Dream Act must become True.

The following video will change you. Give it 17 minutes of your attention. May God mold our hearts and minds, and forgive us our debts to humanity. Are we there yet? Are we satisfied Justice? Opportunity? Freeedom? Liberties? Civil Rights? Nooooooo.
Too much indifference, intolerance, and ignorance. I do believe that Mr. King would very proud of how far the nation has come, but he would say that we have far to go. For there will always be those who are judgemental. It is sad but true.

I HAVE A DREAM, I DREAM EVERYDAY, I HAVE HOPE FOR FREEDOM, FOR A DREAM.


FREEDOM OF EDUCATION, DREAM ACT MUST BECOME TRUE.

2:11 But he who hates his brother is in the darkness and walks in the darkness, and does not know where he is going, because the darkness has blinded his eyes.
1 John 2:11 RSV

Vote Dream Act. A must. A survival tool.

Today begins the first day of the final round of voting at change.org to pass the Dream Act and support higher education for ALL students. The last day to cast your vote is January 15 by no later than 5:00pm ET. Change.org will present its top 10 "ideas for change" to the Obama administration on January 16th at the National Press Club in Washington, D.C.
The fact is many American students graduate from college and high school each year, and face a roadblock to their dreams: they can't drive, can't work legally, can't further their education, and can't pay taxes to contribute to the economy just because they were brought to this country illegally by their parents or lost legal status along the way.
I had attached a video from the speech of Sen. Dick Durbin D Illinios about the Dream Act and Former Republican Sen. Orrin Hatch had this to say about the situation affecting these students:
“In short, although these children have built their lives here, they have no possibility of achieving and living the American dream. What a tremendous loss for them, and what a tremendous loss to our society.”
The DREAM Act (Development, Relief, and Education for Alien Minors Act), is a bipartisan legislation that would permit these students conditional legal status and eventual citizenship granted that they meet ALL the following requirements:
--if they were brought to the United States before they turned 16, are below the age of 30, --have lived here continuously for five years, --graduated from a U.S. high school or obtained a GED --have good moral character with no criminal record and --attend college or enlist in the military.
For more on the DREAM Act and to cast your vote, visit change.org at this link.
Thanks to Lizbeth Mateo for her encourage and Maria M. the Co-Founder of DreamACTivist.org

Honoring the Pride of Sioux Tribes.

Honoring the Pride of Sioux Tribes and reporting how the commission appointed and led to obtain certain concessions of Land from the Sioux Indians with one purpose. Not Oil, Not Sugar.. Just Gold...

"This war was brought upon us by the children of the Great Father

who came to take our land from us without price."

--Spotted Tail.

The history of Native Americans in North America dates back thousands of years. Exploration and settlement of the western United States by Americans and Europeans wreaked havoc on the Indian peoples living there. In the 19th century the American drive for expansion clashed violently with the Native American resolve to preserve their lands, sovereignty, and ways of life. The struggle over land has defined relations between the U.S. government and Native Americans and is well documented in the holdings of the National Archives.

From the 1860s through the 1870s the American frontier was filled with Indian wars and skirmishes. In 1865 a congressional committee began a study of the Indian uprisings and wars in the West, resulting in a Report on the Condition of the Indian Tribes , which was released in 1867. This study and report by the congressional committee led to an act to establish an Indian Peace Commission to end the wars and prevent future Indian conflicts. The United States government set out to establish a series of Indian treaties that would force the Indians to give up their lands and move further west onto reservations.

In the spring of 1868 a conference was held at Fort Laramie, in present day Wyoming, that resulted in a treaty with the Sioux. This treaty was to bring peace between the whites and the Sioux who agreed to settle within the Black Hills reservation in the Dakota Territory.

The Black Hills of Dakota are sacred to the Sioux Indians. In the 1868 treaty, signed at Fort Laramie and other military posts in Sioux country, the United States recognized the Black Hills as part of the Great Sioux Reservation, set aside for exclusive use by the Sioux people. In 1874, however, General George A. Custer led an expedition into the Black Hills accompanied by miners who were seeking gold. Once gold was found in the Black Hills, miners were soon moving into the Sioux hunting grounds and demanding protection from the United States Army. Soon, the Army was ordered to move against wandering bands of Sioux hunting on the range in accordance with their treaty rights. In 1876, Custer, leading an army detachment, encountered the encampment of Sioux and Cheyenne at the Little Bighorn River. Custer's detachment was annihilated, but the United States would continue its battle against the Sioux in the Black Hills until the government confiscated the land in 1877. To this day, ownership of the Black Hills remains the subject of a legal dispute between the U.S. government and the Sioux.
See these pictures here: 1 , 2

Racial Discrimination and their Implications on the Education System.

