US CE First Quarter '22 Reboot: There is no Current Events, only Voting.

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forbidden dialectics: Jul 26, 2005

Majorian posted:

Well, that's just the thing - I'm not sure how Biden sells his candidacy without the pandemic. If there wasn't a pandemic ravaging the country and the economy wasn't in a tailspin because of it, what would he have to run on? A return to decency or something like that? That sort of a campaign doesn't win elections.

I'm not sure Americans decide their votes based on policy, material outcomes, or "reality" with enough confidence to make any sweeping generalization about their motivations. We are a woefully misinformed, deeply ignorant people, victimized by non-stop, ubiquitous propaganda.

# ? Jan 12, 2022 07:21

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# ? Jun 1, 2024 22:30

Majorian: Jul 1, 2009

Killer robot posted:

Why do you think he was right out front in the head-to-heads before the pandemic? Why do you think that would have changed after a primary win, in a non-pandemic year?

What you're describing isn't exactly uncommon; John Kerry held a lead over Bush in polling averages a number of times before the final months of the '04 election. If there had been no pandemic, and if the economy were running along reasonably well, Trump probably would have been able to coast along on incumbency, as most of his predecessors had over the previous several decades. No major crisis on his docket means he can more easily go on the offensive against Biden, instead of playing defense like he had to. What would Biden have to offer voters to get them to turn out for him? He wasn't offering any new social welfare programs; his behind-the-scenes pitch was "nothing will fundamentally change."

# ? Jan 12, 2022 07:45

Mormon Star Wars: Aug 13, 2005; It's a minotaur race...

Willa Rogers posted:

I don't know; all my teacher friends have retired. I just thought of it as an example of establishing universal curricula in which rank-n-file teachers had little say.

My friends did complain that CC took away what they considered to be their own curriculum expertise & experience.

The Common Core standards are extremely broad and skill-based. I taught at a school (overseas, admittedly) that started with the state standards for Texas and switched to Common Core standards after a few years, and I had so much more freedom to design the curriculum under common core. Let me put these side by side to illustrate:

Common Core Standards for 6-8 Social Studies posted:

CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.3
Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure:
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-Literacy.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.9
Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

This is the entire standard for my subject! And it's all stuff that we should be doing anyways.

Here is an excerpt from the Texas state standards (because posting the entire thing would be ridiculously long):

TEKS STREAMLINED Standards, 2019-2020 posted:

�113.18. Social Studies, Grade 6, Adopted 2018.
(a) Introduction.
(1) In Grade 6, students study people, places, and societies of the contemporary world. Societies for
study are from the following regions of the world: Europe, Russia and the Eurasian republics,
North America, Central America and the Caribbean, South America, Southwest Asia-North
Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific
realm. Students describe the influence of individuals and groups on historical and contemporary
events in those societies and identify the locations and geographic characteristics of various
societies. Students identify different ways of organizing economic and governmental systems. The
concepts of limited and unlimited government are introduced, and students describe the nature of
citizenship in various societies. Students compare institutions common to all societies such as
government, education, and religious institutions. Students explain how the level of technology
affects the development of the various societies and identify different points of view about events.
The concept of frame of reference is introduced as an influence on an individual's point of view.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary
and secondary source material such as biographies, autobiographies, novels, speeches, letters,
poetry, songs, and artworks is encouraged. Motivating resources are available from museums, art
galleries, and historical sites.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be
integrated for instructional purposes. Skills listed in the social studies skills strand in subsection
(b) of this section should be incorporated into the teaching of all essential knowledge and skills for
social studies. A greater depth of understanding of complex content material can be attained when
integrated social studies content from the various disciplines and critical-thinking skills are taught
together. Statements that contain the word "including" reference content that must be mastered,
while those containing the phrase "such as" are intended as possible illustrative examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course
and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;
geography; economics; government; citizenship; culture; science, technology, and society; and
social studies skills. The content, as appropriate for the grade level or course, enables students to
understand the importance of patriotism, function in a free enterprise society, and appreciate the
basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),
�28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose
representatives derive their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate
Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, �29.907, or during another full school week as determined by the board
of trustees of a school district, appropriate instruction concerning the intent, meaning, and
importance of the Declaration of Independence and the U.S. Constitution, including the
Bill of Rights, in their historical contexts. The study of the Declaration of Independence
must include the study of the relationship of the ideas expressed in that document to
subsequent American history, including the relationship of its ideas to the rich diversity
of our people as a nation of immigrants, the American Revolution, the formulation of the
U.S. Constitution, and the abolitionist movement, which led to the Emancipation
Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of
instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12
study and recite the following text from the Declaration of Independence: "We hold these
Truths to be self-evident, that all Men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty and the
Pursuit of Happiness--That to secure these Rights, Governments are instituted among
Men, deriving their just Powers from the Consent of the Governed."

(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal
governments have achieved the ideals espoused in the founding documents

(b) Knowledge and skills.
(1) History. The student understands that historical events influence contemporary events. The student
is expected to:
(A) trace characteristics of various contemporary societies in regions that resulted from
historical events or factors such as colonization, immigration, and trade; and
(B) analyze the historical background of various contemporary societies to evaluate
relationships between past conflicts and current conditions.

(2) History. The student understands the influences of individuals and groups from various cultures on
various historical and contemporary societies. The student is expected to:
(A) identify and describe the historical influence of individuals or groups on various
contemporary societies; and
(B) describe the social, political, economic, and cultural contributions of individuals and
groups from various societies, past and present.

(3) Geography. The student understands the factors that influence the locations and characteristics of
locations of various contemporary societies on maps and/or globes. The student is expected to:
(A) identify and explain the geographic factors responsible for patterns of population in
places and regions;
(B) explain ways in which human migration influences the character of places and regions;
(C) identify and locate major physical and human geographic features such as landforms,
water bodies, and urban centers of various places and regions; and
(D) identify the location of major world countries for each of the world regions.

(4) Geography. The student understands how geographic factors influence the economic development
and political relationships of societies. The student is expected to:
(A) explain the geographic factors responsible for the location of economic activities in
places and regions; and
(B) identify geographic factors such as location, physical features, transportation corridors
and barriers, and distribution of natural resources that influence a society's political
relationships.

(5) Geography. The student understands the impact of interactions between people and the physical
environment on the development and conditions of places and regions. The student is expected to:
(A) describe ways people have been impacted by physical processes such as earthquakes and
climate;
(B) identify and analyze ways people have adapted to the physical environment in various
places and regions; and
(C) identify and analyze ways people have modified the physical environment such as
mining, irrigation, and transportation infrastructure.

