and sitting abilities as well as set specific activities to be carried out both at home and in schools. The teacher could also ensure those who are strong in one skill to partner with the ones who are weak in those skills which will reinforce their ability to learn the new skill. Besides, there should be close monitoring of the children’s activities and their progress. The exceptional motor skills which seem a little challenging to undertake should also be developed along with the gross motor skills. Hence, I would like to suggest action research which is explicitly based on exceptional motor skills to enable the children to attain full motor skills coordination. Half yearly home visits are also recommended because they give teachers some insight into family and culture.8.ReferencesAli, A., Pigou, D., Clarke, L., & Mclachlan, C. (2017). Literature Review on Motor Skill and Physical Activity in Preschool Children in New Zealand. Advances in Physical Education, 07(01).Anastasiadis, M., Kourtessis, T., & Zachopoulou, E., (2017). Educator’s ability to identify students with coordination disorders: A review of literature. Arab Journal of Nutrition and Exercise (AJNE), 2(3), 139.Barnett, L., Van Beurden, E., Morgan, P., Brooks, L., & Beard, J. (2008). Does childhood motor skill proficiency predict adolescent fitness?. Medicine+ Science in Sports+ Exercise, 40(12), 2137.Bruni, M. (2006). Fine Motor Skills for Children with Down syndrome: A Guide for Parents and Professionals (Topics in Down syndrome). Woodbine House.Bunker, L. K. (1991). The role of play and motor skill development in building children's self-confidence and self-esteem. The Elementary School Journal, 91(5), 467-471.Clark, J. E. (2007). On the problem of motor skill development. Journal of Physical Education, Recreation & Dance, 78(5), 39-44.Gabbard, C. P. (2016). Lifelong motor development. Lippincott Williams & Wilkins.Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: two new school readiness indicators. Developmental psychology, 46(5), 1008.Luft, A. R., & Buitrago, M. M. (2005). Stages of Motor Skill Learning. Molecular Neurobiology, 32(3), 205-216.Marcon, R. A. (1999). Positive relationships between parent school involvement and public school inner-city preschoolers' development and academic performance. School psychology review, 28(3), 395.Mahoney, G., Perales, F., Wiggers, B., & Herman, B. B. (2006). Responsive Teaching: Early intervention for children with Down syndrome and other disabilities. Down Syndrome Research and Practice, 11(1), 18-28.Russell, D. J., Rosenbaum, P., Wright, M., & Avery, L. M. (2002). Gross motor function measure (GMFM-66 & GMFM-88) user's manual (Vol. 159). London: Mac Keith Press.Ulrich, D. A. (2013). The test of gross motor development-3 (TGMD-3): Administration, scoring, and international norms. Spor Bilimleri Dergisi, 24(2), 27-33.Appendix 1PARENTS SURVEY SAMPLEDear Parents,The use of the survey is to collect data from the parents will be crucial in ensuring that statistical data is collected about the motor skills development of their children. Thank You for your participation and support!Survey Questions1. What of the parents/guardians below are you?Single ParentFather Male GuardianMother Female Guardian2.Do you have good knowledge of the specific roles after the participation with the school on handling with regards to your child motor skills development?Yes or No3. Do you think your help has assisted your child for the improvement, which positively assists them to advance their motor skills?Highly HelpfulHelpfulDoes not offer any help4. Did you noticed any improvement areas about the development of your child's motor skills at home? Yes or No5. How confident are you to bring your child to the next milestone in supporting their motor skills development process?Highly ConfidentModerately confidentConfidentLowly Confident6. Do you view your roles in the child development of the motor skills as important after the workshop? Yes or No7. Do you keep a record of your child’s performance after each activities performed at home to keep track of their motor skills development?Yes or No8. Does the pamphlets, leaflets, and brochures help you understand and assist to train your child at home?Yes or NoTeachers’ Interview Sample Questions1. How engaged are you in K2 class motor skills activities after the training?Highly EngagedModerately EngagedEngagedNot Engaged2.Are you able to name the potential barriers that can prevent the child from achieving their potential after the training?________________________________________________________________________________________________________________________________________3.How confident are you to help the child reach to their full potential during the class?Highly ConfidentModerately confidentConfidentLowly Confident4. How does the partnership with parents aid in the child motor’s skills development.________________________________________________________________________________________________________________________________________4.Does the center new curriculums, social climate, and the organizational structure with additional new equipment match the needs of the child? Yes or No5.What specific improvements have you seen the children develop which have shaped their motor skills development?________________________________________________________________________________________________________________________________________6. Do you have a good track of the motor skills development of the children after inflicting the skills to them are divided into three phases? Yes or No7. Do you understand the new specific ways of measuring the abilities and the aptitudes of the children to guide adapted education? Yes or No8. How do you use the knowledge and skills gained from the workshop to stimulate the child to learn and to work hard?____________________________________________________________________________________________________________________________________________________________________________________________________________PamphletsDual Colored Laces Can Help Your Child Learn How To Tie Shoelaces!·Parents can try Bean bag games and activities at home with kids to develop gross motor skills.·Beanbags is easier to handle than a ball as they don’t roll away, It is less frustrating for the child with poor coordination skills.StepsGet your child to balance a bean bag on the head while walking along a balance beam, a length of rope, or along a line marked out on the ground.Increase the challenge by asking your child to keep the bean bag on their heads while:doing a heel-toe walkwalking around obstacleslowering the body to touch an object on the ground!Put a pile of beanbags at one side of the yard and a bucket at the other, and have your child hop, run, jump, crawl or skip to take the bean bag to the bucket – your child can either hold the beanbag, balance it on the head, or balance it on an outstretched arm or even a spoon!

