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The New Normal/Political Correctness Run Amok Thread

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19 hours ago, swordfish said:


Millions of people are without power in Texas after frozen wind turbines caused blackouts in the state amid Winter Storm Uri, which has sent temperatures plunging across the southern Plains a day after conditions canceled flights and impacted traffic across large swaths of the US.

1)  Not a very good endorsement for wind turbines......

2)  It's pretty cold in Texas this week, huh?


Also this article about solar panels and wind turbines from Germany, the 'solar and wind' capital:  https://www.msn.com/en-au/news/other/world-s-solar-and-wind-capital-freezing-due-to-snow-blanketing-millions-of-solar-panels/ar-BB1dF9Dp


Germany is held up as the world’s solar and wind capital by “renewables luvvies” but Germans are freezing through winter due to “millions of solar panels blanketed in snow” and turbines sitting idle, according to Rowan Dean.



“Germany’s long been held up by the likes of these renewable luvvies, they say Germany’s the world’s great wind and solar capital,” Mr Dean said.

But as we speak millions of solar panels are blanketed in snow and 30,000 wind turbines are sitting idle because there’s no wind.

“Freezing Germans shivering in their lederhosen’s are desperate for coal fired power to heat up their wurst and sauerkraut.”

Nuclear energy is ultimately the solution.


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We use measurables in business and general life every everyday.  Productivity, quality, efficiency......gas mileage, ...... but having a kid earn something, like a higher grade now is racist....Sad.

Has anyone broken the news to Mrs. Potato Head?  

I'm sure you're right BR.  

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A city public school principal is asking parents to “reflect” on their “whiteness” — passing out literature that extols “white traitors’’ who “dismantle institutions,” education officials confirmed to The Post on Tuesday.

The “woke’’ offensive at the East Side Community School in Manhattan features a ranking list titled “The 8 White Identities,” which ranges from “White Supremacist’’ to “White Abolitionist.”

The curriculum, written by Barnor Hesse, an associate professor of African American studies at Northwestern University in Illinois, claims, “There is a regime of whiteness, and there are action-oriented white identities.

“People who identify with whiteness are one of these,’’ Hesse writes above the eight-point list.

“It’s about time we build an ethnography of whiteness, since white people have been the ones writing about and governing Others,’’ Hesse adds.

In between the two extreme “identities” of supremacist and abolitionist are such categories as “White Voyeurism’’ — defined as “wouldn’t challenge a white supremacist, desires non-whiteness because it’s interesting’’ — and “White Privilege,’’ or “sympathetic to a set of issues but only privately; won’t speak/act in solidarity publicly because benefitting through whiteness in public (some POC are in this category as well).”image.thumb.png.26f8c3e55227732f38088146dec456cf.png“The Eight White Identities” written by Northwestern University associate professor Barnor Hesse.

The handout was accompanied by a color-coordinated meter with the red zone on the left titled “White Supremacist’’ and the green zone on the far right labeled “White Abolitionist.”

A New York City Department of Education official told The Post that some parents at the school, which caters to sixth- through 12-graders on the Lower East Side, first shared the material with staff.

The principal then disseminated it to every parent “as part of a series of materials meant for reflection” and as “food for thought,” the official said.

A DOE rep said in a statement, “Anti-racism and the celebration of diversity is at the core of our work on behalf of the young people of New York City, and the East Side Community School’s students, parents and staff partner together to advance equity in their community.

“The document in question was shared with the school by parents as a part of ongoing anti-racist work in the school community and is one of many resources the schools utilizes.”image.thumb.png.fee7c57e05802b591f2cc6ec24820e2a.pngNorthwestern University associate professor Barnor Hesse presents an “ethnography of whiteness” in the ranking list.

The spokesman said school workers are now being threatened over the missive.

“Our staff are now being targeted with vile racist, anti-Semitic and homophobic slurs and degrading language from people outside of their school and nothing justifies the abuse directed at our educators,” the rep said.

Christopher Rufo of the Discovery Institute wrote in a tweet that included a posting of the curriculum, “This is the new language of public education.”

The dissemination of Hesse’s literature to parents comes as the DOE and schools chancellor Richard Carranza have pushed to eliminate what they call current administrators’ “white-supremacy culture.’’