(6) Economics. The student understands the factors of production in a society's economy. The student
is expected to:
(A) describe ways in which the factors of production (natural resources, labor, capital, and
entrepreneurs) influence the economies of various contemporary societies;
(B) identify problems that may arise when one or more of the factors of production is in
relatively short supply; and
(C) explain the impact of the distribution of resources on international trade and economic
interdependence among and within societies.

(7) Economics. The student understands the various ways in which people organize economic
systems. The student is expected to:
(A) compare ways in which various societies organize the production and distribution of
goods and services;
(B) compare and contrast free enterprise, socialist, and communist economies in various
contemporary societies, including the benefits of the U.S. free enterprise system; and
(C) understand the importance of ethics in maintaining a functional free enterprise system.

(8) Economics. The student understands categories of economic activities and the data used to
measure a society's economic level. The student is expected to:
(A) define and give examples of agricultural, retail, manufacturing (goods), and service
industries; and
(B) describe levels of economic development of various societies using indicators such as life
expectancy, gross domestic product (GDP), GDP per capita, and literacy.

(9) Government. The student understands the concepts of limited and unlimited governments. The
student is expected to:
(A) describe and compare examples of limited and unlimited governments such as
constitutional (limited) and totalitarian (unlimited);
(B) identify reasons for limiting the power of government; and
(C) identify and describe examples of human rights abuses by limited or unlimited
governments such as the oppression of religious, ethnic, and political groups.

(10) Government. The student understands various ways in which people organize governments. The
student is expected to:
(A) identify and give examples of governments with rule by one, few, or many;
(B) compare ways in which various societies such as China, Germany, India, and Russia
organize government and how they function; and
(C) identify historical origins of democratic forms of government such as Ancient Greece.

(11) Citizenship. The student understands that the nature of citizenship varies among societies. The
student is expected to:
(A) describe and compare roles and responsibilities of citizens in various contemporary
societies, including the United States; and
(B) explain how opportunities for citizens to participate in and influence the political process
vary among various contemporary societies.

(12) Citizenship. The student understands the relationship among individual rights, responsibilities,
duties, and freedoms in societies with representative governments. The student is expected to:
(A) identify and explain the duty of civic participation in societies with representative
governments; and
(B) explain relationships among rights, responsibilities, and duties in societies with
representative governments.

(13) Culture. The student understands the similarities and differences within and among cultures in
various world societies. The student is expected to:
(A) identify and describe common traits that define cultures and culture regions;
(B) define a multicultural society;
(C) analyze the experiences and contributions of diverse groups to multicultural societies;
and
(D) identify and explain examples of conflict and cooperation between and among cultures.

(14) Culture. The student understands that all societies have basic institutions in common even though
the characteristics of these institutions may differ. The student is expected to:
(A) identify institutions basic to all societies, including government, economic, educational,
and religious institutions;
(B) compare characteristics of institutions in various contemporary societies; and
(C) analyze the efforts and activities institutions use to sustain themselves over time.

(15) Culture. The student understands relationships that exist among world cultures. The student is
expected to:
(A) identify and describe means of cultural diffusion such as trade, travel, and war;
(B) identify and describe factors that influence cultural change such as improvements in
communication, transportation, and economic development;
(C) analyze the impact of improved communication technology among cultures; and
(D) identify the impact of cultural diffusion on individuals and world societies.

(16) Culture. The student understands the relationship that exists between the arts and the societies in
which they are produced. The student is expected to:
(A) explain the relationships that exist between societies and their architecture, art, music,
and literature;
(B) describe ways in which contemporary issues influence creative expressions; and
(C) identify examples of art, music, and literature that convey universal themes such as
religion, justice, and the passage of time.

(17) Culture. The student understands the relationships among religion, philosophy, and culture. The
student is expected to:
(A) explain the relationship among religious ideas, philosophical ideas, and cultures; and
(B) explain the significance of religious holidays and observances such as Christmas, Easter,
Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various
contemporary societies.

(18) Science, technology, and society. The student understands the influences of science and
technology on contemporary societies. The student is expected to:
(A) identify examples of scientific discoveries, technological innovations, and scientists and
inventors that have shaped the world;
(B) explain how resources, economic factors, and political decisions affect the use of
technology; and
(C) make predictions about future social, political, economic, cultural, and environmental
impacts that may result from future scientific discoveries and technological innovations.

(19) Social studies skills. The student applies critical-thinking skills to organize and use information
acquired through established research methodologies from a variety of valid sources, including
technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as oral,
print, and visual material and artifacts to acquire information about various world
cultures;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals,
including graphs, charts, timelines, and maps; and
(D) identify different points of view about an issue or current topic.

(20) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The
student is expected to:
(A) answer geographic questions, including: Where is it located? Why is it there? What is
significant about its location? How is its location related to the location of other people,
places, and environments? Using latitude and longitude, where is it located?;
(B) pose and answer questions about geographic distributions and patterns for various world
regions and countries shown on maps, graphs, and charts;
(C) compare various world regions and countries using data from maps, graphs, and charts;
and
(D) create and interpret regional sketch maps, thematic maps, graphs, and charts depicting
aspects such as population, disease, and economic activities of various world regions and
countries.

(21) Social studies skills. The student communicates in written, oral, and visual forms. The student is
expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal and written communication based on
research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies based on research; and
(E) use effective written communication skills, including proper citations to avoid plagiarism.

(22) Social studies skills. The student uses problem-solving and decision-making skills, working
independently and with others. The student is expected to use problem-solving and decision-
making processes to identify a problem, gather information, list and consider options, consider
advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of
the solution.

Say what you will about the value of being specific or not, but the first set of standards give me much more freedom to design classes and units, imo.

Mormon Star Wars fucked around with this message at 08:09 on Jan 12, 2022

# ? Jan 12, 2022 07:57

Killer robot: Sep 6, 2010; I was having the most wonderful dream. I think you were in it!; Pillbug

Majorian posted:

What you're describing isn't exactly uncommon; John Kerry held a lead over Bush in polling averages a number of times before the final months of the '04 election. If there had been no pandemic, and if the economy were running along reasonably well, Trump probably would have been able to coast along on incumbency, as most of his predecessors had over the previous several decades. No major crisis on his docket means he can more easily go on the offensive against Biden, instead of playing defense like he had to. What would Biden have to offer voters to get them to turn out for him? He wasn't offering any new social welfare programs; his behind-the-scenes pitch was "nothing will fundamentally change."