In Arizona our Supreme Court did a year long study and issued a report with recommendations that was sent to our legislature. A very reasonable report by serious, professional, credentialed people making recommendations that would make a significant impact in the system. Here is the executive summary so you can see it’s not frivolous in any way. Unfortunately it had no success in 2017. They will try again in 2018 but it’s a hard battle in our legislature.How long will it take? If we do not change our elected officials, it will take a long time. If there is no vested interest in reducing prison occupancy, it will take a long time. As Americans it is up to us to decide.TASK FORCE ON FAIR JUSTICE FOR ALL:Court-Ordered Fines, Fees, and Pretrial Release PoliciesChair – Mr. Dave Byers, Administrative Director, AOC Vice-Chair – Mr. Tom O’Connell, Pretrial Manager, AOCMr. Kent Batty, Court Administrator, Superior Court in Pima CountyHonorable Michael Robert Bluff, Associate Presiding Judge Superior Court in Yavapai CountyHonorable Maria Elena Cruz, Presiding Judge, Superior Court, Yuma CountyMr. Bob James, Deputy Court Administrator Superior Court, Maricopa CountyMs. Rebecca Steele, Deputy Director, Maricopa County Clerk of CourtHonorable Lisa Roberts , Commissioner, Superior Court in Maricopa CountyHonorable Dorothy Little, President, Arizona Justice of the Peace Association,Payson Magistrate CourtMEMBERSHonorable Antonio Riojas, Presiding Magistrate Tucson City CourtHonorable Thomas Robinson, Tempe Municipal CourtHonorable Don Taylor, Chief Presiding Judge Phoenix Municipal CourtMr. Doug Kooi, Court Administrator, Pima County Consolidated Justice CourtMr. Jeffrey Fine, Court Administrator, Maricopa County Justice CourtsMr. Michael Kurtenbach, Assistant Chief Community Services Division,City of Phoenix Police DepartmentMs. India Davis, Corrections Chief, Pima County Sheriff’s DepartmentMs. Mary Ellen Sheppard, Assistant County Manager Maricopa CountyiiiMr. Ryan Glover, Prosecutor, Glendale City Prosecutor’s OfficeMr. Paul Julien, Judicial Education Officer Education Services Division, AOC Judge Pro TemMs. Kathy Waters, Director, Adult Probation Services, AOC Liaison to Pretrial Advisory CommitteeMr. Jeremy Mussman, Deputy Director, Maricopa County Public Defender’s OfficeMr. Tony Penn, Arizona Judicial Council Public Member RepresentativePresident and CEO, United Way of Tucson and Southern ArizonaHonorable John Hudson, Presiding Judge, Gilbert Municipal CourtMr. Leonardo Ruiz, Deputy County Attorney Maricopa County Attorney’s OfficeMs. Dianne Post, Attorney, Arizona State NAACPMs. Alessandra Soler , Executive Director of the Arizona ACLUAOC Staff:Ms. Theresa Barrett, Court Programs Unit, Manager Court Services DivisionMs. Kathy Sekardi, Senior Court Policy Analyst Court Services DivisionMr. Patrick Scott, Senior Court Policy Analyst Court Services DivisionMs. Kay Radwanski, Senior Court Policy Analyst Court Services DivisionMs. Susan Pickard, Court Specialist, Court Services DivisionMs. Sabrina Nash, Administrative Assistant Court Services DivisionMs. Susan Hunt, Executive Assistant Executive OfficeivJustice for AllReport and Recommendations of the Task Force on Fair Justice for All: Court-Ordered Fines, Penalties, Fees, and Pretrial Release PoliciesExecutive SummaryTASK FORCE PURPOSEOn March 3, 2016, Chief Justice Scott Bales issued Administrative Order No. 2016-16, which established the Task Force on Fair Justice for All: Court-Ordered Fines, Penalties, Fees, and Pretrial Release Policies. The administrative order outlined the purpose of the task force as to study and make recommendations as follows:a) Recommend statutory changes, if needed, court rules, written policies, and processes and procedures for setting, collecting, and reducing or waiving court- imposed payments.b) Recommend options for people who cannot pay the full amount of a sanction at the time of sentencing to make reasonable time payments or perform community service in lieu of some or all of the fine or sanction.c) Recommend best practices for making release decisions that protect the public but do not keep people in jail solely for the inability to pay bail.d) Review the practice of suspending driver’s licenses1 and consider alternatives to license suspension.1 Throughout this report, the terminology for a driver’s license is used to reflect driving privileges or a driver license as defined in the Arizona Revised Statutes.This report describes the work and recommendations of the members of the Task Force on Fair Justice for All and does not necessarily reflect the views or opinions of the members of the Arizona Supreme Court.1Justice for Alle) Recommend educational programs for judicial officers, including pro tem judges and court staff who are part of the pretrial decision-making process.f) Identify technological solutions and other best practices that provide defendant notifications of court dates and other court-ordered deadlines using mobile applications to reduce the number of defendants who fail to appear for court and to encourage people who receive citations to come to court.The Chief Justice asked the task force to file a report and make recommendations to the Arizona Judicial Council (AJC) by October 31, 2016. The report that follows consists of 53 recommendations, plus additional educational and training recommendations for the AJC’s review and consideration.TASK FORCE ABBREVIATED RECOMMENDATIONSThe annotated recommendations are set forth in more detail in the body of the report. Below is an abbreviated list with links to the full recommendations.Authorize judges to mitigate mandatory minimum fines, fees, surcharges, and penalties if the amount otherwise imposes an unfair economic hardship.Use automated tools to determine a defendant’s ability to pay.Create a Simplified Payment Ability Form when evaluating a defendant’s ability to pay.Use means-tested assistance program qualification as evidence of a defendant’s limited ability to pay.Seek legislation to reclassify certain criminal charges to civil violations for first-time offenses.Implement the Phoenix Municipal Court’s Compliance Assistance Program statewide.Conduct a pilot program that combines the Phoenix Municipal Court’s Compliance Assistance Program with a fine reduction program and reinstatement of defendants’ drivers’ licenses.Test techniques to make it easier for defendants to make time payments on court- imposed financial sanctions.Seek legislation that would grant courts discretion to close cases and write off fines and fees for traffic and misdemeanor after a 20-year period if reasonable collection efforts have not been effective.2Justice for AllAllow probationers to receive earned time credit without consideration of financial assessments, other than restitution to victims.Eliminate or reduce the imposition of the 10 percent annual interest rate on any Criminal Restitution Order.Modify court website information, bond cards, reminder letters, FARE (Fines/Fees and Restitution Enforcement) letters, and instructions for online citation payment to explain that if the defendant intends to plead guilty or responsible but cannot afford to pay the full amount of the court sanctions at the time of the hearing, the defendant may request a time payment plan.Authorize judges to impose a direct sentence that may include community restitution (service) and education and treatment programs as available sentencing options for misdemeanor offenses.Expand community restitution (service) to be applied to surcharges, as well as fines and fees, and expand this option to sentences imposed by superior courts.Implement English and Spanish Interactive Voice Response (IVR), email, or a text messaging system to remind defendants of court dates, missed payments, and other actions to reduce failures to appear.Modify forms to collect cell phone numbers, secondary phone numbers, and email addresses.Train staff to verify and update contact information for defendants at every opportunity.Provide information to law enforcement agencies regarding the importance of gathering current contact information on the citation form.After a defendant fails to appear, notify the defendant that a warrant will be issued unless the defendant comes to court within five days.For courts operating pretrial service programs, allow pretrial services five days to re-engage defendants who have missed scheduled court dates and delay the issuance of a failure to appear warrant for those defendants who appear on the rescheduled dates.Authorize the court to quash a warrant for failure to appear and reschedule a new court date for