The United States has confirmed its intention, in several international venues, to address racial discrimination and institutional racism existing within the United States' borders. The United States has attended world conferences and signed several treaties expressing the country's aspirations to eradicate racially discriminatory practices in the education system.
The promises the United States has made to the international community currently are only aspirations and goals that the country must still address. The story of many Immigrants illustrates how racial discrimination and institutional racism can still affect children's lives in the United States.
The treaties and the conference recommendations present a framework that the United States can use to address the discrepancies of the education system.

Considering the enormous consequences of discriminatory acts toward children in school, the remainder of this comment will address the United States' obligations and promises under the CERD, the CAT, the ICCPR, and the Programme of Action from the World Conference on Racism to eliminate the racially discriminatory practices in the American public education system.
This comment will acknowledge where the United States has fulfilled their duties under the treaties and will highlight the areas where the United States has not yet satisfied their treaty obligations.
Finally, this comment will recommend solutions based on shadow reports, the general comments to the treaty bodies from the United States, the recommendations made by the treaty body members to the United States, recommendations from the "World Conference against Racism, Racial Discrimination, Xenophobia and Related Intolerance," and other independent sources that address racial discrimination within the American education system.

A. Improvements in United States' Education System

While the CERD, ICCPR, and CAT have different goals, each treaty addresses the need to protect children, regardless of their ethnic origin in the area of education. The "World Conference on Racism Programme of Action" states the need to ensure equal access to a quality education. The CERD requires every child to have a right to an education.
The ICCPR states that children have a right to be protected, irrespective of their skin color. The CAT requires all forms of torture to be eliminated; this includes the severe mental suffering that is associated with discrimination. The CAT also requires that all public officials be taught what torture is and how to prevent torturous acts. The United States has addressed these treaty obligations with some success.

Prior to the ratification of any of the treaties, the United States made a monumental step toward eradicating discrimination in the public education system when the Supreme Court desegregated the country's public schools in the Brown v. Board of Education decision in 1954. Consequently, the American schools are no longer permitted to reject a student solely on the student's ethnic background. Brown v. Board of Education also led to the mandated integration of public schools in historically segregated schools. Post-Brown, schools may have become physically more integrated but more was left to achieve.

The United States continues to make improvements in the area of education and today has created a framework within the federal government to theoretically ensure that any obstacles to an equal education are removed.
For instance, the United States Department of Education administers laws and programs aimed to eliminate the racial disparities in the educational system.
Recently, the Office for Civil Rights, which operates within the United States Department of Education, has broadened its responsibilities from simply administering laws, to now monitoring activities in the educational system, enforcing desegregation plans, issuing policies to help educators meet civil rights requirements, administering studies to review the system's compliance with civil rights laws, and investigating civil rights complaints.

The Office of Civil Rights has further broadened its focus on monitoring school districts by examining the more complex and subtle issues that underlie unequal access to programs that students may encounter.
For example, the Office of Civil Rights has moved from focusing solely upon school districts and colleges that are openly segregated toward ensuring that there are no racial barriers for students who apply or participate in various educational programs and services. In addition to what the Office of Civil Rights already investigates, the office has also expanded the method of investigating civil rights complaints by utilizing non-adversarial dispute resolution methods to assist all parties to reach workable solutions for all involved.

The United States has made efforts to educate the public officials regarding torture, but due to the United States' unique definitions of torture and public officials, the extent to which the United States must educate their school officials is limited. While the government provides a formal education to all individuals who will be involved in the treatment of persons who are arrested, detained, or imprisoned, the United States does not include school officials in this list of officials. Although educational information on torture is not specifically directed toward school educators, the school officials and the general public may access the information through the United States Department of State web page. However, it is apparent that the United States does not intend to ensure that public school officials understand their obligation to prevent torture in the school system.