Bush's "wartime president" 2004 campaign is a fine past example of someone who really did capitalize on the rally around the flag in this time of crisis effect despite the crises being in no small part due to his own mismanagement. He's much more a roadmap to how Trump could have won a pandemic election than he is to how a non-pandemic 2020 would have played out. And you know, that would be a hell of a moral dilemma, because as awful as a second term would have been how many lives would have been saved if he guided the right into even going through the gestures of fighting covid instead of "tyranny?"

Then look at other successful two-termers of the modern era. Reagan and Obama both ran on having inherited a total mess caused by the other party and having turned it around (whether you believe it or not) in the right direction. Reagan convinced more people of that, but he also had a much stronger win. Also, to what I said before, both incumbents had a comfortable lead a year ahead and nothing really changed it.

1996 was another case of an election happening in seemingly positive times, though with less "look at the shithole we were in four years ago" (the early 90s recession sure wasn't 70s stagflation or the Great Recession) and more on Bill's personal popularity despite his party getting totally spanked in the midterms. (not unlike Obama 2012 there too). Again, he was solidly ahead for the whole election season, even when you count for the double-digit Perot polling tossing in a lot of uncertainty. I think even most Republicans understood Dole was taking one for the team since someone had to run even though there was no one that could have won.

My point is that the incumbency advantage is real* but it's not something that automatically happens or that manifests at the last minute. It's something that's gotta be worked for, and/or that arises from circumstances in place well before the election. It was a tool Trump really didn't use as he could to defuse the unpopularity he already had before covid struck. Covid gave him more opportunities to use that tool, and he still passed it up. You haven't really suggested anything past "well are YOU excited by Biden?" for why he would have done better in a non-pandemic 2020 so far as I can tell.

*I'm one of those who are skeptical but not certain about whether the incumbency advantage really means what it used to. People are a lot more polarized than they used to be, presidential approval has higher floors and lower ceilings than it used to, and I don't get much feel that incumbency is a top driver of turnout on the presidential level these days.

# ? Jan 12, 2022 08:50

Slider: Jun 6, 2004; POINTS

CommieGIR posted:

Greetings all, welcome to a new era. Current events is being rebooted and more strictly moderated, the old CE thread is getting moved to CCCC and will be available there for all your less moderated US Current Events needs.

In the meantime, feel free to post US Current Events here. If you have one that you feel is particularly important and needs its own thread, feel free to make an individual thread.

Please wear masks and get your boosters to avoid becoming part of the COVID economy.

Old US CE Thread now in CCCC: https://forums.somethingawful.com/showthread.php?threadid=3989484

(USER WAS PUT ON PROBATION FOR THIS POST)

# ? Jan 12, 2022 11:17

FlamingLiberal: Jan 18, 2009; Would you like to play a game?

Majorian posted:

What you're describing isn't exactly uncommon; John Kerry held a lead over Bush in polling averages a number of times before the final months of the '04 election. If there had been no pandemic, and if the economy were running along reasonably well, Trump probably would have been able to coast along on incumbency, as most of his predecessors had over the previous several decades. No major crisis on his docket means he can more easily go on the offensive against Biden, instead of playing defense like he had to. What would Biden have to offer voters to get them to turn out for him? He wasn't offering any new social welfare programs; his behind-the-scenes pitch was "nothing will fundamentally change."

Trump probably wins if Mitch had agreed to do another round of checks in August or whenever they were discussing it

Even during a pandemic, Trump somehow increased his turnout over 2016.

# ? Jan 12, 2022 14:15

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

FlamingLiberal posted:

Trump probably wins if Mitch had agreed to do another round of checks in August or whenever they were discussing it

Even during a pandemic, Trump somehow increased his turnout over 2016.

2016 was one of the lowest turnout years in modern history, though. So, it wasn't that hard to do.

There is a general trend of increased turnout (the 2021 VA election broke all turnout records, the 2020 election broke turnout records, 2018 broke turnout records, the 2021 NJ Governor's race broke turnout records, etc.), but the idea that increased turnout = always good for Democrats doesn't appear to hold true. Non-voters are only about 3 points more Democratic than voters and it is very possible for something to energize both sides or that just making voting easier will make casual voters on both sides turnout more.

Trump still did very poorly as a share of the vote in 2020 and 2016. His saving grace both times was the electoral college and the natural geographic spread of the population. He got almost the exact same share of the total vote as John McCain did when he got wiped out in 2008 and despite "improving" on black and Hispanic voters, he had the worst share of black voters by any Republican candidate in history, except for the two that ran against the first black President, and still did worse with Hispanics than George W. Bush, George H.W. Bush, Reagan, and Nixon.

General election polls all showed Trump getting around 45-49%. He ended up with 46.8%. And every single Democratic candidate polled pretty similarly (48% - 54%) and Biden ended up with 51.3%. That seems to point to minor differences in preferences based on candidate (Trump did better with non-college educated whites, but worse with college educated whites. Biden did slightly better with older black voters and whites without a college degree than Bernie, but slightly worse with younger Hispanic voters and college educated voters than Bernie. But, the end difference was negligible in total support vs. Trump) and instead to general partisanship and ease of voting access as the drivers.

Bernie, Pete, Warren, etc. all would have likely won by the same amount, so it wasn't some special Biden sauce or Trump fumble that created the results. Unless you have a candidate that is uniquely personally hated by large chunks of the population, then you are going to have basically the same results, because voting is largely locked behind partisan preferences and structural forces.

Leon Trotsky 2012 fucked around with this message at 15:19 on Jan 12, 2022

# ? Jan 12, 2022 15:10

DethisaGift: Jan 10, 2022; by Pragmatica

Biden didn't win because of the pandemic.

If anything I think the pandemic hurt Democrats and will continue to hurt them in the place where the vote matters: The Electoral College.

Based on the design of our country and the mental capability of most voters the best thing to do to win those "Swing States" is to ignore the pandemic and let people die. Swing voters don't care about other people. Americans don't care about other people. That's jus the reality of our culture. If you want to live somewhere where people care about on another, move.

# ? Jan 12, 2022 15:24

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

Trump agreed to his first non-Fox/Newsmax interview since he left office.

It was supposed to be an hour-long interview with NPR, but he ended up hanging up after 11 minutes.

It was basically what you thought it would be - 90% of it was just talking about how the election was stolen, how he really won, and how people who say he didn't are either "crazy or just stupid."