a defendant who voluntarily appears in court after a warrant has been issued.3Justice for AllConsider increasing access to the court (e.g., offering hours at night, on weekends, or extending regular hours, taking the court to people in remote areas, and allowing remote video and telephonic appearances).Develop and pilot a system that communicates in English and Spanish (such as video avatars) to provide explanations of options available to defendants who receive tickets or citations.24. Clarify on court informational websites and bond cards that defendants may come to court before the designated court date to resolve a civil traffic case and explain how to reschedule the hearing for those defendants who cannot appear on the scheduled dates.25. Implement the ability to email proof of compliance with a law—such as proof of insurance—to the court to avoid having to appear in person.26. Suspend a driver’s license as a last resort, not a first step.Make a first offense of driving on a suspended license a civil violation rather than a criminal offense.Provide courts with the ability to collect and use updated contact information, such as a database service, before issuing a warrant or a reminder in aging cases.Authorize courts to impose restrictions on driving—such as “to and from work only”—as an alternative to suspending a driver’s license altogether.Prior to or in lieu of issuing a warrant to bring a person to court for failure to pay, courts should employ proactive practices that promote voluntary compliance and appearance.Support renewing efforts to encourage the Conference of Chief Justices and the Conference of State Court Administrators to approach Congress about extending the federal tax intercept program to include intercepting federal tax refunds to pay victim restitution awards, with an exception for those who are eligible for the earned income tax credit.Promote the use of restitution courts, status conferences, and probation review hearings that ensure due process and consider the wishes of the victim. Provide judicial training on the appropriate use of Orders to Show Cause in lieu of warrants and appointment of counsel at hearings involving a defendant’s loss of liberty.Coordinate where possible with the local regional behavioral health authority to assist the court or pretrial services in identifying defendants who have previously been diagnosed as mentally ill.4Justice for AllRevise mental health competency statutes for expediting mental competency proceedings for misdemeanor cases.Bring together criminal justice and mental health stakeholders in larger jurisdictions to adopt protocols for addressing people with mental health issues who have been brought to court.Consider the use of specialty courts and other available resources to address a defendant’s treatment and service needs, as well as risk to the community, when processing cases involving persons with mental health needs or other specialized groups.Modify Form 6–Release Order and Form 7–Appearance Bond to simplify language and clarify defendants’ rights in an easy-to-understand format.Eliminate the use of non-traffic criminal bond schedules.Amend Rule 7.4, Rules of Criminal Procedure, to require the appointment of counsel if a person remains in jail after the initial appearance.Clarify by rule that small bonds ($5-100) are not required to ensure that the defendant gets credit for time served when defendant is also being held in another case.Authorize the court to temporarily release a “hold” from a limited jurisdiction court and order placement directly into a substance abuse treatment program upon recommendation of the probation department.Expedite the bond process to facilitate timely release to treatment programs.43. Request amendment of A.R.S. § 13-3961(D) and (E) (Offenses not bailable; purpose; preconviction; exceptions) to authorize the court, on its own motion, to set a hearing to determine whether a defendant should be held without bail.Encourage the presence of court-appointed counsel and prosecutors at initial appearance hearings to assist the court in determining appropriate release conditions and to resolve misdemeanor cases.Request the legislature to refer to the people an amendment to the Arizona Constitution to expand preventive detention to allow courts to detain defendants when the court determines that the release will not reasonably assure the appearance of the person as required, in addition to when the defendant’s release will not reasonably assure the safety of other persons or the community.Eliminate the requirement for cash surety to the greatest extent possible and instead impose reasonable conditions based on the individual’s risk.5Justice for All47. Eliminate the use of a cash bond to secure a defendant’s appearance.48. Expand the use of the public safety risk assessment to limited jurisdiction courts.49. Encourage collaboration between limited jurisdiction courts and pretrial service agencies in superior courts in preparing or providing pretrial risk assessments for limited jurisdiction cases.Establish information sharing between a superior court that has conducted a pretrial risk assessment and a limited jurisdiction court when the defendant is arrested for charges in multiple courts and a release decision must be made in multiple jurisdictions.Request the Arnold Foundation to conduct research on the impact of immigration status on the likelihood of not returning to court if released to ascertain whether it is good public policy to hold these defendants on cash bond.Encourage the Arnold Foundation to conduct periodic reviews to revalidate the Public Safety Assessment [PSA] tool as to its effect on minority populations.53. Provide data to judicial officers to show the effectiveness of the risk assessment tool in actual operation.Develop an educational plan and conduct mandatory training for all judicial officers.Create multi-layer training (court personnel and judicial staff) to include a practical operational curriculum.Develop online training modules for future judicial officers.Host a one-day kick-off summit inviting all stakeholders (law enforcement, prosecutors, county attorneys, public defenders, city council and county board members, the League of Towns and Cities, criminal justice commissions, legislature, and presiding judges) to educate and inform about recommendations of the task force and provide direction for leadership to initiate the shift to a risk-based system rather than a cash-based release system.Train judicial officers on the risk principle and the methodology behind the risk assessment tool.Educate judges about the continuum of sentencing options.Educate judges about available community restitution (service) programs and the types of services each offers so that courts may order services that “fit the crime.”Launch a public education campaign to support the adopted recommendations of the task force.6Justice for AllProvide a comprehensive and targeted educational program for all stakeholders (funding authorities, legislators, criminal justice agencies, media, and members of the public) that addresses the shift to a risk-based system rather than a cash-based release system.Request that the Chief Justice issue an administrative order directing the education of all full- and part-time judicial officers about alternatives to financial release conditions. Training and educational components should: Inform judges that cash bonds are not favored. Judges should consider the least onerous terms of release of pretrial detainees that will ensure public safety and the defendant’s return to court for hearings. Train limited jurisdiction court judges to more aggressively allow payment of fines through community service, as permitted by A.R.S. § 13-810.Provide focused judicial