Again...Race is not the ONLY criteria looked at, finances, family, school districts, etc all come into play....and the two students I mentioned were excellent students, far better than I was, and I'm certain their applications were accepted before race had been factored in, their scores were that good. As I understand it, race is only factored in to choose between two relatively equally scoring students, never to accept students who aren't proficient simply due to ethnicity.
Given the same educational opportunities across the board, race could be removed completely....that's simply not where we are. The proper order of things seems to be fix the underlying issues like unequal schools/education THEN remove the programs implemented to address the results of those issues. Reversing that order only further harms the downtrodden and likely never addresses the underlying issues as it removes any incentives for the ruling class to do so.

Properly funding public education so it's on par with private education seems to be step one to me. As I mentioned, we are moving in the other direction here, defunding it in multiple ways.

I mentioned why racial assumptions are often used instead of a full individual examination of all factors, lack of staff to do that examination thoroughly and a desire for diversity in the outcome.

Nice discussion, thanks for staying respectful. Time for me to move on, though....my opinion doesn't matter anyway, I'm no policy maker, just an unemployed welder/house husband with an opinion.

https://thevarsity.ca/2017/10/30/jordan-peterson-doxxes-two-student-activists/

First article i found on it. Sounds like he linked two facebook accounts on twitter, one of them for posting a picture of some sort of super hateful poster that got put up in Peterson's neighbourhood? Blastedly hard to find bare facts in stuff like this.

I've seen a lot of people flaunting story since it happened, but they fail to read the whole article:

There were six similar attacks in just seven months in 2010 that killed nearly 20 people and wounded more than 50.

The most recent such attack took place in August, when a knife-wielding man broke into a middle school in the southern city of Nanchang and stabbed two students before fleeing.

In one of the worst incidents, a man described as an unemployed, middle-aged doctor killed eight children with a knife in March 2010 to vent his anger over a thwarted romantic relationship.

Tight controls mean that gun crimes are rare in China and make knives and sometimes explosives the weapons used in mass attacks in China.

On Oct. 1, 1997, Luke Woodham, 16, part of a satanic cult, stabbed and bludgeoned his mother before driving her car to Pearl High School in Pearl, Miss., where he shot dead two students and wounded seven others with a rifle he made no attempt to conceal. He then got back into his mother’s car and planned to go to Pearl Junior High School to kill some more. But assistant principal Joel Myrick retrieved a .45-caliber pistol from the glove compartment of his truck and subdued Woodham.

On Jan. 16, 2002, Peter Odighizuwa, 43, of Nigeria, went to the Appalachian School of Law campus in Virginia with a handgun and killed three and wounded three others. At the sound of gunfire, two other students – both police officers – retrieved guns from their cars. Meanwhile, another police officer and former Marine jumped Odighizuwa and disarmed him by the time the other officers got to the scene.

On Aug. 23, 1995, a band of crack cocaine addicts entered a store in Muskegon, Mich., with a plan to kill everyone and steal enough cash and jewelry to feed their habit. One member of the gang shot store owner Clare Cooper in the back four times. He still managed to grab his shotgun and fire on the gang as they fled. They were all apprehended.

On Dec. 9, 2007, a 24-year-old gunman named Matthew Murray launched an attack on the congregants of the New Life Church in Colorado Springs that left two victims dead. A former police officer, Jeanne Assam, a member of the security team for the church, shot Murray 10 times, killing him, as he was shooting at her. Murray had killed four others at a church 70 miles away earlier in the day.

On July 24, 2012, Richard Gable Stevens rented a rifle at a shooting range in Santa Clara, Calif., and herded three employees out the door, saying he intended to kill them. One of the employees, however, was carrying a .45-caliber handgun and shot the assailant.

On Dec. 17, 1991, two men armed with stolen pistols herded 20 customers and employees of a Shoney’s restaurant in Anniston, Ala., into a walk-in refrigerator and locked it so they could rob the establishment. However, one customer was armed with a .45-caliber handgun hidden under a table. He shot one of the gunmen dead. The other robber, who was holding the manager of the restaurant at gunpoint, began firing at the customer. But he was wounded critically by return fire, ending the incident.

On July 13, 2009, an armed man entered the Golden Food Market in south Richmond, shooting and wounding a clerk while firing at store patrons. He was shot by another customer who had a concealed-carry permit, likely saving the lives of eight other people in the store.

On July 29, 2012, Charles Conner shot and killed two people and their dogs at the Peach Tree RV park in Early, Texas. Vic Stacy got a call from one of the neighbors, got his .357 magnum and shot Conner as he fired upon the first police officer to arrive at the scene. Stacy was credited with saving the life of the officer.

The truth is that every single day mass murders are averted by armed civilian

Yet, every time there is a horrendous slaughter like we saw at the Sandy Hook Elementary School, there is a knee-jerk outcry for stricter control of guns.

taken from http://www.wnd.com/2012/12/how-to-stop-the-slaughter-of-the-innocents/#oA9kiFClUvLJ8gIK.99

@blankfist

Research that purporting that teaching is a difficult job based on 6 criteria. I suggest the whole document but here's the jest of it.
______________________________________________
---------->Societal Attitude:
The participants in this study believed that the attitude of society toward the teaching profession was unfair and detrimental to their overall functioning. They did not believe that they were valued, despite their advanced levels of education. In a recent nationwide survey of over 11,000 teachers and teacher candidates, Henke, Chen, Geis, and Knepper (2000) found that only 14.6% of the teachers surveyed were satisfied with the esteem in which society held the teaching profession.