When he got asked about January 6th, he hung up.

https://twitter.com/NPRinskeep/status/1481035473426567172

quote:

Some Republican leaders are trying to move on from former President Donald Trump's failed attempt to overturn the 2020 election that he lost.

"While there were some irregularities, there were none of the irregularities which would have risen to the point where they would have changed the vote outcome in a single state," Sen. Mike Rounds, R-S.D., said Sunday on ABC's This Week. "The election was fair, as fair as we have seen. We simply did not win the election, as Republicans, for the presidency. And if we simply look back and tell our people don't vote because there's cheating going on, then we're going to put ourselves in a huge disadvantage."

quote:

Trump: No, I think it's an advantage, because otherwise they're going to do it again in '22 and '24, and Rounds is wrong on that. Totally wrong.

quote:

The interview began with the pandemic and vaccinations.

Trump, whose administration oversaw the development of the COVID-19 vaccines, recommended that people get vaccinated but said he's firmly against mandating that they do so.

"[T]he mandate is really hurting our country," Trump claimed, adding, "A lot of Americans aren't standing for it, and it's hurting our country."

He continued, "The vaccines, I recommend taking them, but I think that has to be an individual choice. I mean, it's got to be individual, but I recommend taking them."

Epidemiologists and health experts warn that if more people don't get vaccinated and the virus continues to morph, it could prolong the pandemic � and delay any sense of getting back to normal.

The former president said he wants to see therapeutics, used to treat the virus after someone is infected, produced and distributed more widely.

quote:

Referring to South Dakota's Rounds in a statement after he appeared on ABC, for example, Trump said Rounds "just went woke," called him a "jerk," "weak," "ineffective" and questioned whether he was "crazy or just stupid."

He also called him a RINO, an acronym for an insult some conservatives reserve for more moderate Republicans they disagree with � Republicans in name only.

In the interview with NPR, he partially blamed Senate Republican leader Mitch McConnell for Rounds and other senators feeling as though they can speak out and say � correctly � that Trump lost the election.

"Because Mitch McConnell is a loser," Trump said.

quote:

Asked why even Republicans in the state accepted the findings, Trump reverted to an old attack.

"Because they're RINOs," he said, "and frankly, a lot of people are questioning that."

quote:

Repeatedly in the interview, Trump presses his party to adhere to his point of view and false claims, and he adapts his arguments to account for more and more proof that he lost.

quote:

NPR'S STEVE INSKEEP: Let me read you some short quotes. The first is by one of the judges, one of the 10 judges you appointed, who ruled on this. And there were many judges, but 10 who you appointed. Brett Ludwig, U.S. District Court in Wisconsin, who was nominated by you in 2020. He's on the bench and he says, quote, "This court allowed the plaintiff the chance to make his case, and he has lost on the merits."

Another quote, Kory Langhofer, your own campaign attorney in Arizona, Nov. 12, 2020, quote, "We are not alleging fraud in this lawsuit. We are not alleging anyone stealing the election." And also Rudy Giuliani, your lawyer, Nov. 18, 2020, in Pennsylvania, quote, "This is not a fraud case." Your own lawyers had no evidence of fraud. They said in court they had no evidence of fraud. And the judges ruled against you every time on the merits.

TRUMP: It was too early to ask for fraud and to talk about fraud. Rudy said that, because of the fact it was very early with the � because that was obviously at a very, very � that was a long time ago. The things that have found out have more than bore out what people thought and what people felt and what people found.

When you look at Langhofer, I disagree with him as an attorney. I did not think he was a good attorney to hire. I don't know what his game is, but I will just say this: You look at the findings. You look at the number of votes. Go into Detroit and just ask yourself, is it true that there are more votes than there are voters? Look at Pennsylvania. Look at Philadelphia. Is it true that there were far more votes than there were voters?

INSKEEP: It is not true that there were far more votes than voters. There was an early count. I've noticed you've talked about this in rallies and you've said, reportedly, this is true. I think even you know that that was an early report that was corrected later.

TRUMP: Well, you take a look at it. You take a look at Detroit. In fact, they even had a hard time getting people to sign off on it because it was so out of balance. They called it out of balance. So you take a look at it. You know the real truth, Steve, and this election was a rigged election.

But it all comes back to the same place: He has no evidence of widespread fraud that caused him to lose the election.

quote:

The tone of the interview changed. Trump then hurried off the phone as he was starting to be asked about the attack on the Capitol, inspired by election lies.

A judge is considering whether Trump can be held liable for his actions in court.

If he can be, then Trump or his lawyers would someday have to answer the questions he didn't answer before he cut short his conversation with NPR.

# ? Jan 12, 2022 15:42

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

In a twist that nobody could see coming, Glenn Youngkin is not going to pursue an anti-CRT bill in his first year as Governor.

Despite campaigning almost entirely on education and arguing that CRT in our schools was the #1 issue of the day, Youngkin says they have "higher priorities" they have to tackle before CRT in schools.

Those are:

quote:

- Canceling a minimum wage hike.
- Requiring voter ID.
- Cutting early voting from 45 days to 14 days.
- Privatizing parts of Medicaid and state Mental Health services.
- Expanding Open Carry.
- Requiring women seeking an abortion to get written consent.
- Abolishing waiting periods to buy handguns.
- Put a pause on marijuana retail sales and implement a review of regulations.
- Repealing rules protecting trans high school students.
- Repealing clean air rules and withdrawing Virginia from the regional climate agreement.
- Preventing the implementation of a system that automatically grants felons their voting rights back after they serve their sentence.
- Cutting income and business taxes.
- Expanding religious charter schools.
- Making masks and vaccinations "strongly encouraged," but ending all state mandates for schools and public spaces.
- "Keeping Virginian's safe during the pandemic without harming our economy."
- Unveiling his official portrait.
- Abolishing the office of Chief Diversity Officer that Northam created after his blackface scandal.
- Prohibit state parks and local governments from restricting or banning guns on their property.

https://www.washingtonpost.com/dc-md-va/2022/01/11/virginia-general-assembly-session-gop/

Leon Trotsky 2012 fucked around with this message at 15:59 on Jan 12, 2022

# ? Jan 12, 2022 15:54

Willa Rogers: Mar 11, 2005

Mormon Star Wars posted:

The Common Core standards are extremely broad and skill-based. I taught at a school (overseas, admittedly) that started with the state standards for Texas and switched to Common Core standards after a few years, and I had so much more freedom to design the curriculum under common core. Let me put these side by side to illustrate:

This is the entire standard for my subject! And it's all stuff that we should be doing anyways.