B. United States' Deficiencies Under International Treaties

The United States claims that "the American public educational system is open and accessible to all, regardless of race, ethnicity, immigration status, or socio-economic status," and yet the academic achievement gap between white students and students of color persists. The racial disparities in "funding, curriculum, school discipline, [and] college enrollment rate[s]," portray a public education system still plagued by institutional racism and still unequal.
Although the United States has attempted to address the racial disparities in the public education system through programs and methods that are not facially discriminatory, the effects of the programs create higher standards and greater obstacles for minority students, and consequently add to the racial discrimination problem. This comment will address three areas in the education system that have discriminatory effects: disparate funding, academic tracking, and "zero tolerance" discipline policies.

1. Disparate Funding

First, the capabilities of schools in impoverished districts are extremely limited due to the structure of public school funding. If a school has minimal funding, the opportunity for impoverished students to excel is more difficult. When the money is unavailable, the necessities of a solid education such as books, technology, clean and safe facilities, good teachers, and small class sizes often cannot be provided. The students score lower on standardized tests and are unable to compete with the students from wealthier districts with more educational resources.

2. Academic Tracking

Many districts have created academic tracking programs. These programs allow teachers and school administrators to determine a student's abilities and potential and then place that student in an academic track reflective of teacher's or administrator's personal perception. The academic tracks range from remedial and special education programs to accelerated and gifted programs. Studies show that African American and Latino students are over-represented in the lower tracks and under-represented in the higher tracks. The tracking can begin very early in a child's academic career and can be extremely detrimental to the child's future. If a child is placed in a lower track because of a perceived inability to do mainstream work, it is often very difficult for the child to break into the higher track due to the very nature of the tracking system.

The method of determining how to put a student in a particular track is laden with racially discriminatory factors. To determine which track to place a child in, three factors are considered: standardized test scores, teacher recommendations, and parental intervention.
First, the standardized tests have frequently been criticized for being racially biased.
Second, teacher recommendations are strictly subjective and can be based solely upon general and strong impressions.
Third, if parents are unaware of the system due to language barriers or because of general ignorance, the parents are unlikely to intervene on behalf of their child and push for a higher track placement.

3. "Zero-Tolerance" Discipline Policies

Another area of racial disparity that leads to unequal treatment in the schools is the area of discipline.
Studies show that students of color are more likely to be suspended and/or expelled from school than similarly situated white students. This statistic has become more pronounced now that schools that receive federal funding (all public schools) must implement "zero- tolerance" policies for weapons offenses. The policy may appear race neutral on its face, but the implementation of the policy has lead to findings of racial discrimination.

Since the consequences of bringing a weapon to school can be harsh, and can include suspension or expulsion, schools are permitted to evaluate incidents on a case-by-case basis and may deliver a less severe punishment if mitigating circumstances permit. There is evidence to suggest that if a student appears to have a positive and promising future, schools will overlook relatively minor violations such as weapon possession, and will not expel the student. Instead the schools will deliver a lesser punishment in the hopes of rehabilitation, but there are inequalities in the application of this school discretion. Often, the minority students do not receive the benefit of this second chance and tend to suffer more devastating consequences.

Racial discrimination affects more than disparate test scores and overall unequal treatment in the schools. One effect is addressed indirectly in CAT; however, because of the United States' limited definition of "torture," the CAT's implications are severely limited.
According to the United States, the government need only deal with mental suffering caused by torturous acts in very few circumstances. These situations do not deal with any intentional racial discrimination that takes place in the schools but rather they address situations when the victim is in the custody of an official in the criminal setting or in a mental institution. The United States appears to ignore the times when children are under the control of the state during schools hours.

Children are under the school's control during much of the day, for five days a week. Yet this time of responsibility is not considered time during which the United States accepts a responsibility to ensure that the children are not experiencing torture in the form of mental suffering.
When a child endures racial discrimination in the school system, the child will experience severe mental suffering that will affect him/her throughout the child's life. Students can easily feel frustrated as they are disregarded and classified in lower academic brackets, punished more harshly, and not given the financial means to succeed in school. As the discrimination continues throughout school, the long-term effects will cause severe mental pain as the students begin to believe they are inferior to their white peers. The United States has not acknowledged the possibility that the suffering of the students under the government's control may fall squarely under its own limited definition of torture.

According to all three treaties, the unequal treatment between minority students and Caucasian students runs counter to the United States' international obligations.
In the United States' report to CERD, the government characterizes racial discrimination problems as mainly private acts of discrimination. However, the disparities in schools are not just a result of intentional or private acts.
Discrimination in school is a form of institutional racism and must be addressed by the United States. The United States has an obligation under CERD to protect everyone from acts of racial discrimination and laws that either discriminate or have the effects of discrimination. Under CAT, the United States must prevent torture of all forms, including mental torture. Under ICCPR, the United States must protect every child, regardless of his/her race, as a minor in the society. These requirements are not currently being met.