--->Denise, a high school English teacher addressed the issue of respect:

"There is a lack of respect for teachers. It's not just the money, but also the attitude I get from administrators and politicians that teachers are trying to get away with something. We have taken these cushy jobs where all we have to do is stand up in front of a bunch of kids and BS for a few hours, and only work ten months of the year, at that teachers have it easy! Every time we ask for something (like, in my county, that the county pay our contribution to the state retirement system, for example), they make us out to look like whiners - give 'em an inch; they'll take a mile. The truth is, though, that teachers care so deeply and work SO much beyond our "contract hours." I can't tell you how many come in for weeks during the summer, as I do, and take on clubs after school (for which we are not compensated), and work during vacations. This lack of respect for teachers gets me down."
______________________________________________
---------->Financial Issues:
On top of the perception that they are not being valued by society, teachers are notoriously underpaid in our country. Four years after their graduation, Henke et al. (2000) surveyed a large sample of college graduates between 1992-1993. They found that the teachers were tied with clerical staff and service workers for the lowest salaries. A recent report from the American Federation of Teachers (AFT, 2000) found the following to be the case for the 2000-2001 school year:

For new teachers, the $28,986 average beginning salary lagged far behind starting salary offers in other fields for new college graduates. For example, accounting graduates were offered an average $37,143; sales/marketing, $40,033; math/statistics, $49,548; computer science, $49,749; and engineering, $50,033.
The $43,250 average teacher salary fell short of average wages of other white-collar occupations, the report found. For example, mid-level accountants earned an average $52,664, computer system analysts, $71,155; engineers, $74,920; and attorneys, $82,712.
The majority of the participants in this study related that they were simply not paid enough to live comfortably. They drove old cars and lived in inexpensive apartments. Others struggled to save enough money to buy a home.

--->Calvin, a high school science teacher, talked about his pay:

"I love teaching, but I don't know if I love it enough to deprive my family and myself of necessities. I have a baby and another on the way. I can't see how I can ever save enough to make a down payment on a house, even with a second job in the summer."
______________________________________________
---------->Time Scarcity:
Many new teachers were physically and emotionally fatigued to the point of exhaustion. They reported that they worked long days at school, and then took home lesson plans to create, papers to grade, and parents to call. They also worked nights and weekends on school-related work.

--->Jessica, a high school math teacher:

"I work 70 hours a week, and after 3 years it's not getting any better. When Friday night rolls around, all I want to do is fall asleep at 8 p.m.! Obviously that doesn't lead to a very exciting social life, or much of a "life" at all, if I can hardly stay awake long enough to go out to dinner with my friends and family. Even at holidays there are always papers to grade."

--->Fred, a high school English teacher also had difficulty with the amount of time required to do his job, pointing to the effect the time constraints had on family relationships:

The time commitment is the worst. During my first two years of teaching I worked 70-80 hour weeks, including time worked during the school day, in the evenings and over the weekend. Time commitment varies with the subject taught and with experience, but this aspect of the job nearly ran me out of teaching on several occasions and I witnessed one great new teacher leave teaching for this very reason. "It's my job or my marriage," she explained. "I never see my husband, and we're living under the same roof."

______________________________________________
---------->Workload:
The data reveal that it is nearly impossible for a conscientious teacher to complete all that is expected of them in one school day. At the high school level, teachers were teaching five or more classes in a traditional school, and three in a block schedule school. For each class this meant that the teacher's task was to design a complete lesson lasting at least one hour. This lesson had to follow the state curriculum, be engaging and interesting to students, and include various components as required by the school district, such as a warm-up, class activities, and homework. The teachers wanted to use outside resources such as the Internet to connect the material to real world applications. Additionally, they reported that there were often several special needs students in the class, and each of them needed some special accommodation. They found that planning was not a trivial task; it took several hours to design one effective instructional plan.

According to the teachers in this study, class sizes were another difficult feature of the teacher's day. In public high schools, most class sizes ranged from 25 to 35 students for a total of 125-175 students in a traditional school, and 75-105 in a four period block school. Henke et al. (2000) reported that the average number of students taught by secondary teachers each day is 115.8.

--->Abby, a high school history teacher explained the effect of large class sizes:

"Imagine any other professional trying to deal with the needs of this many "customers" at one time. If a physician were seeing patients, and grouped this many together, it is readily apparent how ridiculous it would be to expect her or him to address the needs of each person. The same is true for teachers.
Each student is an individual, with needs and issues that must be addressed. In a class period, the teachers expressed frustration because they could not address the needs of 25 or more students. "

--->Gina, a former high school science teacher described the variety in her workload as well as in her students' abilities:

"What I least expected was the amount of paperwork I had to do. Grading papers, progress reports, parent conferences, English-as-a-Second Language, exceptional students, ADD paperwork, and even work for absent students seem to take more time than "teaching."