The administration has embraced “anti-bias training” across the board, with staffers forced to attend slide-show presentations denouncing the current culture’s “paternalism” and “power hoarding” — while getting sued over Carranza’s alleged creation of “an environment which is hostile toward whites.”

Rufo’s Feb. 15 tweet drew mixed reactions on Twitter.

“If you find this hostile, or unnerving, it’s because you are fearing the loss of power and advantage that your skin colour has afforded you. It’s an agenda to bring true equality,” a Twitter user fired at Rufo over Hesse’s chart.

But another writer said, “THIS is what a public school spends time and money on? Anti-racism like this is a poison.”

The racial makeup of the student body at East Side Community was 55 percent Hispanic, 18 percent white, 15 percent black, 10 percent Asian and 2 percent other during the last school year.

The school’s principal, Mark Federman, declined comment through the Education Department.

WTF?  How is this, in and of itself, not racist?  I guess since BLM endorses it, that makes it OK.  



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Adding wokeness: Oregon promotes teacher program to subtract ‘racism in mathematics’



The Oregon Department of Education (ODE) recently encouraged teachers to register for training that encourages “ethnomathematics” and argues, among other things, that White supremacy manifests itself in the focus on finding the right answer.

An ODE newsletter sent last week advertises a Feb. 21 “Pathway to Math Equity Micro-Course,” which is designed for middle school teachers to make use of a toolkit for “dismantling racism in mathematics.” The event website identifies the event as a partnership between California’s San Mateo County Office of Education, The Education Trust-West and others. 

Part of the toolkit includes a list of ways “white supremacy culture” allegedly “infiltrates math classrooms.” Those include “the focus is on getting the ‘right’ answer,” students being “required to ‘show their work,'” and other alleged manifestations.

“The concept of mathematics being purely objective is unequivocally false, and teaching it is even much less so,” the document for the “Equitable Math” toolkit reads. “Upholding the idea that there are always right and wrong answers perpetuate objectivity as well as fear of open conflict.

The ODE, led by Colt Gill, confirmed the letter to Fox News. ODE Communications Director Marc Siegel also defended the “Equitable Math” educational program, saying it “helps educators learn key tools for engagement, develop strategies to improve equitable outcomes for Black, Latinx, and multilingual students, and join communities of practice.”

An associated “Dismantling Racism” workbook, linked within the toolkit, similarly identifies “objectivity” — described as “the belief that there is such a thing as being objective or ‘neutral'” — as a characteristic of White supremacy.

Instead of focusing on one right answer, the toolkit encourages teachers to “come up with at least two answers that might solve this problem.” 

It adds: “Challenge standardized test questions by getting the ‘right’ answer, but justify other answers by unpacking the assumptions that are made in the problem.”

It also encourages teachers to “center ethnomathematics,” which includes a variety of guidelines. One of them instructs educators to “identify and challenge the ways that math is used to uphold capitalist, imperialist, and racist views.”

The newsletter surfaced amid a broader uproar over critical race theory and diversity training sessions in government entities. For example, a media frenzy erupted last year after a controversial graphic on “whiteness” surfaced from National Museum for African American History and Culture.

The museum’s graphic broke the “aspects and assumptions of whiteness” into categories such as “rugged individualism” and “history.” For example, under “future orientation,” the graphic listed “delayed gratification” and planning for the future as ideas spread by White culture.

The training promoted by Oregon references a 2016 workbook titled “Dismantling Racism.” 

“We do not claim to have ‘discovered’ or to ‘own’ the ideas in this workbook any more than Columbus can claim to have discovered or own America,” the workbook reads in one section. 

It’s unclear to what extent, if at all, teachers would be involved with this particular workbook, created by the group DismantlingRacism.org, but it appeared to form part of the foundation for the course’s material.

“The framework for deconstructing racism in mathematics offers essential characteristics of antiracist math educators and critical approaches to dismantling white supremacy in math classrooms by visualizing the toxic characteristics of white supremacy culture,” the toolkit reads before linking to both the workbook and a paper on “white supremacy culture.”

The toolkit adds that “building on the framework, teachers engage with critical praxis in order to shift their instructional beliefs and practices toward antiracist math education. By centering antiracism, we model how to be antiracist math educators with accountability.”

In one section of the “Dismantling Racism” workbook, the argument is made that “only white people can be racist in our society, because only white people as a group have that power.” Another section seems to justify anti-cop sentiments

“In some cases, the prejudices of oppressed people (‘you can’t trust the police’) are necessary for survival,” it reads.