C. How To Begin Eradicating Racial Discrimination

The problem with attempting to eliminate racial discrimination in the United States is its deep-rooted foundation. Over time, the United States has tried to tackle the issue of discrimination; but through many self-imposed limitations, such as the ones found in the treaty reservations, the government and the court have skirted around issues that need to be directly addressed. Discrimination in the schools is an issue that is easy to overlook because intent can rarely be proven.

The first step to eliminating racial discrimination in the school system is to recognize the serious disparities within the schools, and to recognize that the reasons for these disparities are not due solely to student abilities or personal racism. The type of discrimination in the schools that is often the most devastating is institutional racism. This type of racism has no intentional motivation but instead is set up within the system so that even if a person tries to be fair and equal, the chances are that discrimination will still occur.

There are several ways in which the United States can begin to attain the international standards that they have agreed to in various forms. The first step is to recognize that the reservations in CAT, CERD, and ICCPR are too narrow to truly reach the heart of discrimination.

Institutional racism affects more people and has a more damaging effect upon the victims than personal racism does. If the United States ratifies a treaty but submits so many limiting reservations that the actual obligations of the United States in the treaty reflect the current laws of the country, the aspirational value of the treaty is lost.

The United States is not in compliance with any of the three aforementioned treaties in the area of education. However, according to the United States' report to the three treaty bodies, the United States has fulfilled most of the commitments agreed upon in the treaties. As long as the reservations pertaining to intentional acts exist, many of the problems with discrimination will persist; yet the United States will not have an international obligation to address them. Currently, the United States has ratified treaties that have been narrowed so much by reservations that the aspirational purpose of the treaty is lost. Thus the ratification by the United States resembles mere lip service to the international community, rather than a promise to improve.

A second vital step to eradicating racial discrimination in the schools is to provide equal funding for all students. It is ironic that students who are in the poorest of districts receive the smallest amount of funding. The students in these neighborhoods often face innumerable obstacles that will inhibit their ability to break out of the poverty circle. Yet these are the students who are given the fewest of school supplies and educational materials. The government cannot expect a school to produce students with quality test scores when the school has no resources to implement improvements.

The third step is to begin collecting data with consistent criteria around the country. The various school districts have several methods that are generally inconsistent with each other when collecting statistics about discipline, test scores, and academic placements. If schools were required to adhere to a uniform method, the country could provide evidence of the actual deficiencies in the public schools. The more the country accurately reports about weaknesses, the better chance legislators and school administrators have to efficiently and effectively address insufficiencies in public policy.

A fourth way to address the discrimination in schools is to eliminate the academic tracking programs that virtually lock students into a remedial track. When a student is locked into a program, the objective of providing equal education is lost. The United States is supposed to be the land of opportunity but in the tracking programs, the opportunity to succeed academically is practically siphoned away.

Finally, the federal government should reevaluate the "zero-tolerance" policies in schools. As the Programme of Action from the World Conference against Racism states, all measures should be taken to avoid programs that deny a student's equal access to a quality education. Because schools apply the "zero-tolerance" standard differently for similar offenses, the government must reexamine the goals of the policy and perhaps find a more rigid method for schools to apply the standard. If a more rigid application is impossible to agree upon, then the expulsionary element of the policy must be reserved for only the most severe of violations. Schools have been given so much discretion that personal racial biases are playing a significant role in the administration of the policy and are harming minority students disproportionately to white students. For these reasons, the policy must be adjusted or eliminated.

The United States has promised the international community that it will work to eliminate racial discrimination in the public education system. The United States has supported its commitment to eradicate racial discrimination in the CERD, the CAT, the ICCPR, and by their attendance at the "World Conference Against Racism, Racial Discrimination, Xenophobia and Related Intolerance." In 1954, the United States took a significant step forward by recognizing that the doctrine of "separate but equal" is not a constitutionally sound policy, but the struggle toward full integration is not yet finished.

