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" "If you look into the history of what is called the CIA, which means the US White House, its secret wars, clandestine warfare, the trail of drug production just follows. It started in France after the Second World War when the United States was essentially trying to reinstitute the traditional social order, to rehabilitate Fascist collaborators, wipe out the Resistance and destroy the unions and so on. The first thing they did was reconstitute the Mafia, as strikebreakers or for other such useful services. And the Mafia doesn't do it for fun, so there was a tradeoff: Essentially, they allowed them to reinstitute the heroin production system, which had been destroyed by the Fascists. The Fascists tended to run a pretty tight ship; they didn't want any competition, so they wiped out the Mafia. But the US reconstituted it, first in southern Italy, and then in southern France with the Corsican Mafia. That's where the famous French Connection comes from. That was the main heroin center for many years. Then US terrorist activities shifted over to Southeast Asia. If you want to carry out terrorist activities, you need local people to do it for you, and you also need secret money to pay for it, clandestine hidden money. Well, if you need to hire thugs and murderers with secret money, there aren't many options. One of them is the drug connection. The so-called Golden Triangle around Burma, Laos and Thailand became a big drug producing area with the help of the United States, as part of the secret wars against those populations.
Avram Noam Chomsky (born 7 December 1928) is an American linguist, analytical philosopher, cognitive scientist, political analyst, human rights activist and anarcho-socialist.
Biography information from Wikiquote
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Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] [...] normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.
Structural factors are those such as ownership and control, dependence on other major funding sources (notably, advertisers), and mutual interests and relationships between the media and those who make the news and have the power to define it and explain what it means. The propaganda model also incorporates other closely related factors such as the ability to complain about the media’s treatment of news (that is, produce “flak”), to provide “experts” to confirm the official slant on the news, and to fix the basic principles and ideologies that are taken for granted by media personnel and the elite, but are often resisted by the general population.1 In our view, the same underlying power sources that own the media and fund them as advertisers, that serve as primary definers of the news, and that produce flak and proper-thinking experts, also play a key role in fixing basic principles and the dominant ideologies. We believe that what journalists do, what they see as newsworthy, and what they take for granted as premises of their work are frequently well explained by the incentives, pressures, and constraints incorporated into such a structural analysis. These structural factors that dominate media operations are not allcontrolling and do not always produce simple and homogeneous results.
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