That particular workbook seems to take a decidedly anti-capitalist tone as well. 

“We cannot dismantle racism in a system that exploits people for private profit,” it reads. “If we want to dismantle racism, then we must build a movement for economic justice.” One of the graphics includes protesters calling for taxes on corporations. Quotes are also featured from Howard Zinn, a self-described socialist, and Marxist revolutionary Che Guevara, although the quotes are more generally about activism rather than economics.

Anti-racism curricula have received an array of criticism and support.

For example, political scientist Carol M. Swain told Fox News’ Laura Ingraham last week that certain curricula “put forth by Black Lives Matter and being embraced in too many places is really destructive of the Black community and the Black family and racial justice.”

Angela Onwuachi-Willig, an expert on critical race theory at Boston University School of Law, told the Boston Globe that critical race theory helped people understand the complexity of race – beyond “simple” narratives that they may have been taught.

“Racism is not extraordinary,” she continued. “Race and racism are basically baked into everything we do in our society. It’s embedded in our institutions. It’s embedded in our minds and hearts.”

Attorney M.E. Hart, who has conducted these types of training sessions, told The Washington Post that the training helped people live up to “this nation’s promise – ‘We hold these truths to be self-evident, that all men are created equal.'”

The complete and utter dumbing down of nation's children continues in government education.  So I guess under "ethnomathematics"       2 + 2 can = 5,  but only if it is a white person who first says that 2 + 2 always equals 4.




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On 12/15/2020 at 11:45 AM, swordfish said:


Lincoln is one of dozens of historical figures who, according to a school district renaming committee, lived a life so stained with racism, oppression or human rights violations, they do not deserve to have their name on a school building.

The debate reflects a nation in turmoil, a reckoning with a racist past that lingers today, toppling confederate statues from town squares and eliminating a large number of Robert E. Lee street signs.

“Uprooting the problematic names and symbols that currently clutter buildings, streets, throughout the city is a worthy endeavor,” said Jeremiah Jeffries, chairman of the renaming committee and a first grade teacher in San Francisco. “Only good can come from the public being reflective and intentional about the power of our words, names and rhetoric within our public institutions.”

But history is not always clear. People are complicated. Heroism and bravery can be obscured by beliefs and behaviors deemed abhorrent when viewed through a modern lens.

Was Lincoln one of the greatest presidents of all time who ended the country’s great shame or a whitewashed historic character with a questionable record related to Native Americans not worthy of memorials, school names and street signs?

Critics have called the effort to rename 44 school sites, a full third of the district’s schools, amateur — citing the committee’s justifications pulled from Wikipedia or selective news sources rather than historical records or comprehensive research — and a waste of time amid a pandemic.

It has also received significant support from some communities, whose children wear school sweatshirts emblazoned with the name of former slave owners.

When the committee released the 44 school sites to be renamed, many made sense. Thomas Jefferson and James Monroe were slave owners, and Vasco Nunez Balboa was a murderous conquistador.

At least a few names on the list raised eyebrows, including El Dorado, literally translated to City of Gold, and Dianne Feinstein, who landed on the list because as mayor in the 1980s, she replaced a vandalized Confederate flag in front of City Hall.

But perhaps the most controversial on the list was Lincoln. Honest Abe. The Great Emancipator.

His inclusion exemplifies the struggle in San Francisco and across the country to balance the good and the bad, in this case, the hero and the 19th century man with many faults.

It is not an easy to sort worth from waste, said historians as well as those hurt by the legacy of those complicated figures.

“I have so many reactions in the sense of looking at his entire record and the fact of what (Lincoln) did for Africans and slavery and the Emancipation Proclamation,” said Sherry Black, who worked for more than 40 years in Native American economic and community development. “Considering the time period, it’s so difficult to understand how things were at the time. How do you make these decisions?”

To many, Abraham Lincoln was one of the country’s greatest presidents, the Great Emancipator, a beloved historic figure as well as political mentor to his successors, including Barack Obama, who used the Lincoln Bible for his inauguration.

Yet the renaming of Lincoln High School was a slam dunk for the committee, which didn’t even discuss it, according to video of the meetings. The members of the committee, appointed by the school board, deemed whether a person’s actions or beliefs met the criteria for renaming, and moved on. The committee’s spreadsheet with notes on their research listed the federal treatment of Native Americans during his administration as the reason.