Here is an excerpt from the Texas state standards (because posting the entire thing would be ridiculously long):

Say what you will about the value of being specific or not, but the first set of standards give me much more freedom to design classes and units, imo.

I think that in my friends' cases, they'd been teaching for 25 or 30 years & were used to using the same curricula (calling it "phoning it in" would be unfair), so it could've been just a lot more work for them to adapt, or it could've been what their districts did as far as taking the outlines you listed & imposing more restrictive dimensions in addition.

I'll ask them for specifics the next time we get together as a group.

Willa Rogers fucked around with this message at 16:08 on Jan 12, 2022

# ? Jan 12, 2022 16:05

Willa Rogers: Mar 11, 2005

What if half the country told you to jump off a bridge?

https://twitter.com/AlexThomp/status/1481062484110983175

# ? Jan 12, 2022 16:08

TulliusCicero: Jul 29, 2017

Leon Trotsky 2012 posted:

In a twist that nobody could see coming, Glenn Youngkin is not going to pursue an anti-CRT bill in his first year as Governor.

Despite campaigning almost entirely on education and arguing that CRT in our schools was the #1 issue of the day, Youngkin says they have "higher priorities" they have to tackle before CRT in schools.

Those are:

https://www.washingtonpost.com/dc-md-va/2022/01/11/virginia-general-assembly-session-gop/

Lol they don't actually care about CRT

They just want to make sure they have power forever and also guns and controlling women.
That's the entirety of the GOP platform.

Tbh substitute the latter two with increasing corporate power and paying lip service to social issues while doing nothing systemic and the Democrats pretty much have the same platform.

TulliusCicero fucked around with this message at 16:13 on Jan 12, 2022

# ? Jan 12, 2022 16:11

Mellow Seas: Oct 9, 2012; Can't post for 10 years!

Willa Rogers posted:

What if half the country told you to jump off a bridge?

That's some pretty dumb reasoning by the "senior administration official" because the whole advantage of an N95 is that it can provide individual protection in a way that cloth or surgical masks cannot, which means right now they are about the only thing that can keep you from getting covid if you go in a public indoor space.

# ? Jan 12, 2022 16:11

Willa Rogers: Mar 11, 2005

DethisaGift posted:

Biden didn't win because of the pandemic.

If anything I think the pandemic hurt Democrats and will continue to hurt them in the place where the vote matters: The Electoral College.

Based on the design of our country and the mental capability of most voters the best thing to do to win those "Swing States" is to ignore the pandemic and let people die. Swing voters don't care about other people. Americans don't care about other people. That's jus the reality of our culture. If you want to live somewhere where people care about on another, move.

Welcome to SA, and to Debate & Discussion!

Which countries are taking in American emigrants these days?

# ? Jan 12, 2022 16:16

DethisaGift: Jan 10, 2022; by Pragmatica

Willa Rogers posted:

Welcome to SA, and to Debate & Discussion!

Which countries are taking in American emigrants these days?

Does it matter? Go illegally if you have to. Get a loving boat and row across the ocean.

Africa, Central America, Middle East, Latin America. Anywhere is better than here. Death is better than here. I would only be so lucky that I died. Death is a blessing.

(USER WAS PUT ON PROBATION FOR THIS POST)

# ? Jan 12, 2022 16:20

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

He's right that N95 masks are not useful as a method to prevent spread if half the population aren't wearing any at all.

But, the point of N95 masks is that they offer more individual protection than a cloth mask. So, he is making the argument that because it is not useful for one thing, then it is not worth considering.

Maybe the costs aren't worth it or they think individual protection decisions should be up to the individual and they need to be focusing on broad macro policies to stop the spread only; those would at least be arguments you could agree or disagree with. That just sounds like he has tunnel vision and is arguing against things nobody has said.

# ? Jan 12, 2022 16:20

Gumball Gumption: Jan 7, 2012

Mellow Seas posted:

That's some pretty dumb reasoning by the "senior administration official" because the whole advantage of an N95 is that it can provide individual protection in a way that cloth or surgical masks cannot, which means right now they are about the only thing that can keep you from getting covid if you go in a public indoor space.

Also if the entire problem is getting people to wear masks then sending them the bad masks would help some people wear masks. Sending them good masks will get them to wear masks and they will be the good ones. It doesn't even make sense for the argument it's trying to push against, that N95 masks shouldn't be sent out. Really dumb reasoning and always scary to see Democrats lean on personal responsibility bullshit

# ? Jan 12, 2022 16:22

TulliusCicero: Jul 29, 2017

Willa Rogers posted:

I think that in my friends' cases, they'd been teaching for 25 or 30 years & were used to using the same curricula (calling it "phoning it in" would be unfair), so it could've been just a lot more work for them to adapt, or it could've been what their districts did as far as taking the outlines you listed & imposing more restrictive dimensions in addition.

I'll ask them for specifics the next time we get together as a group.

Common Core actually does provide a hell of a lot more broad options to teach subjects than most state standards, that are by and large EXTREMELY politically motivated and often contradictory (Michigan standard on the book for History: "Teach the main causes of the Civil War, but give state's rights as much time as slavery :fuckoff:

)

Common Core allowed me as a teacher at least far more flexibility. It's not perfect but it wasn't a bad start to a badly needed federal education curriculum.

Most of the teachers I know who complained about Common Core were typically older ones who thought "Sage on Stage" was still the way to go after 30+ years or jaded and hated any new attempt to change things in general.

As a teacher, it is unfortunate but you do see A LOT of narcissism and martyrdom develop and a steadfast refusal to grow, in a field where we desperately need innovation.

# ? Jan 12, 2022 16:22

DethisaGift: Jan 10, 2022; by Pragmatica

The official is wrong in that n-95 masks will protect those that do use them more.

He's right in the fact that we are totally powerless to prevent people who don't want to use masks and won't stay home for quarantines and shutdowns from infecting other people.

For the future we would need to setup a paramilitary force that is beholden to our party interests in order to be able to enforce such mandates and have them sit outside every single major intersections and residential area with guns and have the power to arrest people without a warrant on site. That's the only way I can see this working.

# ? Jan 12, 2022 16:26

Ghost Leviathan: Mar 2, 2017; Exploration is ill-advised.

The real funny and probably true answer is that Biden wasn't good, Hilary was just that bad.

That Hilary was allowed to be the undisputed heir apparent was loving hilarious.

# ? Jan 12, 2022 16:27

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

The biggest complaints against common core (especially common core math) are that common core really focuses on breaking down the meaning of things and teaching people to approach learning the same way they would do it in their head.

