Ralph Nader: "Tyrant Trump Declares End of Laws Saving American Lives"

 

Photo: The Green Shot

President Trump has campaigned both times on leaning hard to deregulate the United States of America.  One major goal was to roll back unnecessary regulations that are (in his mind) crippling the growth of American capitalism. 

What does the iconic activist Ralph Nader think of such efforts? Below is his newsletter quoted on the subject:

“Deregulation” is an antiseptic word loved by the giant corporations that rule the people. In reality, health and safety “deregulation” spells death, injury, and disease for the American people of all ages and backgrounds. This is especially so with the deranged dictates from the Tyrant Trump, who is happily beholden to his corporate paymasters, who are making him richer by the day.

Trump’s mindless deregulation mania got underway in January 2025 with his illegal shutting down of the U.S. Agency for International Development (USAID), which has saved lives in poor countries – by providing food, water, medicine, etc. – for a pittance. USAID spends less in a year than the Pentagon spends in a week. International aid groups predict that the ongoing cuts could lead to 9.4 million preventable deaths occurring in poor countries by 2030 unless the vicious and cruel, unlawful Trumpian shutdown is reversed.

It turns out Trump was just warming up for his illegal violence against innocent American families in both blue and red states. He has abolished requirements for the auto industry to limit its emissions and maintain fuel efficiencies. The result: more disease-bearing gases and particulates into the lungs of Americans, including the most vulnerable – children and people suffering from respiratory diseases.

Trump wants to roll back the regulations that would require auto company fleets to average 50 miles per gallon by 2031. In 2024, the U.S. Department of Transportation’s National Highway Traffic Safety Administration said its proposed vehicle fuel economy standards would save Americans more than $23 billion in fuel costs while reducing pollution.

Month after month, Trump is illegally reducing or shutting down life-saving programs without the required Congressional approval. One of his major targets is the U.S. Environmental Protection Agency (EPA). This month, his puppet EPA head, Lee Zeldin, celebrated the elimination of lethal greenhouse gases from the EPA’s regulatory controls. Zeldin and Trump are in effect telling Americans, “Let them breathe toxic air.” Plus, more climate catastrophes.

Smothering wind and solar projects while boosting the omnicidal polluting oil, gas, and coal production is another way Trump is exposing people to sickening gases and particulates. A corporate cynic once joked, “No problem, you can always refuse to inhale.”

Trump’s treachery toward coal miners, whom he praises, is shocking. He cut the funds for free testing of coal miners’ lungs, often afflicted with the deadly black lung diseases that have taken hundreds of thousands of coal miners’ lives over the past century and a half. We worked to pass the Federal Coal Mine Health and Safety Act of 1969, to control the levels of coal dust causing this disease, but Trump is unraveling it by cutting law enforcement. The Trump administration says it is “reconsidering” the long-awaited proposed silica control regulations. More unnecessary delay. In 2024, Politico reported that “Mine Safety and Health Administration projects that the final rule will avert up to 1,067 deaths and 3,746 silica-related illnesses.”

In his mass firings of federal civil servants, Trump has included the ranks of federal safety inspectors for meat and poultry plants (USDA), for occupational health and safety (OSHA), and specialized areas like you would never imagine – such as nuclear security. Tyrant Trump worsened the potential danger for workers and communities by firing most of the Inspector Generals – again illegally – who are the powerful watchdogs over federal departments and agencies. Many Inspector General positions are still vacant.

In terms of short and long-run perils, Trump’s attacks on scientific research and discovery to reduce or prevent diseases would be enough to give him the grisly record for knowingly letting Americans die. The assault on vaccines, including for contagious diseases, is staggering, led by RFK, Jr., the Secretary of Health and Human Services.

RFK, Jr. becomes more extreme by the day. His actions go way beyond any legitimate skepticism of the drug companies. He is going along with officials in states like Florida who are about to ban children’s vaccine mandates, even for polio, measles, and whooping cough. He has severely slashed, without Congressional authority, budgets for basic and applied science programs underway at universities and other public institutions. His salvos are resulting in the reduction of families getting their children vaccinated, who, if contagious, could infect their classmates. The so-called powerful medical societies have not risen to their optimal level of resistance to what is fast coming, a green light for epidemics – starting with the resurgence of measles now underway in places like South Carolina.

The crazed Menace-in-Chief wanted to abolish FEMA and its Rescue responses to hyper-hurricanes, floods, and giant wildfires. He recklessly says the states can handle the carnage from such disasters. The real reason is that he doesn’t want to be held responsible for failing to properly respond to such disasters. Remember the criticism of George W. Bush’s response to Katrina?

Again, with Trump, it is all about him, feeding his insatiable MONSTROUS EGO, rather than saving American lives. Recently, tragic events have forced him to reconsider. He is bringing back some of the experts and rescuers he fired from FEMA earlier last year.