education on A.R.S. § 11-584(D) and Arizona Rules of Criminal Procedure 6.7(D) about how to determine the amount and method of payment, specifically taking into account the financial resources and the nature of the burden that the payment will impose on the defendant and making specific findings on the record about the defendant’s ability to pay.Update bench books and other judicial aides to be consistent with court-adopted recommendations.INNOVATIONS ALREADY UNDER WAYArizona courts have a history of innovation. As pretrial release issues have arisen, local courts have already begun experimenting with initiatives that support fair justice to all in Arizona. Following are a few projects that highlight promising practices that can be considered for expansion to other jurisdictions.2Compliance Assistance ProgramThe Phoenix Municipal Court has recently implemented a Compliance Assistance Program (CAP) that notifies defendants who have had their driver’s licenses suspended that they can come in to court, arrange a new and affordable time2 See Appendix B for detailed project descriptions of Innovations Already Under Way.7Justice for Allpayment program, and make a down payment on their outstanding fine. More than 5,000 people have taken advantage of the program in the first six months.Interactive Voice Response SystemThe Pima County Consolidated Justice Courts and the Glendale and Mesa Municipal courts have each implemented an Interactive Voice Response (IVR) system to notify defendants of upcoming court dates, missed payments, or the issuance of warrants. Each jurisdiction has experienced a reduction in the number of people failing to appear—up to 24 percent.3Limited Jurisdiction Mental Competency Proceedings PilotA pilot project coordinated through the Superior Court in Maricopa County authorized Mesa and Glendale municipal courts to conduct Rule 11 mental health competency proceedings originating in their courts on behalf of the Superior Court in Maricopa County. The program has reduced the time to process these matters from six months to 60 days.Justice Court Video Appearance CenterThe Maricopa County Justice Court Video Appearance Center represents the first phase of an initiative to significantly reduce the amount of time defendants are held in custody on misdemeanor charges pending appearance in the justice courts.Pima County – MacArthur Safety & Justice ChallengeIn May 2015, Pima County was selected as one of 11 jurisdictions awarded $150,000 from the John D. and Catherine T. MacArthur Foundation for Phase I of an initiative to reduce over-incarceration by changing how America thinks about and uses jails. The initiative is a competition to help jurisdictions create fairer, more effective local justice systems through bold innovation. Pima County was later awarded an additional $1.5 million to move forward with Phase 2, which involves creating an implementation plan for broad system change.

This answer may contain sensitive images. Click on an image to unblur it.No, it's probably the largest certified fake news in human history.By communism I allow myself to understand Marxism Leninism.Marxism-Leninism is the practical application of Marxism to the modern world. It’s the adaptation of Marxism by the writings and theories of Vladimir Lenin. It’s a universally applicable ideology and is by far the most widespread and historically significant version of Marxism. It involves:VanguardismOne-party stateCritique of ImperialismDemocratic CentralismAbolition of private propertyDictatorship of the proletariatBut where does this meaningless number come from?From the black book of communism, which attributes these deaths to communism:65 million” in the People's Republic of China“20 million” in the Soviet Union“2 million” in Cambodia“2 million” in North Korea“1.7 million” in Ethiopia“1.5 million” in Afghanistan“1 million” in the Eastern Bloc“1 million” in Vietnam“150,000” in Latin America“10,000 deaths "resulting from actions of the international Communist movement and Communist parties not in power"What's the problem?The problem is that the book, in addition to contradicting itself, also considers deaths in the war.The author had this huge obsession with reaching 100 million, so after shooting completely random numbers, he added 5 million deaths to reach 100 million.Moreover, the Black Book of Communism is considered by many historical propaganda.Whereas chapters of the book, where it describes the events in separate Communist states, were highly praised, some generalizations made by Courtois in the introduction to the book became a subject of criticism both on scholarly and political grounds. Moreover, two of the book's main contributors—Nicolas Werth and Jean-Louis Margolin—as well as Karel Bartosek publicly disassociated themselves from Courtois' statements in the introduction and criticized his editorial conduct. Werth and Margolin felt Courtois was "obsessed" with arriving at a total of 100 million killed which resulted in "sloppy and biased scholarship"and faulted him for exaggerating death tolls in specific countries. They also argued that based on the results of their studies, one can tentatively estimate the total number of the victims at between 65 and 93 million. In particular, Margolin, who authored the Black Book's chapter on Vietnam, clarified "that he has never mentioned a million deaths in Vietnam.” Historians Jean-Jacques Becker and J. Arch Getty have criticized Courtois for failing to draw a distinction between victims of neglect and famine and victims of "intentional murder". Economic historian Michael Ellman has argued that the book's estimate of "at least 500,000" deaths during the Soviet famine of 1946–1947 "is formulated in an extremely conservative way, since the actual number of victims was much larger", with 1,000,000–1,500,000 excess deaths. Regarding these questions, historian Alexander Dallin has argued that moral, legal, or political judgments hardly depend on the number of victims. Many observers have rejected Courtois's numerical and moral comparison of Communism to Nazism in the introduction. According to Werth, there was still a qualitative difference between Nazism and Communism, saying: "Death camps did not exist in the Soviet Union". He further told Le Monde: "The more you compare Communism and Nazism, the more the differences are obvious". In a critical review, historian Amir Weiner wrote: "When Stalin's successors opened the gates of the Gulag, they allowed 3 million inmates to return home. When the Allies liberated the Nazi death camps, they found thousands of human skeletons barely alive awaiting what they knew to be inevitable execution". Historian Ronald Suny remarked that Courtois' comparison of 100 million victims of Communism to 25 million victims of Nazism "[leaves out] out most of the 40-60,000,000 lives lost in the Second World War, for which arguably Hitler and not Stalin was principally responsible". A report by the Wiesel Commission criticized the comparison of Gulag victims with Jewish Holocaust victims as an attempt to trivialize the Holocaust. Historian Peter Kenez criticized the chapter written by Nicolas Werth: "Werth can also be an extremely careless historian. He gives the number of Bolsheviks in October 1917 as 2,000, which is a ridiculous underestimate. He quotes from a letter of Lenin to Alexander Shliapnikov and gives the date as 17 October 1917; the letter could hardly have originated at that time, since in it Lenin talks about the need to defeat the Tsarist government, and turn the war into a civil conflict. He gives credit to the Austro-Hungarian rather than the German army for the conquest of Poland in 1915. He describes the Provisional Government as 'elected'. He incorrectly writes that the peasant rebels during the civil war did