To compound the issue, teachers also related many learning issues, where students had questions or misunderstandings that could easily have been cleared up with a few minutes of one-on-one time. They also reported discipline issues that got more serious when they were not addressed. Some students were bored. Some lacked basic skills and could not perform without help. In general, the teachers expressed being frustrated because they are educated professionals who could address these issues, if there were time to get to everyone. There was simply not enough time to address the variety of issues that simultaneously too place. Farkas et al. (2000) reported that 86% of new teachers report that the change most likely to improve teaching is reducing class size.

--->Eva, a high school English teacher summed up her frustration with large class sizes.

"This was not a matter of poor time management; it was a matter of too many students with too many needs and one harried teacher trying to be superhuman. There were times that I had a great lesson plan, only to have it totally derailed because of one or two students who needed individual attention and could not get it."

The total number of students that this professional was expected to evaluate, plan, and care for each day was as many as 150.
______________________________________________
---------->Working Conditions:
School administrators varied in their support of young teachers, and many teachers reported that this support was inadequate. The new teachers felt that they were evaluated and judged, but they would have preferred real feedback and suggestions for improvement of their teaching. They felt that they were often not supported in discipline issues or in conflicts with parents.

--->Carol, a former high school math teacher:

"I was very frustrated with the lack of support from my principal/administration in that after three observations I never got any feedback either in written or verbal form. I never really knew how I was doing. I felt I was doing a good job, but did not think the administration cared one way or the other."

--->Fran, a high school mathematics teacher expressed a need for more funds:

"Teachers should be given all the supplies that they need - $25 is not enough! At all other jobs that I have worked at, whatever you need to do your job is provided."
______________________________________________
---------->Relationships with Students and Parents:
A common problem reported by beginning teachers was student apathy. Many of the novice teachers reported that students had no interest in learning. In addition to attendance problems, a number of students often came to class without pencil, paper, and textbook. It was difficult to force or entice them to participate in classwork, and virtually impossible to get them to do homework.

--->Owen, a former high school mathematics teacher, was frustrated by his students' apathy:

"The vast majority of my students had no interest in learning math and I quickly tired of trying to force them (or entice them). They refused to bring paper or pencil to class, refused to do homework or classwork, and frequently came to class late or not at all. Most of them, to my great surprise, were not at all belligerent or confrontational about their refusal to do anything in class; they just had no intention of working at anything."

--->Mattie, a former high school history teacher, could not deal with the frustration:

"I just became very frustrated teaching to a class of 20 students and about 5 were interested or at least concerned with their grades. I decided not to return, because I was so exhausted and depressed at the end of the year. I just couldn't see "wasting" my time in a classroom where the kids don't care about themselves or what you're trying to accomplish."

--->Eugene, a former high school math teacher, also reported problems with apathy:

"I was frustrated with the apathy of the students. Many days I felt as though I was standing up there talking to myself. It was the longest year of my life. I was an emotional wreck because I felt as if the kids/parents didn't care enough to try or participate."

Kids who eat free and reduced lunch are of course tied to families that are impoverished. Everything I've ever read on the subject of poor families suggests that those children, regardless of their mental capacity, feel like their lives are out of control. And they're right in a sense to think that because they see their parents struggle to make ends meet.

This in turn, causes them to attribute both negative AND positive feedback to outside circumstances. For example:

>>>Poor Johnny gets a test back from a teacher, he failed the test. His response is much more likely to be something along the lines of "The teacher doesn't like me" or "My mom didn't help me," these reasons place responsibility on outside forces, things the student cant control. Even if the student managed to get an "A" on a test he is likely to say "I got lucky."

>>>In contrast, students with parents who seem to have it together will be more likely to respond to the same situation with reasons like "I didn't study enough," or "I should have done the homework that went with this test," two explanations that place responsibility on the student's shoulders.

The biggest difference this makes to these two student's situations is the impoverished student does not see a way out of the situation because he's attributing his situation to forces he can't control. The well off student on the other hand has readily available options at his disposal: "I could study harder," or "Next time I'll do the homework."

This philosophical problem is generational and won't be changed easily. But the least we can do is afford these kids with opportunities to break the cycle and FUCKING FOOD in the meantime.

<edit>
P.S. My mom works in the Chicago public schools and often tells me that they NEVER cancel school even on terrible snow days. The reasoning? Many of the students report that school is the only place they eat.

zeth_rb asked, "You need a Princeton Professor and two students to confirm that a "computer" voting machine can be hacked?"

Yes. There's a difference between stating that something is or isn't true, (i.e., Diebold machines are flawed) and proving that the flaw exists.

You need a Princeton Professor and two students to confirm that a "computer" voting machine can be hacked? Ok... I don't think anyone here didn't know that*SARCASM On a side not he published his results before they could be looked over for release in a peer reviewed journal. Why, so he could get the publicity before election otherwise his publication would have come out after election and no one would have given a sh!t. I've seen this same story article on all major news networks.