Rather than faithfully execute federal laws, and ensure the well-being of the people, Dictator Donald, is using his position and time in the White House to enrich himself and to get his name on anything he can get away with – the John F. Kennedy Center for the Performing Arts, the U.S. Institute of Peace, the U.S. Treasury Department’s relief checks during Covid-19, the federal investment accounts, special visas, and a discount drug program. (See the February 16, 2026, article in the New York Times by Peter Baker titled, A Superman, Jedi and Pope).

Chronically lying, threatening violence against his opponents and people abroad, slandering anyone he feels like via the complaint mass media, including journalists and editors, and generally wrecking America as a serial law violator, Trump deserves to be told, “YOU’RE FIRED.” (This was his favorite TV show catchphrase). Trump deserves Impeachment and Removal from Office. Congress should act now, before more Americans die, get sick, or are injured from the destruction of long-established, critical protections under both Republican and Democratic Administrations.

Are we as a nation going to allow these politicians and corporations to continue to pollute and harm our society for their corporate profits?

Is Using AI to Write a College Essay the Same as Working With an Editor?

 

Photo: FacultyFocus.com

Professors across universities are grappling with a pressing question:

If students use Artificial Intelligence to write essays, reports, and long-form assignments, are they still the true authors of their work?

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Students are expected to produce original writing. Universities emphasize intellectual ownership — the idea that your ideas, analysis, and words should reflect your own thinking. Yet outside academia, writing is rarely a solitary act.

Consider journalism. A reporter writes a story. An editor revises it before publication.

Consider book publishing. An author submits a manuscript. Editors suggest revisions — sometimes major ones — before the book reaches readers.

So what’s the difference?

Is a student using AI really so different from a reporter working with an editor?

Let’s unpack it.

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The Reporter and the Editor

In journalism, collaboration is built into the system.

A reporter will typically :

• Conduct interviews
• Verify facts
• Organize the narrative
• Write the draft

Whereas an editor will typically:

• Refine clarity
• Adjust the tone
• Cut the piece for length
• Ensure the legal and ethical standards are followed
• Align the piece with the publication’s mission

How much of the reporter’s work remains in the final article?

Typically, most of it.

The facts, structure, and intellectual framing originate from the reporter. Editors may rewrite sentences or restructure sections, but they do not generate the reporting itself. The reporter is still credited as the author because the intellectual labor belongs to them.

The editor improves expression. They do not replace authorship.

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The Book Author and the Publishing Editor

The publishing world operates similarly.

An author:

• Creates the ideas
• Develops characters or arguments
• Structures the narrative
• Writes the manuscript

Editors may:

• Suggest structural revisions
• Request rewrites
• Improve pacing
• Strengthen clarity

Sometimes these revisions are substantial. Entire chapters might be reworked. But crucially, the author does the rewriting. The core ideas remain the author’s. The voice remains the author’s. Intellectual ownership remains with the author.

Again, editing enhances authorship — it does not substitute for it.

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Now Enter Artificial Intelligence

The situation changes when we introduce AI into academic writing.

There are two very different ways students might use AI.

Scenario 1: AI as a Ghostwriter

A student enters a prompt.
 AI generates the argument, structure, examples, and transitions.
 The student lightly edits the output and submits it.

In this case, who performed the intellectual work?

If the ideas, organization, and much of the wording come from AI, then AI has functioned less like an editor and more like a ghostwriter.

This is fundamentally different from the reporter–editor relationship.

An editor revises your work.
 AI can generate the work itself.

That distinction matters.

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Scenario 2: AI as an Editor or Tutor

Now imagine a different case.

The student writes a complete draft independently. They will typically use AI to do the following:

• Check grammar
• Suggest clearer phrasing
• Improve transitions
• Offer structural feedback

The student decides which suggestions to accept.

In this case, AI functions much more like an editor. The student remains the intellectual author. The core ideas, reasoning, and structure originate from the student.

This use resembles journalism and publishing much more closely.

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The Real Difference: Intellectual Labor

The heart of the issue is not whether AI is involved.

The real question is:

Who performed the intellectual labor?

In journalism and publishing, the reporter (and author) generates the ideas. Whereas in education, students are supposed to generate ideas.

Universities assign essays not simply to produce polished writing, but to assess:

• Critical thinking
• Argument development
• Analysis
• Organization
• Writing ability
• Mastery of material

If AI performs those tasks, the assignment no longer measures the student’s learning. And that’s where the tension lies.

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Purpose Matters

There is another key difference: purpose.

Journalism and publishing are collaborative industries by design. Editing is expected. It is institutionalized. Academic assignments, however, are assessments. They exist to evaluate an individual’s ability. The goal of a university essay is not to produce the best possible paper at any cost. The goal is to demonstrate the student’s thinking.