Today the schools appear relatively integrated, but beyond the physical integration, many still areas are severely segregated. The funding is unequal, the opportunities within the schools are limited to minority students through the tracking programs, and the disciplinary policies impact minority students disproportionately to white students. The schools are not yet "open and accessible to all, regardless of race" as the United States has claimed. There is still a long road ahead of the country, with respect to the elimination of racism. The first step is an honest recognition of the problem. Children across the nation are entitled to a quality education and equal access to that education. The United States has acknowledged this right of children, but so far the country has not turned it into a reality. The United States must make the necessary steps to address the problems in the American public education system before the education system will ever reflect the intent of the Brown decision. We may not uphold the "separate but equal" doctrine but we have certainly not created an integrated and equal system.
Hopefully you remember the lawsuit over discrimination in Public School against The State of NY in 1998. Click here
As well as In the early 1920s and prior to then, At Clara Barton School in Kansas; Some Mexican-American childrens were attending John Fiske and Emerson. However, racial discrimination and school segregation were prevalent in that era. Civic and PTA organizations in Armourdale and Argentine requested that a separate public elementary school be built and maintained for the Mexicans. It was felt that as many as 150 pupils could attend this school
For more information. Click Here:

E-mail from Judson ISD trustee sparks cry of racism. he is offended by e-mails suggesting he should learn Spanish




Judson School Board trustee Richard LaFoille sent out an e-mail Tuesday suggesting the United States could prevent unauthorized immigration by digging a moat the length of the border with Mexico and filling it with alligators.

The e-mail, meant to be humorous, was a forwarded message featuring a Hallmark greeting card character known as Maxine. It also protested the singing of the national anthem in Spanish and noted, "If you don't want to forward this for fear of offending someone, then you're part of the problem!"

LaFoille sent the e-mail to a host of district administrators, trustees and others, including a San Antonio Express-News reporter.

Trustee Diane Bagley forwarded the message to Superintendent Willis Mackey, who was left off the original e-mail, and said while she respects freedom of speech, she does not want to receive e-mails from LaFoille that she considers racist.

LaFoille, responding to criticism over the e-mail, said he's not racist, but sent the message to people he frequently e-mails because, "I don't hide the facts

"I think that our borders need to be closed," said LaFoille, who noted that his father came to the United States from Quebec, but refused to speak French around his son.

"I don't care what color you are, black, white, green or purple, if you don't speak English, I don't want to talk to you."

LaFoille said he has been called racist in the past because he refused to vote for minority job candidates he felt were not qualified.

He said he gets along well with all kinds of people in Judson ISD, one of the most ethnically diverse school districts in the area. Nearly half of the students there are Hispanic and 27 percent are African American.

Children in the schools he represents "come up and hug me," LaFoille said. "They like me and I like them."

But he said he is offended by e-mails suggesting he should learn Spanish.

"I got about three of them last week," he said.

He also noted there are no Anglo Miss America pageants or Anglo college funds.

"It's ridiculous," LaFoille said. "I'm not saying there should be, but have you ever heard of one? And do you think if there was, people wouldn't be screaming that we're racist?"

LaFoille, elected in 2004, was unopposed last year for re-election to a three-year term.

Bagley said LaFoille's e-mail might have been meant in jest, but wasn't funny.

"It concerns me that an individual thinks those types of things are funny and yet represents our kids and our community," she said, noting she received a couple of similar e-mails from LaFoille about two years ago and asked then that he stop. "He needs to keep it within his circle of friends if that's what he wants to do. I am not in his circle of friends."

Judson's board has been known to spar, and trustee June Adair said LaFoille once asked her to stop sending him e-mails that weren't explicitly related to board business.

She said LaFoille's e-mail, which she also received, was "not exactly the most tactful thing to do ... but I got in trouble before for sending out e-mails that had scriptural or other messages."

Last year, Bagley sent a letter to the Texas Education Agency accusing her fellow trustees of racism for failing to support an African American employee for interim superintendent. The board later hired its first minority superintendent, Willis Mackey, in November.

LaFoille said Bagley is overly sensitive.

"She thinks there's racist undertones if you tell her, 'I met a person the other day and they were Hispanic,'" he said.

He said he didn't intend to send the e-mail her way, but Bagley thinks it was "an obvious jab."

"He did not agree in the past with my statements with there perhaps being a race issue in Judson ISD," she said. "He needs to go and find someone else to play with."

Linda Odell, a spokeswoman with Hallmark Cards, said the e-mail's use of the Maxine character was "absolutely not" authorized.

"What we do is bring people together in a positive way and certainly not to take political points of view," Odell said.

How Americans changed the view of Legal and Undocumented Immigrants specially Mexicans after the attacks of September 11, 2001?.