“The discussion for Lincoln centered around his treatment of First Nation peoples, because that was offered first,” Jeffries said. “Once he met criteria in that way, we did not belabor the point.”

Jeffries, however, said the narrative of Lincoln’s legacy is false.

Regardless of the pop-culture myths of Lincoln and his motivations, the Civil War was not fought over slavery or the liberation of Black people.

“The history of Lincoln and Native Americans is complicated, not nearly as well known as that of the Civil War and slavery,” he said. “Lincoln, like the presidents before him and most after, did not show through policy or rhetoric that Black lives ever mattered to them outside of human capital and as casualties of wealth building.”

Others disagree.

“He saved the country from dividing and ruin,” said Harold Holzer, a Lincoln scholar and director of the Hunter College’s Roosevelt House Public Policy Institute. “He should be honored for it.

Lincoln’s involvement with Native Americans is even trickier to unravel.

Lincoln’s administration supported the Homestead Act of 1862 and transcontinental railroad, which led to the loss of Indigenous peoples’ land. Lincoln himself largely delegated the sometimes bloody response to Native American conflicts while focusing on the Civil War, according to historians.

But Lincoln, whose grandfather was killed by a Native American, oversaw the hanging of 38 indigenous warriors after a Santee Sioux uprising in Minnesota, but only after he personally reviewed the legal cases against the 303 men sentenced to death. He saved the lives of 265 Indigenous men.

Lincoln, historians say, was focused on the Civil War and therefore did little to change policies related to Native Americans, but had planned to.

“If we get through the war and I live, this Indian system will be reformed,” he said. He never got the chance.

“He was more progressive than most people,” Holzer said. “There was pretty rampant hostility (toward Native Americans) and I think Lincoln rose above it.

“Nobody is going to pass 21st century mores if you’re looking at the 18th and 19th centuries.”

Lincoln’s legacy is complicated, Black said.

He could have sentenced all 303 warriors to death, she said, but “he recognized they weren’t treated appropriately according to the legal system.”

Black wondered: Does the good outweigh the bad? “I could come down on either side.”

For the renaming committee, that wasn’t a valid question. One decision that met the criteria was enough.

“We asked ourselves, ‘Did the name under consideration meet one or more of our criteria?’ If that name met criteria, they were put on the list,” Jeffries said.

That’s how Feinstein landed on it.

“On a local level Dianne Feinstein chose to fly a flag that is the iconography of domestic terrorism, racism, white avarice and inhumanity towards black and indigenous people at the City Hall,” Jeffries said. “She is one of the few living examples on our list, so she still has time to dedicate the rest of her life to the upliftment of Black, First Nations and other people of color. She hasn’t thus far, so her apology simply wasn’t convincing.”

At the same time, labor leader Cesar Chavez didn’t make the list, despite his feelings toward undocumented immigrants, who he called “wetbacks” and other derogatory names. He encouraged his supporters to report them to the authorities for deportation.

United Farm Worker members would form “wet lines” at the border and beat those crossing, believing they would be strike breakers, according to his biographer Miriam Pawel.

Jeffries said no one on the committee offered evidence that Chavez met the criteria. He did not say whether anyone on the committee looked for any.

“We did not discuss the life of Cesar Chavez except to say that he did not meet criteria,” he said.

The committee is expected to formally recommend renaming the 44 school sites in January, which will also include an alternative name chosen by Jeffries and the other members.

School communities have an opportunity to suggest a new name this month.

Parent Alida Fisher is looking forward to seeing the name change at her school, saying many Denman Middle School families have long wanted another moniker on the building.

Denman might have been the first (San Francisco) superintendent, but he was also “an abject racist,” Fisher said at November school board meeting.

Parent Matt Price appreciates the idea, but wishes the district would just wait until the school communities have the energy and time for such decisions.

“This move, in light of the disastrous year this has been, feels terribly disrespectful to the parents who are really struggling right now,” said Price, whose third grade son attends McCoppin Elementary, which is also on the list. “It’s a well meaning exercise and I’m certainly not opposed, but it’s very, very badly timed.”

The school board is expected to vote on the recommendations early next year.

In the meantime, Jeffries urged the public to do their own research, “particularly on Lincoln.”

“There is a lot of scholarship out there,” he said. “I encourage everyone to seek it out. Read.”