more harm to the Reds than to the Whites, and so on". Historian Mark Tauger challenged the authors' thesis that the famine of 1933 was largely artificial and genocidal. According to journalist Gilles Perrault, the books ignores the effect of international factors, including military interventions, on the communist experience. Social critic Noam Chomsky has criticized the book and its reception as one-sided by outlining economist Amartya Sen's research on hunger. While India's democratic institutions prevented famines, its excess of mortality over China—potentially attributable to the latter's more equal distribution of medical and other resources—was nonetheless close to 4 million per year for non-famine years. Chomsky argued that "supposing we now apply the methodology of the Black Book" to India, "the democratic capitalist 'experiment' has caused more deaths than in the entire history of [...] Communism everywhere since 1917: over 100 million deaths by 1979, and tens of millions more since, in India alone". Le Siècle des Communismes, a collective work of twenty academics, was a response to both François Furet's Le passé d'une Illusion and Courtois's The Black Book of Communism. It broke Communism down into series of discrete movements, with mixed positive and negative results. The Black Book of Communism prompted the publication of several other "black books" which argued that similar chronicles of violence and death tolls can be constructed from an examination of colonialism and capitalismDebunking: “Communism killed more people than naziism!”USSRStalin was hit hard by anti-communist propaganda, especially by Robert Conquest, a British "historian" who was paid by the British Information Research Department (IRD) to create false propaganda.Robert Conquest dies – but his lies live on!But how many people really killed Stalin?About 1 million.death toll 2.pdfIt seems like a lot if we don't consider the fact that most of these people weren't innocent.HolodomorThe Holodomor was not caused by Stalin, that is a lie created by Joseph Goebbels, Third Reich propaganda minister.“It is a matter of some significance that Cardinal Innitzer’s allegations of famine-genocide were widely promoted throughout the 1930s, not only by Hitler’s chief propagandist Goebbels, but also by American Fascists as well.It will be recalled that Hearst kicked off his famine campaign with a radio broadcast based mainly on material from Cardinal Innitzer’s “aid committee.” In Organized Anti-Semitism in America, the 1941 book exposing Nazi groups and activities in the pre-war United States, Donald Strong notes that American fascist leader Father Coughlin used Nazi propaganda material extensively. This included Nazi charges of “atrocities by Jew Communists” and verbatim portions of a Goebbels speech referring to Innitzer’s “appeal of July 1934, that millions of people were dying of hunger throughout the Soviet Union.”-Tottle, Douglas -Fraud, Famine, and Fascism. Toronto: Progress Books,1987, p. 49-51Stop Spreading Nazi Propaganda: on HolodomorHolodomor was caused by the Kulakis, the climate, the Golden Blockade (western economic block) and various diseases.“During the 1932 harvest season Soviet agriculture experienced a crisis. Natural disasters, especially plant diseases spread and intensified by wet weather in mid-1932, drastically reduced crop yields. OGPU reports, anecdotal as they are, indicate widespread peasant opposition to the kolkhoz system.These documents contain numerous reports of kolkhozniki, faced with starvation, mismanagement and abuse by kolkhoz officials and others, and desperate conditions: dying horses, idle tractors, infested crops, and incitement by itinerant people. Peasants’ responses varied: some applied to withdraw from their farms, some left for paid work outside, some worked sloppily, intentionally leaving grain on the fields while harvesting to glean later for themselves.”-Tauger, Mark. “Soviet Peasants and Collectivization, 1930-39: Resistance and Adaptation.” In Rural Adaptation in Russia by Stephen Wegren, Routledge, New York, NY, 2005, Chapter 3, p. 81.Stalin needed to industrialize the USSR as fast as possible to be ready for a potential war, but had to import the necessary materials from the west. (WWII) The west imposed a "golden blockade" on the USSR, whereby the Western powers refused to accept gold as payment for industrial equipment they delivered to Russia. They demanded that the Soviet government pay for the equipment in timber, oil and grain. These sanctions were not removed the following years, and was a major reason as to the extremity of the Famine. The leadership of the USSR was forced to play by the wests rules.In April 17, 1933, the British government declared an embargo on up to 80% of USSR’s exports.During this time, the Great Depression began. In the US ,in response to the overproduction of grain, in particular, the government destroyed grain in large quantities, and immediately took grain from the USSR in payment for its machines instead of gold, oil and other much more necessary raw materials. Roosevelt, continued the policy of destroying agricultural products and reducing crop areas in order to raise prices to lower the severity of the depression:“Probably most deaths in 1933 were due to epidemics of typhus, typhoid fever, and dysentery. Waterborne diseases were frequent in Makeyevka; I narrowly survived an attack of typhus fever. “- Blumenfeld, Hans. Life Begins at 65. Montreal, Canada: Harvest House, c1987, p. 153“Their (kulak) opposition took the initial form of slaughtering their cattle and horses in preference to having them collectivized. The result was a grievous blow to Soviet agriculture, for most of the cattle and horses were owned by the kulaks. Between 1928 and 1933 the number of horses in the USSR declined from almost 30,000,000 to less than 15,000,000; of horned cattle from 70,000,000 (including 31,000,0000 cows) to 38,000,000 (including 20,000,000 cows); of sheep and goats from 147,000,000 to 50,000,000; and of hogs from 20,000,000 to 12,000,000.Soviet rural economy had not recovered from this staggering loss by 1941. […] Some [kulaks] murdered officials, set the torch to the property of the collectives, and even burned their own crops and seed grain. More refused to sow or reap, perhaps on the assumption that the authorities would make concessions and would in any case feed them.”- Russia Since 1917, Four Decades Of Soviet Politics by Frederick L. SchumanHere you can see Russian peasants who find wheat stolen from kulaki.But who were the Kulakis?The Kulaki were a peasant class born in 1906 due to the agrarian reform of Petr Stolypin.A horrendous reform, which did nothing but increase the gap between rich and poor.The Kulaks rebelled against collectivization with violence, the same collectivization that brought Russia out of thisto this.AMERICAN AND SOVIET CITIZENS EAT ABOUT THE SAME AMOUNT OF FOOD EACH DAY BUTFor more information, I recommend reading the books of Mark B Tauger, a historian specializing in famine.https://newcoldwar.org/wp-conten...https://www.newcoldwar.org/wp-co...The Great Famine-Genocide in Soviet Ukraine (Holodomor)I would also recommend Dougles Tottle's book Fraud, Famine, and Fascism which also exposes the origins of the famine-genocide myth that is now propogated by many Nazis.Stalin, due to the Western economic blockade, had to remove Ukraine from large amounts to help the worst affected territories.Agricultural Adjustment Act - WikipediaHowever Stalin helped Ukraine.