Republicans representatives are the most outspoken against Legal and Undocumented Immigrants producing more than 350 bills for their political purpose against according to them undocumented Immigrants. What about their Families? What about their children? Majority of them are U.S. Citizens; And at least one of their parents maintained a legal Status. Again Republicans Political representatives continues blind toward the root of the main problem on Immigration. The Dysfunctional and obsolete system. I believe this Country was founded by Immigrants with a faith towards a common purpose. The American Dream.

Latinoamericanos en Accion was founded the month terrorists took down the Twin Towers.

Maybe it's irony or cruel coincidence that the Hispanic advocacy group is closing its books the month the S.C. General Assembly is discussing how best to implement Undocumented immigration laws.

It's ironic because the Sept. 11, 2001, terrorist attacks changed how Americans viewed the world, which led to more scrutiny of international visitors. That scrutiny is fixed upon those who cross the U.S.-Mexican border - even though the hijackers didn't enter the U.S. that way, the Canadian border is twice as long and half as protected, and Russian students and South African and Brazilian visitors also purposefully overstay visas. A few decades prior to that day, the U.S. even quietly accepted undocumented workers and President Ronald Reagan provided them amnesty.

And it's cruel coincidence because the need for such an advocacy group has never been greater, because legislators in Columbia are basing laws on faulty research provided by anti-immigration groups; because Hispanics - undocumented and legal residents - face increasing hostility; because an assortment of institutions is trying to serve a group that is growing exponentially.

"We still need a service agency here," said Lee Bollinger, a Coastal Carolina University professor and the group's treasurer. "I think it would have worked if the sentiment here would have been better."

But every time Bollinger spoke in public, she got angry phone calls from residents who wanted Hispanics deported.

She and others tried to save the group. They changed its name to "Latin American Service Organization" because some residents said the original named sounded militant.

They held meetings with businesses to make them aware of what they offered - training opportunities, a place to bridge cultural differences that hamper business transactions and service, a repository of accurate information, a group that helps documented Spanish-speaking clients and urges undocumented workers to enter proper legal channels.

"I'm a child of immigrants. I feel that laws should be for everyone," said Miriam Berrouet, the group's president. "We did everything we could to get them legalized. We tried to blend the two cultures together as best we could."

And they met with area chambers of commerce and discussed creating an S.C. Hispanic Chamber of Commerce. The head of the Hispanic chamber in Atlanta counseled them. A handful of area businesses were receptive, but the idea couldn't gain traction with donations and public support in short supply.

"We were willing to work with them," said Brad Dean, head of the Myrtle Beach Area Chamber of Commerce. "They did challenge us on whether or not we truly understood and would support the need for Hispanic businesses, especially related to legislative needs. We need a sensible solution to our immigration problem and that means tighter enforcement at the federal level."

But while that idea died and various people are trying to step into the void, the Hispanic population - its legal and Undocumented parts .

Victor Rivera Jr., owner of USA Services, which helps Spanish-speakers navigate the economy, said 100 area Hispanic-owned businesses would have joined such a chamber. Many of them are made to "go down the long road [of red tape], which is expensive," feel intimidated by anti-immigrant sentiment, and have employees and clients who live in fear.

He does, as well, even though he has provided up to eight area jobs, is a citizen who moved here from New York in 1989 and decided to help the needy after promising God after his wife survived cancer.

"I am a grown man fearing injustice," he said, adding that he's felt disrespected by judges and had attorneys warn him about being too active in Hispanic affairs. "I don't deal with anyone who violates the law, just people who are doing everything the right way but are being hampered by the system."

A,B,C,D, E, F ollow me.........Professor arrested in Internet child-sex sting.

BATAVIA, N.Y. (AP) _ A Rochester Institute of Technology professor was arrested in a parking lot after arranging a sexual encounter with a police officer who had posed online as a 14-year-old boy, authorities said. Michael Krembel, 63, an associate professor of graphic arts, was charged Tuesday with third-degree criminal sexual act, first-degree attempted dissemination of indecent material and endangering the welfare of a child. Krembel went to Batavia believing he was meeting a juvenile for sex, but detectives and FBI agents were waiting for him instead, police said. He is the fourth person arrested since June in an online investigation into suspected sex predators.

Detective Todd Crossett said he posed as a 14-year-old boy surfing the Web during online conversations with Krembel. "He thought he was going to meet a 14-year-old boy and engage in sexual activity with him," Crossett said