If they asked you to solve 1,600 divided by 400, instead of long division with carrying the one and going integer by integer to figure it out, they would say something like "1,600 divided by 400 is made up of parts. 1,600 is just sixteen 100's and 400 is just four 100's. So, just do 16 divided by 4 and then add two 0's to the end."

The English version would be:

Old: Read this excerpt from A Christmas Carol. How many spirits was Scrooge to be visited by?

That basically just tested "Did you read the excerpt? Did you retain the information?" (or if you were smart enough to read the question ahead of time and then just scan the excerpt for the relevant information).

Common Core: Read this excerpt from A Christmas Carol. What did Jacob Marley represent?

That required you to read the whole excerpt and answer the question within the context of the story and understand.

But, it is mainly the math that really annoyed some people. Because, if you were taught to do it a different way, then the problems aren't designed to be solved by following the original steps you were taught. Some parents were mad that they had to learn something new themselves in order to "help" their kid do homework.

Common Core social studies, English, etc. didn't get 1/10th the attention or outrage that math got.

Leon Trotsky 2012 fucked around with this message at 16:37 on Jan 12, 2022

# ? Jan 12, 2022 16:35

VitalSigns: Sep 3, 2011

I'm surprised Youngkin isn't passing some performative anti-CRT bill just so he can claim he did it.

Although I guess the Virginia Senate is still D controlled isn't it, so I guess they'd never vote for it, therefore from a pragmatic standpoint it'd probably be better to start with bills that are easy to get Democrats to support like lowering wages, crushing labor, loving the poor, and destroying the environment.

# ? Jan 12, 2022 16:46

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

VitalSigns posted:

I'm surprised Youngkin isn't passing some performative anti-CRT bill just so he can claim he did it.

Although I guess the Virginia Senate is still D controlled isn't it, so I guess they'd never vote for it, therefore from a pragmatic standpoint it'd probably be better to start with bills that are easy to get Democrats to support like lowering wages, crushing labor, loving the poor, and destroying the environment.

They have a one vote majority and the entire chamber is up for re-election next year. So, they are probably going to try and find one lovely Dem or just get everything queued up on the assumption that they will net at least one seat next year (probably a good assumption).

I'm not familiar with the current makeup of the Virginia Senate, but I would bet you could get at least one Dem on some of the gun stuff, tax cuts, and charter schools.

The rest is either done via the executive or something they will queue up to vote on next year.

# ? Jan 12, 2022 16:50

Willa Rogers: Mar 11, 2005

I'm surprised that Virginia doesn't already have privatized Medicaid, as most states do.

Back in its first couple years of expanded Medicaid, something like 90 percent of Californians in the program were assigned to PCPs under HMOs through private insurers.

Given Medicaid's lovely reimbursement rates (it was only given Medicare parity during the expansions first few years) it makes more sense to have capitated plans, but the problem with capitation is that providers are rewarded for withholding services (and given additional payments if capitation is exceeded).

# ? Jan 12, 2022 16:53

Timeless Appeal: May 28, 2006

A lot of the reason math got push back is because there just honestly a lot of teachers who don't really understand the meaning of math. So, when they teach kids how to multiply fractions, they teach kids how to write out an equation with those fractions and the trick to find the solution. But if a kid can't remember the trick then they're poo poo out of luck. Whereas Common Core Math, which is really a more constructivist approach to Math, puts focus on teaching what it actually means to multiply a fraction.

You still teach the equation and even the trick, but you also draw a picture for the kids and teach some kids to draw pictures as a second strategy to check their answer. Ideally all the kids can get to the point where they don't need to draw a picture to multiply fractions, but now they have a conceptual understanding of what the equation represents in real world terms, and the kids who are still struggling don't just have a blank page, they can go back to drawing the picture. And now you're data on the kid isn't "Billy is bad at math," your data is "Billy relies primarily on visual models." The thing Leo is wrong about and sort of buying into the reactionary BS, it's that Common Core Math isn't about teaching A new way to do math. It's about teaching multiple ways to do math. The standard algorithm is fine, it's just not the only way, and it's important to assess kids' actual conceptual understanding.

Humanities was already heavily defined by Bloom's Taxonomy or Depths of Knowledge which model the hierarchies of learning. So, while there were still shitheads assigning readings and asking kids what color shirt someone was wearing, they were already seen as hacks. Meanwhile, it's been a decade, and you still find Math teachers crying about having to teach a second strategy.

# ? Jan 12, 2022 17:02

Crazy Joe Wilson: Jul 4, 2007; Justifiably Mad!

Leon Trotsky 2012 posted:

The biggest complaints against common core (especially common core math) are that common core really focuses on breaking down the meaning of things and teaching people to approach learning the same way they would do it in their head.

If they asked you to solve 1,600 divided by 400, instead of long division with carrying the one and going integer by integer to figure it out, they would say something like "1,600 divided by 400 is made up of parts. 1,600 is just sixteen 100's and 400 is just four 100's. So, just do 16 divided by 4 and then add two 0's to the end."

The English version would be:

Old: Read this excerpt from A Christmas Carol. How many spirits was Scrooge to be visited by?

That basically just tested "Did you read the excerpt? Did you retain the information?" (or if you were smart enough to read the question ahead of time and then just scan the excerpt for the relevant information).

Common Core: Read this excerpt from A Christmas Carol. What did Jacob Marley represent?

That required you to read the whole excerpt and answer the question within the context of the story and understand.

But, it is mainly the math that really annoyed some people. Because, if you were taught to do it a different way, then the problems aren't designed to be solved by following the original steps you were taught. Some parents were mad that they had to learn something new themselves in order to "help" their kid do homework.

Common Core social studies, English, etc. didn't get 1/10th the attention or outrage that math got.

One other thing to keep in mind is that while those new concepts are great and probably better in the long run for helping people actually grasp math, that can still get lost in translation. Bad teachers or teachers using bad methods to teach those new concepts certainly exist, and some of the worksheets traveling around the web when schools first started trying to adapt common core were tedious, as in asking kids to take 10-15 minutes to solve a problem using poorly-thought out methods when the old method would have taken a minute tops. Sometimes you do have to slow processes down so that people can understand how things really work (for example, in coaching a sport, if a kid is doing an exercise wrong, you got to slow them down and walk them through the exercise so they can rebuild the proper technique, the kids hate it until they see the results), but some of those early examples of common core worksheets were pretty dreadful.