№ 144. Decree of Politburo of the CC VCP(b) [Central Committee of the All‐Russian Communist Party] concerning foodstuff aid to the Ukrainian S.S.R. of June 16, 1932:a) To release to the Ukraine 2,000 tons of oats for food needs from the unused seed reserves;b) to release to the Ukraine ∼3,600,000 ℔ of corn for food of that released for sowing for the Odessa oblast' but not used for that purpose;c) to release ∼2,520,000 ℔ of grain for collective farms in the sugar‐beet regions of the Ukrainian S.S.R. for food needs;d) to release ∼8,280,000 ℔ of grain for collective farms in the sugar‐beet regions of the Ukrainian S.S.R. for food needs;e) to require comrade Chubar' to personally verify the fulfilling of the released grain for the sugar‐beet Soviet and collective farms, that it be used strictly for this purpose;f) to release ∼900,000 ℔ of grain for the sugar‐beet Soviet farms of the Central Black Earth Region for food needs in connection with the gathering of the harvest, first requiring comrade Vareikis to personally verify that the grain released is used for the assigned purpose;g) by the present decision to consider the question of food aid to sugar‐beet producing Soviet and collective farms closed.-Голод в СССР: 1929-июль 1932Голод в СССР: 1929-июль 1932“The Political Bureau believes that shortage of seed grain in Ukraine is many times worse than what was described in comrade Kosior’s telegram; therefore, the Political Bureau recommends the Central Committee of the Communist party of Ukraine to take all measures within its reach to prevent the threat of failing to sow [field crops] in Ukraine.”-Joseph Stalin - From the Archive of the President of the Russian Federation. Fond 3, Record Series 40, File 80, Page 58.“In view of the importance of grain stocks to understanding the famine, we have searched Russian archives for evidence of Soviet planned and actual grain stocks in the early 1930s. Our main sources were the Politburo protocols, including the (“special files,” the highest secrecy level), and the papers of the agricultural collections committee Komzag, of the committee on commodity funds, and of Sovnarkom. The Sovnarkom records include telegrams and correspondence of Kuibyshev, who was head of Gosplan, head of Komzag and the committee on reserves, and one of the deputy chairs of Komzag at that time.We have not obtained access to the Politburo working papers in the Presidential Archive, to the files of the committee on reserves or to the relevant files in military archives. But we have found enough information to be confident that this very a high figure for grain stocks is wrong and that Stalin did not have under his control huge amounts of grain, which could easily have been used to eliminate the famine.”-Grain Stocks and the Famine of 1932-1933 by R. W. Davies, M. B. Tauger, S.G. Wheatcroft.Slavic Review, Volume 54, Issue 3 (Autumn, 1995), pp. 642-657.Soviet archives also show that Holodomor was natural.“Recent evidence has indicated that part of the cause of the famine was an exceptionally low harvest in 1932, much lower than incorrect Soviet methods of calculation had suggested. The documents included here or published elsewhere do not yet support the claim that the famine was deliberately produced by confiscating the harvest, or that it was directed especially against the peasants of the Ukraine.-Koenker and Bachman, Eds. Revelations from the Russian Archives. Washington: Library of Congress, 1997, p. 401Here is a quote from the preface of R. W. Davies and Stephen G. Wheatcroft's collaborative work The Years of Hunger Soviet Agriculture 1931-1933"In our own work we, like V. P. Kozlov, have found no evidence that the Soviet authorities undertook a programme of genocide against Ukraine.It is also certain that the statements by Ukrainian politicians and publicists about the deaths from famine in Ukraine aregreatly exaggerated. A prominent Ukrainian historian, Stanislas Kul’chitskii, estimated deaths from famine in Ukraine at 3–3.5 million and Ukrainian demographers estimate that excess deaths in Ukraine in the whole period 1926–39 (most of them during the famine) amounted to 3 1⁄2million."Thesis also confirmed by the journalist Anna Louise Strong, who worked in Russia and China.Q: “Is it true that during 1932-33 several million people were allowed to starve to death in the Ukraine and North Caucasus because they were politically hostile to the Soviets?”A: “Not true. I visited several places in those regions during that period. There was a serious grain shortage in the 1932 harvest due chiefly to inefficiencies of the organizational period of the new large-scale mechanized farming among peasants unaccustomed to machines. To this was added sabotage by dispossessed kulaks, the leaving of the farms by 11 million workers who went to new industries, the cumulative effect of the world crisis in depressing the value of Soviet farm exports, and a drought in five basic grain regions in 1931.The harvest of 1932 was better than that of 1931 but was not all gathered; on account of overoptimistic promises from rural districts, Moscow discovered the actual situation only in December when a considerable amount of grain was under snow.”-Anna Louise Strong - Searching Out the Soviets. New Republic: August 7, 1935, p. 356Anna about the harvest of 1933.“The conquest of bread was achieved that summer, a victory snatched from a great disaster. The 1933 harvest surpassed that of 1930, which till then had held the record. This time, the new record was made not by a burst of half-organized enthusiasm, but by growing efficiency and permanent organization … This nationwide cooperation beat the 1934 drought, securing a total crop for the USSR equal to the all-time high of 1933.”-Anna Louise Strong- The Stalin Era. New York: Mainstream, 1956, p. 44-45That's why the victims of Holodomor should not be counted.And the Soviets managed to put things right a year later, this to give you an idea of the strength of the USSR.This newspaper was published by Hearst as part of his deal with Goebbels to promote the Nazis. Hearst was also a Nazi supporter. The photos were found to be from other famines, one of them 10 years earlier. The “reporting” was fabrication. Other reporters that actually looked into it report that while there was a famine it was not intentional.“The CIA believed that Ukrainian nationalism could be used as an efficient cold war weapon.While the Ukrainian nationalists provided Washington with valuable information about its Cold War rivals, the CIA in return was placing the nationalist veterans into positions of influence and authority, helping them to create semi-academic institutions or academic positions in existing universities.By using these formal and informal academic networks, the Ukrainian nationalists had been disseminating anti-Russian propaganda, creating myths and re-writing history at the same time whitewashing the wartime crimes of OUN-UPA.“In 1987 the film “Harvest of Despair” was made. It was the beginning of the ‘Holodomor’ movement. The film was entirely funded by Ukrainian nationalists, mainly in Canada. A Canadian scholar, Douglas Tottle, exposed the fact that the film took photographs from the 1921-22 ‘Volga famine’ and used them to illustrate the 1932-33 famine. Tottle later wrote a book, ‘Fraud, Famine, and Fascism: The Ukrainian Genocide Myth from Hitler to Harvard,‘ about the phony ‘Holodomor’ issue,”Professor Furr elaborated. “https://mltheory.files.wordpress.com/2017/06/khrushchev-lied.pdf“In the last 15 years or so an enormous amount of new material on Stalin … has become available from Russian archives. I should make clear that as a historian I have a strong orientation to telling the truth about the past, no matter how uncomfortable or unpalatable the conclusions may be. … I don’t think there is a dilemma: you just tell the truth as you see it.