Jill Tucker is a San Francisco Chronicle staff writer. Email: jtucker@sfchronicle.com Twitter: @jilltucker


Are you fricking kidding me?  SMH.....


San Francisco has made a stunning about-face, walking back a controversial decision to scrub 44 “racist” names from its schools — including George Washington and Abraham Lincoln — after the move drew nationwide ire and was criticized for being based on flawed information without insight from historians.

“I acknowledge and take responsibility that mistakes were made in the renaming process,” the president of San Francisco’s School Board Gabriela López wrote on Twitter Sunday

“Reopening will be our only focus until our children and young people are back in schools. We’re cancelling renaming committee meetings for the time being.” 

In late January, the school board voted 6-1 to rename schools honoring “racist” historical figures like George Washington, Thomas Jefferson, Abraham Lincoln and Paul Revere and replace them with people who didn’t aid or abet slavery, genocide or human rights abuses.

The move was widely criticized as a symptom of cancel culture and for being based on misinformation and “casual Google searches” without the input of historians. 

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California Bill Would Give $1,000 Fines to Retailers With Separate 'Girls' and 'Boys' Toy Sections: https://reason.com/2021/02/23/california-bill-would-give-1000-fines-to-retailers-with-separate-girls-and-boys-toy-sections/?itm_source=parsely-api


Retail stores in most of California are only allowed to operate at 25 percent capacity. A new bill in the state legislature would ensure that whatever part of their shop is allowed to be open is as inclusive as possible.

Last week, Assembly Members Evan Low (D–Cupertino) and Cristina Garcia (D–Los Angeles) introduced a bill that would require retailers to offer their toys and childcare products in a gender-neutral format.

Brick-and-mortar shops would have to display the majority of their products and clothing aimed at children in one undivided, unisex area on the sales floor. They'd also be barred from putting up signage that would indicate whether a product was intended for a boy or girl.

California-based retailers that sell children's products online would also have to have a page on their website that offers these products in a general neutral fashion. The bill would allow retailers to title that section of their website "kids," "unisex," or "gender neutral."

The bill is nearly identical to one that Low introduced last year, telling Politico at the time that he was hoping to create a more inclusive shopping experience. "This is an issue of children being able to express themselves without bias," he said.

Low dropped the bill in May to prioritize COVID-19-related work but promised to pick up the fight later, saying in a statement that "the policy behind this bill is not only important in regards to addressing perceived societal norms but also ensuring that prejudice and judgment does not play a prominent role in our children's lives. I look forward to working on this issue in the future."

If passed, stores that did put dresses in a separate girls section could be hit with a $1,000 civil fine. The policy would only apply to retail department stores with over 500 employees.

Even without mandates, some retailers have been moving away from gendered in-store promotion. In 2015, Target announced that it would get rid of separate sections for bedding and toys.

At the time, the company was careful to note that they weren't eliminating all gender distinctions in their store layout and signage, saying that "some cases, like apparel, where there are fit and sizing differences" gender-based suggestions were appropriate.

Low's bill would deprive Target and other retailers of making that choice for themselves.

That stores like Target are voluntarily moving toward more gender-neutral promotions shows that mandating such a change isn't necessary to provide a genderless child section to shoppers. The fact that some haven't made the same move suggests that there may still be customers who find gendered distinctions helpful.

Regulating how companies market their products online and in their stores could potentially raise First Amendment challenges as well.

The bill would appear to disadvantage brick-and-mortar stores versus online retailers. But it's those same brick-and-mortar retailers that have been hammered by the pandemic and related lockdown restrictions. Having to spend more complying with new regulations is the last thing many need.


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A mister no more: Mr. Potato Head goes gender neutral: https://apnews.com/article/mr-potato-head-goes-gender-neutral-d3c178f2b9b0c424ed814657be41a9d8


Mr. Potato Head is no longer a mister.

Hasbro, the company that makes the potato-shaped plastic toy, is giving the spud a gender neutral new name: Potato Head. The change will appear on boxes this year.

Toy makers have been updating their classic brands to appeal to kids today. Barbie has shed its blonde image and now comes in multiple skin tones and body shapes. Thomas the Tank Engine added more girl characters. And American Girl is now selling a boy doll.

Hasbro said Mr. Potato Head, which has been around for about 70 years, needed a modern makeover.

*sigh*  Where does it end?


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