If AI replaces that thinking, the educational purpose changes entirely.

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A Philosophical Shift

For centuries, tools have helped humans express their ideas more effectively.

A) Dictionaries.
B) Spellcheck.
C) Grammar guides.
D) Editors.

These tools refined human thought. AI represents something new. It does not merely refine expression — it can generate structure, arguments, and analysis. The line between assistance and substitution becomes blurred. And the ethical question becomes simpler — and harder — at the same time:

Is AI helping the student think better?
 Or is it doing the thinking for them?

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So, Is It the Same?

If AI is used like an editor — to refine a student’s original work — the analogy to journalism and publishing holds. If AI is used as a ghostwriter — to generate the intellectual substance — the analogy breaks down. Editors polish authors. They do not replace them. That is the difference.

And that distinction is where universities are now drawing their lines.

The Chemistry Behind Deodorants and Antiperspirants: What’s Really Happening Under Your Arms?

Most of us swipe on deodorant or antiperspirant every morning without thinking twice about it. But what’s actually happening on your skin after that quick roll-on or spray?

The answer lies in chemistry — and the science is more fascinating than you might expect.

Although often used interchangeably, deodorants and antiperspirants work in completely different ways. One targets odor. The other targets sweat. Let’s break down the chemical mechanisms behind both.

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First: Sweat Doesn’t Actually Smell

Here’s a surprising fact: fresh sweat is mostly odorless.

Sweat is primarily water, along with small amounts of salts, proteins, and lipids. The smell associated with body odor comes from bacteria living on your skin, not from sweat itself.

In areas like the armpits, apocrine glands release sweat that contains proteins and fatty compounds. Skin bacteria — particularly species like Corynebacterium and Staphylococcus — metabolize these compounds and convert them into:

• Short-chain fatty acids

• Sulfur-containing molecules

• Volatile organic compounds

These byproducts are what produce body odor.

So how do deodorants and antiperspirants intervene?

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How Deodorants Work: Targeting Odor at the Source

Deodorants are designed to combat odor — not sweat. They rely on several chemical strategies.

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1. Antibacterial Agents

Since bacteria are responsible for odor, many deodorants include ingredients that suppress or kill them.

Common antibacterial compounds include:

• Alcohol (ethanol or isopropanol)

• Ethylhexylglycerin

• Benzalkonium chloride

• Essential oils (like tea tree oil)

• Triclosan (used less today due to regulatory concerns)

These chemicals work by:

• Disrupting bacterial cell membranes

• Denaturing bacterial proteins

• Interfering with enzyme systems

Fewer bacteria = less metabolic breakdown of sweat = less odor.

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2. pH Alteration

Skin bacteria thrive in near-neutral environments. Many deodorants are formulated to be mildly acidic (around pH 4–5).

This lower pH:

• Disrupts bacterial enzyme activity

• Inhibits microbial growth

• Shifts the skin’s microbiome balance

By making the environment less hospitable to odor-producing bacteria, deodorants reduce smell without affecting sweat production.

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3. Masking Fragrances

Let’s be honest — fragrance plays a big role.

Perfumes and essential oils don’t eliminate odor chemically. Instead, they:

• Overpower odor molecules

• Blend with them to create a more pleasant scent

• Provide the perception of freshness

This is why some deodorants work better initially than others — the effect can be largely sensory.

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4. Enzyme Inhibition (Advanced Formulations)

Some newer formulations aim to block the enzymes bacteria use to break down sweat components.

By inhibiting lipases and proteases, these deodorants reduce the formation of odor-causing compounds like:

• Isovaleric acid

• 3-methyl-2-hexenoic acid

This approach tackles odor production at a biochemical level.

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How Antiperspirants Work: Reducing Sweat Itself

Antiperspirants take a different route. Instead of focusing on bacteria, they reduce the moisture that bacteria need to thrive.

The active ingredients? Aluminum-based salts.

Common examples include:

• Aluminum chlorohydrate

• Aluminum zirconium tetrachlorohydrex gly

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1. The Gel Plug Mechanism

When applied to the skin, aluminum salts dissolve in sweat. They then react with electrolytes and proteins in the sweat duct.

This reaction forms a gel-like aluminum hydroxide complex that:

1. Precipitates inside the sweat duct

2. Forms a temporary plug

3. Blocks sweat from reaching the skin surface

Less sweat reaching the surface means:

• Less moisture for bacteria

• Less bacterial metabolism

• Less odor formation

Importantly, this blockage is temporary. The plug is naturally shed as skin cells renew.

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2. Pore Contraction (Astringent Effect)

Aluminum salts also have mild astringent properties. They can cause slight constriction of the sweat gland ducts, further reducing sweat flow.