(“Stalin’s Wars”, FPM February 12, 2007. At http://hnn.us/roundup/entries/35... )The Soviets managed to put things right a year later, this to give you an idea of the strength of the USSR.Maybe many of you want to attack me by saying that other historians say otherwise, well they are wrong.Apart from the fact that many of those who say that the Holodomor was a famine are not even historians but professors of economics, so I wouldn't trust that much.Many others, however, were bribed, one of them being Robert Conquest, who was paid by the British Informatio Research Department (IRD) to create anti-communist propaganda.Many others, however, are contradictory, like Stephen Koktin, who said that the famine was caused by Stalin but the deaths were not intentional.As anyone can understand this sentence it doesn't make much sense.He then says he has the documents confirming Stalin's involvement in the famine, which is absolutely false as I have already shown.The only thing Stalin did was to remove some wheat from Ukraine, that's true, I don't deny it, there are many people who say they saw the men of the NKVD take away some wheat.Too bad they didn't do it to eliminate 7 million people, but to save Russia from the Golden Blockade.As I have already explained, the USSR suffered a huge economic blockade, and if it had not paid a much greater famine would have erupted.And as I have already shown Stalin ordered to help Ukraine, those are his words, not those of a historian.When there are the archives themselves that confirm the theses there is no more to discuss, period.GulagStalin did not create the Gulag, they also existed during the Russian Empire under the name of Katorga.Katorga - WikipediaThey were created by Tsar Alessio.I'll tell you one thing right away, don't take Gulag Archipelago seriously, that book is simply propaganda.The Gulag Archipelago shouldn’t be taken seriouslyAccording to Solzhenitsyn's wife, the book was simple folklore.“In her 1974 memoir, Sanya: My Life with Aleksandr Solzhenitsyn”…, she wrote that she was ”perplexed” that the West had accepted ”The Gulag Archipelago” as ”the solemn, ultimate truth,” saying its significance had been ”overestimated and wrongly appraised.”Pointing out that the book’s subtitle is ”An Experiment in Literary Investigation,” she said that her husband did not regard the work as ”historical research, or scientific research.”She contended that it was, rather, a collection of ”camp folklore,” containing ”raw material” which her husband was planning to use in his future productions.”Natalya Reshetovskaya, 84, Is Dead; Solzhenitsyn's Wife Questioned 'Gulag'The Truth about the Soviet Gulag – Surprisingly Revealed by the CIAAccording to historians J. Arch Getty, Gabor T Rittersporn and Viktor Zemskov the victims of the gulags were around 1,053,829.http://sovietinfo.tripod.com/GTY...number of gulag.pdfHowever, this number also takes into account the sentences not carried out and, according to the historian Austin Murphy, the victims were about 160,000.“Like the myths of millions of executions, the fairy tales that Stalin had tens of millions of people arrested and permanently thrown into prison or labor camps to die in the 1930-1953 interval (Conquest, 1990) appear to be untrue.In particular, the Soviet archives indicate that the number of people in Soviet prisons, gulags, and labor camps in the 1930s, 1940s, and 1950s averaged about 2 million, of whom 20-40% were released each year, (Getty, Rittersporn, and Zemskov, 1993). This average, which includes desperate World War II years, is similar to the number imprisoned in the USA in the 1990s (Catalinotto, 1998a) and is only slightly higher as a percentage of the population.It should also be noted that the annual death rate for the Soviet interned population was about 4%, which incorporates the effect of prisoner executions. Excluding the desperate World War II years, the death rate in the Soviet prisons, gulags, and labor camps was only 2.5%, which is even below that of the average "free" citizen in capitalist Russia under the czar in peacetime in 1913 (Wheatcroft, 1993).This finding is not very surprising, given that about 1/3 of the confined people were not even required to work (Bacon, 1994), and given that the maximum work week was 84 hours in even the harshest Soviet labor camps during the most desperate wartime years (Rummel, 1990). The latter maximum (and unusual) work week actually compares favorably to the 100-hour work weeks that existed even for "free" 6-year old children during peacetime in the capitalist industrial revolution (Marx and Engels, 1988b), although it may seem high compared to the 7-hour day worked by the typical Soviet citizen under Stalin (Davies, 1997).In addition, it should also be mentioned that most of the arrests under Stalin were motivated by an attempt to stamp out civil crimes such as banditry, theft, misuse of public office for personal gain, smuggling, and swindles, with less than 10% of the arrests during Stalin's rule being for political reasons or secret police matters (Getty, Ritterspom, and Zemskov, 1993). The Soviet archives reveal a great deal more political dissent permitted in Stalin's Soviet Union (including a widespread amount of criticism of individual government policies and local leaders) than is normally perceived in the West (Davies, 1997). Given that the regular police, the political or secret police, prison guards, some national guard troops, and firefighters (who were in the same ministry as the police) comprised scarcely 0.2% of the Soviet population under Stalin (Thurston, 1996), severe repression would have been impossible even if the Soviet Union had wanted to exercise it. In comparison, the USA today has many times more police as a percentage of the population (about 1%, not to mention prison guards, national guard troops, and firefighters included in the numbers used to compute the far smaller 0.2% ratio for the Soviet Union)."-Austin Murphy: ‘The Triumph of Evil. Chapter 1, pg 78–79In the gulags most of the criminals were not political opponents, but very normal criminals.Source: CIA “Forced Labor Camps in the USSR: Transfer of Prisoners between Camps”Here you can read American propaganda about gulags.http://gulaghistory.org/nps/down...Among other things, the Gulag were not extermination camps, but prison camps.The penal system administered by the NKVD (Peoples' Commissariat of Internal Affairs) in the 1930s had several components: prisons, labor camps, and labor colonies, as well as "special settlements" and various types of non-custodial supervision. Generally speaking, the first stop for an arrested person was a prison, where an investigation and interrogation led to conviction or, more rarely, release. After sentencing, most victims were sent to: one of the labor camps or colonies to serve their terms. In December 1940, the jails of the USSR had a theoretical prescribed capacity of 234,000, although they then held twice that number. Considering this-and comparing the levels of prison populations given in the Appendixes for the 1930s and 1940s one can assume that the size of the prison system was probably not much different in the 1930s.Second, we find a system of labor camps. These were the terrible “hard regime” camps populated by dangerous common criminals, those important politicals the regime consigned to severe punishment, and, as a rule, by other people sentenced to more than three years of detention. On March 1, 1940, at the end of the Great Purges, there were 53 corrective labor camps (ispravitel’no-trudovye lageri: ITL) of the GULAG system holding some 1.3 million inmates. Most of the data cited in this article bear on the GULAG camps, some of which had a multitude of subdivisions spreading over vast territories and holding large numbers of people. BAMLAG, the largest camp in the period under review, held more than 260,000 inmates at the beginning of 1939, and SEVVOSTLAG (the notorious Kolyma complex) some 