That's the thing about education, as you make work and activities, you figure out more efficient methods for teaching the same concepts. It's a stumbling block at first though.

Another complaint against common core was they didn't roll out all the subjects together, so I remember for a couple of years social studies classes were supposed to use the english standards. But the lack of equal attention to all subjects is a problem related to testing first, not common core.

# ? Jan 12, 2022 17:09

Willa Rogers: Mar 11, 2005

I think in our district, the administrators of which have a fondness for giving millions of dollars to consultants, it was in the consultant-layered common-core rollout that added complexities on top of the newness of the pedagogy itself.

Plus, as said, teaching old horses new tricks; comfort with teaching the same curricula from year to year was definitely a factor, particularly at the grade-school level.

# ? Jan 12, 2022 17:14

RBA Starblade: Apr 28, 2008; Going Home.

Games Idiot Court Jester

Leon Trotsky 2012 posted:

In a twist that nobody could see coming, Glenn Youngkin is not going to pursue an anti-CRT bill in his first year as Governor.

Despite campaigning almost entirely on education and arguing that CRT in our schools was the #1 issue of the day, Youngkin says they have "higher priorities" they have to tackle before CRT in schools.

Those are:

https://www.washingtonpost.com/dc-md-va/2022/01/11/virginia-general-assembly-session-gop/

Between this and the bi-partisan redistricting it's hard to argue that Virginia's not getting what it asked for, one way or the other. Next few years are gonna suck

# ? Jan 12, 2022 17:19

CommieGIR: Aug 22, 2006; The blue glow is a feature, not a bug; Pillbug

Willa Rogers posted:

I think in our district, the administrators of which have a fondness for giving millions of dollars to consultants, it was in the consultant-layered common-core rollout that added complexities on top of the newness of the pedagogy itself.

Plus, as said, teaching old horses new tricks; comfort with teaching the same curricula from year to year was definitely a factor, particularly at the grade-school level.

A good example is my kid's school district: Its lower income, a lot of non-white kids. They are pushing common-core, but they fail to give the children the explanation of how to do it properly and there's a lot of kids struggling with basic math now because common-core is not being taught properly.

The benefits of common-core, when well taught, are well documented. The harm of badly taught common-core is the issue. And when these kids support network is their parents, who may or may not be available to support their kids or may not be willing to grasp common core enough to ensure their kids succeed, there's going to be a lot of issues.

CommieGIR fucked around with this message at 17:24 on Jan 12, 2022

# ? Jan 12, 2022 17:21

Cranappleberry: Jan 27, 2009

Willa Rogers posted:

I think in our district, the administrators of which have a fondness for giving millions of dollars to consultants, it was in the consultant-layered common-core rollout that added complexities on top of the newness of the pedagogy itself.

Plus, as said, teaching old horses new tricks; comfort with teaching the same curricula from year to year was definitely a factor, particularly at the grade-school level.

The graft is massive and is one of the reasons why just throwing money at the problem cannot be a solution all on it's own. It has to be money with context from the teachers and the local community (no matter how bad an idea this seems), as well as from experts studying the issues. The Zuckerberg donation of 100m to create charter schools and "fix" educational problems in Trenton is proof of that.

Common core itself had some problems but it is better even if it doesn't address many of the larger problems with education from local to state to national. I tutored math and other things on both sides and the (local) problem I had with Common Core was that there were not enough repetitions of individual techniques so much as a focus on variety. Repetition might be boring but it's important in order for a student both to get the technique down and remember it and also to understand that no matter how different an equation or problem might look, it can still have a (somewhat) similar method of getting the solution, even if it looks crazy with trigonometric operators or fractional or negative exponents.

# ? Jan 12, 2022 17:32

CommieGIR: Aug 22, 2006; The blue glow is a feature, not a bug; Pillbug

Cranappleberry posted:

The graft is massive and is one of the reasons why just throwing money at the problem cannot be a solution all on it's own. It has to be money with context from the teachers and the local community (no matter how bad an idea this seems), as well as from experts studying the issues. The Zuckerberg donation of 100m to create charter schools and "fix" educational problems in Trenton is proof of that.

Common core itself had some problems but it is better even if it doesn't address many of the larger problems with education from local to state to national. I tutored math and other things on both sides and the (local) problem I had with Common Core was that there were not enough repetitions of individual techniques so much as a focus on variety. Repetition might be boring but it's important in order for a student both to get the technique down and remember it and also to understand that no matter how different an equation or problem might look, it can still have a (somewhat) similar method of getting the solution, even if it looks crazy with trigonometric operators or fractional or negative exponents.

Am I correct in saying it feels like they are trying to squeeze more in, hence the loss of repetition?

# ? Jan 12, 2022 17:34

Leon Trotsky 2012: Aug 27, 2009; YOU CAN TRUST ME!*

_{*Israeli Government-affiliated poster}

The U.S. Government is deregulating French Dressing :siren:

You can now use creams that aren't made from tomatoes or tomato-derived purees, a variety of oils, and additional flavors in your dressing and still sell it as French Dressing.

French Dressing means nothing anymore and anarchy reigns in the salad aisle.

quote:

DEPARTMENT OF HEALTH AND HUMAN SERVICES

Food and Drug Administration

21 CFR Part 169
[Docket No. FDA-2020-N-1807]
RIN 0910-AI16

French Dressing; Revocation of a Standard of Identity

AGENCY: Food and Drug Administration, HHS.
ACTION: Final rule.

SUMMARY: The Food and Drug Administration (FDA or we) is revoking the standard of identity for French dressing. This action, in part, responds to a citizen petition submitted by the Association for Dressings and Sauces (ADS). We conclude that this standard no longer promotes honesty and fair dealing in the interest of consumers. Revocation of the standard of identity for French dressing will provide greater flexibility in the product�s manufacture, consistent with comparable, non-standardized foods available in the marketplace.

quote:

We are issuing the final rule to revoke the standard of identity for French dressing consistent with our authority under the Federal Food, Drug, and Cosmetic Act (FD&C Act), which directs the Secretary of Health and Human Services (Secretary) to issue regulations fixing and establishing for any food a reasonable definition and standard of identity, quality, or fill of container whenever, in the Secretary�s judgment, such action will promote honesty and fair dealing in the interest of consumers.

quote:

In the Federal Register of August 12, 1950 (15 FR 5227), we established a standard of
identity for French dressing. We later amended that standard of identity in the Federal Registers
of May 10, 1961 (26 FR 4012), February 12, 1964 (29 FR 2382), February 1, 1967 (32 FR 1127
at 1128), May 18, 1971 (36 FR 9010), and November 8, 1974 (39 FR 39554), to allow the use of
certain ingredients in French dressing. We also re-designated the French dressing standard of
identity as � 169.115 (21 CFR 169.115) (42 FR 14481, March 15, 1977).

