“BCR doesn’t run the Patriot anyway”

Berkeley’s Conservative Voice doesn’t mean ‘moderates (Arnold), liberals (Chafee), and libertarians (Ron Paul).‘?

That’s where you are slipping in your argument. I had thought that this was BCR’s domain, as they preach it as their campus-info-home. Now that you clued me-off to BCR has nothing to do with CalPatriot. Let me ask you again. You are a libertarian, and the by-title to this blog is “Berkeley’s Conservative Voice.”

Conservative doesn’t mean libertarian, but I know you think it does because it has nominal ties in some ideas – so why do they let you run this blog or at least be a main contributor to its subject matter?

“Anyone who is involved with the Patriot has an open invitation to become a blogger.”

Most right-wing blogs allow lefties in to blog whenever they want – so what is your point? The point is they start the discussions. Here it is a conservative blog, by its affirmation, but a libertarian has the crux-handle. You still do not understand do you?

“I wasn’t offended by anything you said” that’s what you say, I felt it by your nomenclature BTW. Why would CalPatriot’s parent company make my feelings any different to my argument? that was your reponce to what I said! Frankly I didn’t care. In fact, I agree with Professor David Hollinger, which you so graciously put in to your post which was most important. Regardless that ISI put this out – it was done with a liberal idiotic mentality ( as I originally stated) , produce and administered extremely poorly, and put down U.C.B. in its verbiage in the final results - the school I love.

There was no validity to argue over here. The study was crap, and didn’t signify any real hard evidence to what Berkeley student’s knew, understood, or were taught about of American history. If you want the students to come out of college and understand American history you get on the phone and scream at the PTA, The ATA and all the other Educational Associations of America that call the curriculum shots. I say you need a good two semesters of American government, and two semesters of American history to do well on understanding America. There - I solved the problem for free. And, I managed not to put down students in which it was not their fault in the first place – which the F**** report does.

You may want to ask why “Educational Associations of America” do not want the U.S. children to learn about American history? Americans are bad to them and they must go down. Islam to the lefties in America look like saints. You see all issues covered, and problem solved.

http://www.americancivicliteracy.org/report/summary.html

According to U.C. Berkeley, only the ‘I House’ got this survey-exam. That meant their claim is bogus. In addition, the I-House caters to a foreign student population of whom come here with special interests, most notably hardly any to study American history. Therefore, Berkeley was shafted from the start.

Here check this out: “Phone interviewing proved to be logistically impractical”

Yeah, they call up on a Friday night, possibly thinking this is a better time then the day, and the student is drinking and half-hardily blurts out whatever answers. What professionalism. That was ¼ of the total amount in data gathering procedures.

Here are the themed questions:
1. Jamestown colony
2. The Puritan religious tradition
3. Form of the U.S. government
4. George Washington’s founding role
5. The American Revolutionary War
6. The unalienable rights enumerated in the Declaration
7. Chronology of major historical events
8. Origin of the doctrine of separation of church and state
9. Outcome of the War of 1812
10. The thought of Abraham Lincoln
11. Timing of the Civil War
12. The New Deal
13. Reconstruction*
14. Women’s suffrage
15. Roe v. Wade
16. Brown v. Board of Education
17. World War II
18. Declaration of Independence
19. Plato’s Republic
20. The concept of representative democracy
21. The Federalist Papers
22. Concept of the separation of powers
23. Marbury v. Madison
24. Federalism defined
25. Common law
26. John Locke and the Declaration of Independence
27. Founders’ understanding of moral and political knowledge
28. Dr. Martin Luther King, Jr.
29. Classical thought and relativism
30. The Bill of Rights
31. The nature of society
32. Thomas Paine and Common Sense
33. Enumerated powers
34. President Washington’s foreign policy
35. Monroe Doctrine
36. Traditional just war criteria
37. NATO
38. Alternative forms of government
39. Alexis de Tocqueville (Democracy in America)
40. The United Nations
41. The Cold War and the USSR
42. The Kennedy administration
43. Concept of balance of power
44. The Vietnam War*
45. The Cold War
46. Saddam Hussein
47. Persian Gulf War 1991
48. Inflation and the value of money
49. Free enterprise defined
50. Source of market prosperity
51. Gross Domestic Product (GDP)*
52. Definition of business profit
53. Concept of a public good
54. Keynesian economic thought and policy
55. Income distribution in America
56. Gains from trade*
57. Law of demand*
58. Monetary policy*
59. Tax policy
60. Federal budget

One will note that the survey’s objective ‘was’ spun by Newsweek to - how much a student understands American democracy – this is a test on mainly themes of American history – not how democracy works. Also note that one can write graduate theses on each of these themes, because these are general history topics ( most) and nothing to do with how America’s version of Democracy works. Maybe #25 Common law which has nothing to do with American history in the first place, but does factor in on the roots of how democracy is run in general– but not the focus of the target objective.

I notice a few candidates in these themes for pertaining to how democracy works, but not as a whole if we take the Newsweek by- line and place it against the actual wording of the test. Plato’s republic is a feudal/communist/socialist society study, invented by him; what does it have to do with a Republic in general? - Nothing, nor does it have anything to do with American history. Most founders thought he was basically a kook.

“Nature and society” is Darwinism. WTF does that have to do with democracy? Darwinism is the lawless – might is right natural philosophy of biological observance.

“Gains from trade” Yeah, what decade, no…wait, what century are your refereeing too and which state or county?

“Founders’ understanding of moral and political knowledge”? Which founder ptr? All had different opinions. The Constitution was barely agreed upon, barely sighed and the public barely ratified it – as they were all fighting over understanding of moral and political knowledges.

This is why professors take this survey with a grain of salt. It is garbage and a waist of American or private tax dollars’. It would have been easier to sample the amount of requirements for U.S. government classes in the 4-12 grades to ascertain info into how many kids probably knew. I only had to take one. The American government class. Yes, that is not enough, so I agree with their outcome – we need more concentration on American history. But why take the stupid expensive and clumsy rout to obtain something Professors are laughing at as a waste of time?

So you’re (trying) to say (badly) that “conservative” statistics wouldn’t have been spun? Or that only liberals spin numbers.

Maybe YOU should run this board, Anon! THEN we’d have have some substance - none of that damn liberal pinkoislamofacisithomosexual blogging that we’ve been seeing!

2. Republicans aren’t anything in particular. The party is a coalition of conservatives (Reagan), neocons (Bush), paleocons (leftover Buchanan types), moderates (Arnold), liberals (Chafee), and libertarians (Ron Paul).

3. Even if you want to ignore my point #2, BCR doesn’t run the Patriot anyway.

4. Anyone who is involved with the Patriot has an open invitation to become a blogger. And it was never my intention to be the main blogger here, but no one has really shown any interest in doing this regularly, so what can I do?

BTW, I always look forward to these kinds of comments.