138,000.Third came a network of 425 “corrective labor colonies” of varying types. These colonies were meant to confine prisoners serving short sentences, but this rule varied with time. The majority of these colonies were organized to produce for the economy and housed some 315,000 persons in 1940. They were nevertheless under the control of the NKVD and were managed-like the rest of the colony network-by its regional administrations. Additionally, there were 90 children’s homes under the auspices of the NKVD.Fourth, there was the network of “special resettlements.” In the 1930s, these areas were populated largely by peasant families deported from the central districts as “kulaks” (well-to-do peasants) during the forced collectivization of the early 1930s. Few victims of the Great Purges of 1936-1939 were so exiled or put under other forms of non-custodial supervision: in 1937-1938, only 2.1 percent of all those sentenced on charges investigated by the political police fell into this category. This is why we will not treat exile extensively below.Finally, there was a system of non-custodial “corrective work” (ispravitel’no-trudovye raboty), which included various penalties and fines. These were quite common throughout the 1930s-they constituted 48 percent of all court sentences in 1935-and the numbers of such convictions grew under the several laws on labor discipline passed on the eve of the war. Typically, such offenders were condemned to up to one year at “corrective labor,” the penalty consisting of work at the usual place of one’s employment, with up to 25 percent reduction of wage and loss of credit for this work toward the length of service that gave the right to social benefits (specific allocations, vacation, pension). More than 1.7 million persons received such a sentence in the course of 1940 and almost all of them worked in their usual jobs without deprivation of freedom. As with resettlements, this correctional system largely falls outside the scope of the Great Terror.Taken from this article which everyone should read if they want to know more about the Soviet Penal system.Great PurgesThe purges were not made to eliminate dissidents, but to save Russia from sexists, tsarists, Nazis etc.The workers themselves voted to condemn people, not the government.Stalin was a person with pure ideals, he was in fact against anti-Semitism and racism.“National and racial chauvinism is a vestige of the misanthropic customs characteristic of the period of cannibalism. Anti-Semitism, as an extreme form of racial chauvinism, is the most dangerous vestige of cannibalism. Anti-semitism is of advantage to the exploiters as a lightning conductor that deflects the blows aimed by the working people at capitalism.Anti-Semitism is dangerous for the toilers, for it is a false track which diverts them from the proper road and leads them into the jungle. Hence, Communists, as consistent internationalists, cannot but be irreconcilable and bitter enemies of anti-Semitism. In the U.S.S.R., anti-Semitism is strictly prosecuted as a phenomenon hostile to the Soviet system. According to the laws of the U.S.S.R. active anti-Semites are punished with death.”-Joseph Stalin“Still others think that war should be organised by a "superior race," say, the German "race," against an "inferior race," primarily against the Slavs; that only such a war can provide a way out of the situation, for it is the mission of the "superior race" to render the "inferior race" fruitful and to rule over it. Let us assume that this queer theory, which is as far removed from science as the sky from the earth, let us assume that this queer theory is put into practice. What may be the result of that? It is well known that ancient Rome looked upon the ancestors of the present-day Germans and French in the same way as the representatives of the "superior race" now look upon the Slav races.It is well known that ancient Rome treated them as an "inferior race," as "barbarians," destined to live in eternal subordination to the "superior race," to "great Rome", and, between ourselves be it said, ancient Rome had some grounds for this, which cannot be said of the representatives of the "superior race" of today. (Thunderous applause.) But what was the upshot of this? The upshot was that the non-Romans, i.e., all the "barbarians," united against the common enemy and brought Rome down with a crash.The question arises: What guarantee is there that the claims of the representatives of the "superior race" of today will not lead to the same lamentable results? What guarantee is there that the fascist literary politicians in Berlin will be more fortunate than the old and experienced conquerors in Rome? Would it not be more correct to assume that the opposite will be the case?”-Joseph StalinStalin was not a dictator, he was simply the secretary general of the CPSU and could be removed from the party.Nicolò Piva's answer to Was Joseph Stalin above the law?ChinaMao did not kill 65 million people.Monthly Review | Did Mao Really Kill Millions in the Great Leap Forward?Reassessing the Great Leap ForwardApart from the fact that the Great Leap Forward was a natural famine (which did not kill 65 million people but 15 million, as the Chinese government of Deng Xiaoping and historian Leslie Holmes testify).This is nonsense invented by Dikotter which was highly criticized."Dikötter looks at China under Communist rule in a narrow vacuum, thus dispensing with the inconvenient fact that famine in this part of the world has been a recurring phenomenon, which Mao did not invent or even magnify."-Aaron LeonardPeople ignore the fact that China suffered terrible catastrophes at that time, about 100 million acres became unusable and in 1961 many typhoons hit southern China.China has a great history of famines, and it was Mao who ended this bad story.1810181118461849-of which 45 million died.1850–1873 - 20–30 million1876–1879 - 9.5–13 million1907, 1911 - 25 million1920–1921 - 500,001928–1930 - 3 million1936–1937 - 5 million1942–1943 - 2–3 millionMao increased life expectancy and decreased annual deaths.If you want to know more about Mao's reforms, I recommend Comrade Alexander Finnegan's answer.Alexander Finnegan's answer to What were some of Mao's best ideas?Godfree Roberts Archive - The Unz ReviewNicolò Piva's answer to What did the Great Leap Forward accomplish?CambodiaPol Pot, he was not a communist, he was just a madman.Pol Pot, unlike other leaders like Mao Zedong, was not a patriot, but a nationalist, and nationalism is incumbent on communism.Nicolò Piva's answer to What does nationalism mean?Patriotism is the love of one's homeland, nationalism is the holding of one's superior homeland.And since communism wants a society without a state, the two values are incompatible.Marx in his writings speaks of what is called proto-communism, that is, the period in which countries and money did not exist, in practice the Paleolithic period.What did that Pol Pot genius do?He attempted to deindustrialize the nation, so as to return to proto-communism lol.As to be able to see clearly this was not good.By the way the Khmer Rouge was founded by the USA.FRONTLINE/WORLD . Cambodia - Pol Pot's Shadow . Chronicle of Survival . 1980-1991: Back to square oneNorth KoreaThe deaths attributed to North Korea come from the Korean War, so the concept itself is wrong.Then it is wrong to say that those deaths were caused by North Korea as it was the US that gave Syngman Rhee a leading role.EthiopiaIt was practically a fascist dictatorship.VietnamSame speech as in North Korea.Those are the deaths from the war, caused inter alia by the USA.I will not speak of Latin America because I admit that I am totally ignorant of the matter.ConclusionCommunism did not kill 100 million people, but around 8/9 million.