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The Key Differences

Feature	Deodorant	Antiperspirant
Reduces sweat	No	Yes
Targets bacteria	Yes	Indirectly
Uses aluminum salts	No	Yes
Alters skin pH	Often	Not primarily
Mechanism type	Antimicrobial & sensory	Physical blockage

Many modern products combine both functions — meaning your “deodorant” may actually be doing double duty.

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Why Stress Sweat Smells Worse

You may have noticed that stress sweat smells stronger. That’s because stress activates apocrine glands more intensely, producing sweat richer in proteins and lipids — prime material for bacterial metabolism.

More substrate for bacteria = stronger odor.

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The Aluminum Safety Debate

Concerns have periodically surfaced about aluminum in antiperspirants. Current scientific evidence indicates that the amount of aluminum absorbed through the skin is extremely low and well below established safety thresholds. Major health organizations have not found conclusive evidence linking antiperspirant use to serious disease.

That said, consumer preference has driven growth in aluminum-free products — which function strictly as deodorants.

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The Takeaway

• Sweat itself doesn’t smell.

• Bacteria convert sweat components into odor-causing molecules.

• Deodorants fight bacteria and mask smell.

• Antiperspirants physically reduce sweat using aluminum salts.

What seems like a simple hygiene product is actually a small daily chemistry experiment happening on your skin.

Next time you apply your morning swipe, you’ll know: it’s not just freshness — it’s biochemistry at work.

Raising a Child to Be Better Than Me

 

Photo: Jessup University

My goal as a father is simple to say, but hard to define: I want my child to grow up to be better than me.

I think about that goal every day.

What does better even mean? Smarter? Kinder? More successful? More confident? Less broken by the world than I sometimes feel?

Like most parents, I ask myself constant questions:

   - What do I want to teach my child? 

   - What skills actually matter?

   - Can I help him avoid the mistakes I made?

Maybe. But maybe not in the way I once thought.

The Myth of the Mistake-Free Life

For a long time, I believed good parenting meant protecting my child from the errors I made—wrong choices, wasted time, poor judgment, avoidable pain. But the older I get, the clearer something becomes:

Mistakes are unavoidable.

If my child doesn’t make the same mistakes I did, he will make different ones. And one day, he’ll look at his own child and think, “I hope you don’t repeat my mistakes.”

That isn’t failure. That’s life.

The real question isn’t whether our children will fail. It’s whether they’ll know what to do after they fail.

What Children Really Learn From Us

Children don’t learn most from what we say. They learn from how we live.

They watch how we handle frustration.

They notice how we treat people who disagree with us.

They hear how we talk about ourselves when things go wrong.

They are always watching, even when we think they aren’t.

One of the most powerful lessons we can teach is not perfection, but recovery:

• How to admit we were wrong
• How to apologize without excuses
• How to learn instead of becoming bitter
• How to try again without shame

If my child grows up believing that mistakes don’t define him—but how he responds to them does—then he’s already ahead of where I started.

Parenting in the Age of Noise

Raising a child today feels harder than ever.

Social media pulls at their attention, reshapes their values, and constantly tells them who they should be, what they should want, and how they should measure their worth. It often works directly against the patience, humility, and depth we want our children to develop.

We can’t out-lecture the internet.

But we can give our children something stronger than noise: identity.

A home where they are safe to ask questions.

A place where disagreement doesn’t equal rejection.

An environment where curiosity is encouraged and critical thinking is valued.

When children feel secure in who they are, the outside world loses some of its power to define them.

The Skills That Actually Matter

When I strip life down to its essentials, success doesn’t come from knowing everything. It comes from handling what you don’t know.

• The skills I want my child to learn aren’t flashy, but they are foundational:
• Emotional awareness instead of emotional avoidance
• Resilience instead of entitlement
• Delayed gratification instead of instant reward
• Problem-solving instead of blame
• Empathy without losing oneself
• Boundaries without cruelty

These skills don’t come from lectures. They come from lived experience—and from watching the adults in their lives model them imperfectly.

Letting My Child See Me Grow

One of the hardest lessons I’m still learning as a parent is this:

My child doesn’t need a flawless father.

He needs a growing one.

• When I admit I handled something poorly…
• When I change my mind after learning more…
• When I say, “I’m still figuring this out”…

I’m not showing weakness. I’m showing him that growth doesn’t end with adulthood.

That lesson alone might be worth more than anything else I teach him.

A Simple Guiding Question

Whenever I feel lost as a parent, I return to one question:

What do I wish someone had helped me understand earlier in life?

Then I try to teach that—gently, honestly, and without pretending I have it all figured out.

Raising a child to be “better than me” doesn’t mean raising someone flawless. It means raising someone who can think, adapt, care, and recover.

And maybe, years from now, he’ll ask himself the same questions I do—hoping to give his child just a little more wisdom than he had at the start.

If that happens, I’ll know I did something right.