We received a citizen petition from the ADS asking us, in part, to revoke the standard of
identity for French dressing (citizen petition from the ADS, dated January 13, 1998, submitted to
the Division of Dockets Management, Food and Drug Administration, Docket No. FDA-1998-P0669 (�petition�)). As a partial response to the petitioner�s request, we issued a proposed rule in
the Federal Register of December 21, 2020 (85 FR 82980), that would revoke the standard of
identity for French dressing.

The petition asked us to revoke the standard of identity for French dressing (petition at
page 1). The petition stated that there has been a proliferation of nonstandardized pourable
dressings for salads with respect to flavors (Italian, Ranch, cheese, fruit, peppercorn, varied
vinegars, and other flavoring concepts) and composition (including a wide range of reduced fat,
�light,� and fat-free dressings) (petition at page 3). The French dressing standard of identity,
according to the petition, no longer serves as a benchmark for other dressings because of the
wide variation in composition to meet consumer interests (id.). Instead, the petition claimed that
the standard of identity has become marginalized and restricts innovation (id.). Therefore, the
petition stated that the French dressing standard of identity no longer promotes honesty and fair
dealing in the interest of consumers (id.).

We reviewed the petition and tentatively concluded that the standard of identity for
French dressing no longer promotes honesty and fair dealing in the interest of consumers.
Therefore, we proposed to revoke the French dressing standard of identity at �169.115.
When the standard of identity was established in 1950, French dressing was one of three
types of dressings we identified (15 FR 5227). We generally characterized the dressings as
containing a fat ingredient, an acidifying ingredient, and seasoning ingredients.

The French dressing standard allowed for certain flexibility in manufacturers� choice of
oil, acidifying ingredients, and seasoning ingredients. Tomatoes or tomato-derived ingredients
were among the seasoning ingredients permitted, but not required. Amendments to the standard
since 1950 have permitted the use of additional ingredients, such as any safe and suitable color
additives that impart the color traditionally expected (39 FR 39543 at 39554-39555).

Most, if not all, products currently sold under the name �French dressing� contain
tomatoes or tomato-derived ingredients and have a characteristic red or reddish-orange color.
They also tend to have a sweet taste. Consumers appear to expect these characteristics when
purchasing products represented as French dressing. Thus, it appears that, since the
establishment of the standard of identity, French dressing has become a narrower category of
products than prescribed by the standard. These products maintain the above characteristics
without a standard of identity specifically requiring them.

Additionally, French dressing products are manufactured and sold in lower-fat varieties
that contain less than the minimum amount of vegetable oil (35 percent by weight) required by �
169.115(a). In the preamble to the proposed rule, we stated that we were unaware of any
evidence that consumers are deceived or misled by the reduction in vegetable oil when these
varieties are sold under names including terms such as �fat free� or �low-fat� (85 FR 82980 at
82982). By contrast, these varieties appear to accommodate consumer preferences and dietary
restrictions.

Therefore, after considering the petition and related information, through the proposed
rule, we tentatively concluded that the standard of identity for French dressing no longer
promotes honesty and fair dealing in the interest of consumers consistent with section 401 of the
FD&C Act and proposed to revoke the standard of identity for French dressing. The preamble to
the proposed rule also noted that the proposed revocation is consistent with section 6 of
Executive Order 13563, �Improving Regulation and Regulatory Review� (January 18, 2011),
which requires agencies to periodically conduct retrospective analyses of existing regulations to
identify those �that might be outmoded, ineffective, insufficient, or excessively burdensome, and
to modify, streamline, expand, or repeal them� accordingly.

https://public-inspection.federalregister.gov/2022-00494.pdf

# ? Jan 12, 2022 18:26

Bel Shazar: Sep 14, 2012

Leon Trotsky 2012 posted:

If they asked you to solve 1,600 divided by 400, instead of long division with carrying the one and going integer by integer to figure it out, they would say something like "1,600 divided by 400 is made up of parts. 1,600 is just sixteen 100's and 400 is just four 100's. So, just do 16 divided by 4 and then add two 0's to the end."

It's icing on the cake that the math is wrong here...

# ? Jan 12, 2022 18:41

Raldikuk: Apr 7, 2006; I'm bad with money and I want that meatball!

Discendo Vox posted:

You appear to be ignoring the "in the matter that they did" in the very sentence you are quoting. It is not routine for GMA to gently caress up an interview clip so much, and there is not really any way for the interviewee to prevent this sort of editing failure other than, again, not giving the interview.

It's specifically against ABC's editorial standards to give any amount of editorial control to interviewees. It's the first point of their interviewing policy editorial standard, and that's really basic for ensuring the independence of a press outlet.

I appreciate that you provided the Australian Broadcasting Company's editorial guidelines. Do you have the American Broadcasting Company's editorial guidelines for their "pop news and inspiration" shows that would be applicable to GMA available?

# ? Jan 12, 2022 18:53

mdemone: Mar 14, 2001

Bel Shazar posted:

It's icing on the cake that the math is wrong here...

I think Leon meant to phrase it like "1600/400 is the same as 16/4 because we just add two zeros to each" but it came out funny.

# ? Jan 12, 2022 18:55

Dr. Arbitrary: Mar 15, 2006; Bleak Gremlin

Bel Shazar posted:

It's icing on the cake that the math is wrong here...

That's actually a great thing to note, and it's why number sense and estimation are so important in common core math.

No matter what technique is used, if the question is 1600÷400, a student should be able to figure out fairly quickly if the answer is reasonable.

That's part of the reason that "tricks" are de-emphasized. Tricks are great for if calculators don't exist, or you're writing an algorithm that'll be run via computer, e.g. fast inverse square root.

But since "computer" is no longer a job title, it's really important that students understand what they're doing, rather than blindly cranking through algorithms at record speed.

# ? Jan 12, 2022 18:56

mawarannahr: May 21, 2019

Leon Trotsky 2012 posted:

The U.S. Government is deregulating French Dressing

You can now use creams that aren't made from tomatoes or tomato-derived purees, a variety of oils, and additional flavors in your dressing and still sell it as French Dressing.

French Dressing means nothing anymore and anarchy reigns in the salad aisle.

https://public-inspection.federalregister.gov/2022-00494.pdf