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There’s Rampant Fraud throughout American education
According to the Bureau of Labor Statistics, 70 percent of white high school graduates in 2016 enrolled in college, and 58 percent of black high school graduates enrolled in college.
However, that year only 37 percent of white high school graduates tested as college-ready but colleges admitted 70 percent of them. Roughly 17 percent of black high school graduates tested as college-ready but colleges admitted 58 percent of them.
About 40 percent of college freshmen must take at least one remedial course. To deal with ill-prepared students, professors dumb down their courses so that students can get passing grades.
Colleges also set up majors with little or no academic content so as to accommodate students with limited academic abilities. Such majors often include the term “studies”: ethnic studies, cultural studies, gender studies, or American studies.
The major selected by the most ill-prepared students, sadly enough, is education. When students’ SAT scores are ranked by intended major, education majors place 26th on a list of 38.
One gross example of administrative dishonesty surfaced at the University of North Carolina. A learning specialist hired to help UNC athletes found that 60 percent of the 183 members of the football and basketball teams read between fourth- and eighth-grade levels. About 10 percent read below a third-grade level.
These athletes both graduated from high school and were admitted to UNC. More than likely, UNC is not alone in these practices because sports are the money-making center of many colleges.
It’s nearly impossible to listen to college presidents, provosts, and other administrators talk for more than 15 minutes or so before the words diversity and inclusion drop from their lips. But there’s a simple way to determine just how committed they are to their rhetoric.
Ask your average college president, provost, or administrator whether he bothers promoting political diversity among faculty. I’ll guarantee that if he is honest—or even answers the question—he will say he doesn’t believe in that kind of diversity and inclusion.
According to a recent study, professors who are registered Democrats outnumber their Republican counterparts by a 12-to-1 ratio. In some departments, such as history, Democratic registered professors outnumber their Republican counterparts by a 33-to-1 ratio.
The fact is that when college presidents and their coterie talk about diversity and inclusion, they’re talking mostly about pleasing mixtures of race and sex. Years ago, their agenda was called affirmative action, racial preferences, or racial quotas.
These terms fell out of favor and usage as voters approved initiatives banning choosing by race, and courts found solely race-based admissions unconstitutional. People had to repackage their race-based agenda and call it diversity and inclusion.
Some were bold enough to argue that “diversity” produces educational benefits to all students, including white students. Nobody has bothered to scientifically establish just what those benefits are.
I’m not sure about what can be done about education. But the first step toward any solution is for the American people to be aware of academic fraud that occurs at every level of education.
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Oxford University hires staff to investigate college's colonialism and British Empire links
Another exercise dfesigned to foster hate
An Oxford college is to investigate its connections to colonialism and the British Empire in the wake of the university's Rhodes Must Fall movement.
St John's College has posted a job advert on its website for a researcher to work on a project called St John's and the Colonial Past.
The college said there were "compelling intellectual and ethical reasons for institutions of higher education to face up to the role they played in the British Empire.”
Any findings will lead to “responses” from the university, the job advert added.
It comes after the Rhodes Must Fall movement in 2015 saw students demand the removal of a statue of the colonialist Cecil Rhodes from Oriel College.
The campaign prompted a number of universities to remove links to Britain’s colonial past.
In 2016, Jesus College at Cambridge University took down a bronze cockerel statue which had been looted during a British colonial expedition to Nigeria in the 19th century, after students asked for it to be repatriated.
Later that year Queen Mary University of London quietly removed a foundation stone laid by King Leopold II amid student complaints that he was a “genocidal colonialist”.
In the US, Harvard Law School replaced its official crest, because of its links to an 18th-century slave owner, following five months of demonstrations and sit-ins by students.
Last year Sam Gyimah, the former universities minister warned universities against 'decolonising' curricula to avoid 'unfashionable' subjects.
St John’s College said the new researcher will be tasked with exploring "connections between the college and colonialism, uncovering benefactions to St John's and the alumni who served in the empire".
The successful applicant will be paid between £32,236-£39,609 per annum.
The advert reads: "This project will explore connections between the college and colonialism, uncovering benefactions to St John's and the alumni who served in the empire.
"It will also investigate the monuments, objects, pictures, buildings that evoke the colonial past.
"This is a pioneering project; one we hope will set the standard for future work in other institutions."
Professor William Whyte, who is leading the project, said colleges needed to be “open” about their colonial links. “It’s about understanding our history, and making sure we have nothing to hide,” he said.
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Australian history lecturer is caught branding Anzac heroes who fought at Gallipoli as 'killers'
Gallipoli was a WWI campaign to assist Russia -- and by killing 300,000 troops of Russia's enemy, Turkey, it certainly did that. But it was not the big success against Turkey hoped for. And the allied soldiers were of course killers. That was their job. It appears however that the Lecturer was denouncing them for doing their job, which is grievous to the relatives of the more than 200,000 Australians who died at Gallipoli.
There are no survivors left but there are many younger relatives alive, of whom I am one. Men who did a difficult and onerous task honourably and bravely in response to their country's call do not deserve disrespect
A lecturer has been caught teaching students at a prestigious Perth university that Australian soldiers who fought at Gallipoli were 'killers'.
Dr Dean Aszkielowicz, from Murdoch University, also told students that Anzac Day commemorations were a 'cliché' and that many of the young people who attended Anzac Day services in Gallipoli were 'drunk,' according to The Australian.
An audio recording of one of Dr Aszkielowicz's lectures obtained by the publication contained the statements, leaving some students questioning whether they are being taught a biased version of history.
When asked by one student if Anzacs who fought during the First World War should be viewed as murderers, Dr Aszkielowicz said that he didn't see why 'that isn't a viewpoint that shouldn't sit alongside this other version of how we look at the Anzacs'.
'If you go and you kill people, whether it's in a foreign campaign or not, then you've killed people and you're a killer,' he said.
More than 8,000 Australian soldiers died during the disastrous Gallipoli campaign, which ran from February 1915 to January 1916.
Many Australians and New Zealanders view the campaign as the moment the young nations lost their innocence and became proudly independent.
The comments on the Gallipoli campaign come as students at the same university were told that both the federal government and 'right-wing media' were misinforming the public about refugees on Manus Island and Nauru.
Anne Surma, an English and Creative Arts lecturer, urged her students to read a book by Manus Island asylum seeker Behrouz Boochani, who she described as 'prisoners'.
The University issued a statement that said it was important for all viewpoints to be taught to students – as well as the tools to allow them to form their own opinions.
The interim pro-vice-chancellor of the College of Arts, Business, Law and Social Sciences, Professor Rikki Kersten, said that they actively encourage students to draw from arguments that range across the political spectrum.
'They might not agree with all the viewpoints they hear or read, but it is important they understand them and have the tools to form their own views.
'In the context of these lectures, our academics provided informed but challenging comment respectfully — this is academic freedom in action.'
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