100% Students
- Thread starter Darts
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It's a preferential system that allows individuals that are academically unqualified to enter programs they could otherwise only dream about. I have seen that behind the Iron Curtain, where they had similar programs to address the class inequality. The end result will, of course, be exactly the same- doctors you do not want to see.I don't know how the process just for black applicants differ from the process for everybody else. If it is the same, why bother instituting a separate process? You will have to ask the U of T.
Please cite how your interpretation applies to the specific local program darts is talking about. Who cares about the Iron Curtain. It doesn't even exist anymore.It's a preferential system that allows individuals that are academically unqualified to enter programs they could otherwise only dream about. I have seen that behind the Iron Curtain, where they had similar programs to address the class inequality. The end result will, of course, be exactly the same- doctors you do not want to see.
Different jurisdictions will have different program details.
It's the same system of preferential treatment of candidates for the higher learning that do not have the necessary academic background to enter, let alone succeed. It's also unfair and discriminatory because, since spaces are limited in fields like medicine, the qualified candidates get passed over due to their skin color.Please cite how your interpretation applies to the specific local program darts is talking about. Who cares about the Iron Curtain. It doesn't even exist anymore.
Different jurisdictions will have different program details.
Please show us that this is what is written in the program darts is referring to. I don't care about what you imagine or suppose is in there. We need quotes, not your made up ideas.It's the same system of preferential treatment of candidates for the higher learning that do not have the necessary academic background to enter, let alone succeed. It's also unfair and discriminatory because, since spaces are limited in fields like medicine, the qualified candidates get passed over due to their skin color.
I don't see how it's possible to achieve a 100 percent average in HS.
Yes, I can see how that is possible in math, physics, chemistry, maybe biology, however, I don't see how that is possible in a course such as English (Literature), or history, or phys-ed, or art, etc. (assuming that these students are taking any of those) as marks are subjective (as others above have already mentioned).
In English, (well, at least in my day and I admit, I'm going back) or History, etc. you were given an assignment to write an essay (say) on say, "To Kill a Mockingbird" on any number of various ideas or themes in the book. Just having good grammar and writing a properly formatted essay in no way guaranteed you a mark of 100 percent. You were supposed to have an argument and write in such a manner as to back up your argument. The teachers were looking for critical thinking. The teacher would then evaluate your capacity to form a logical discourse and present your evidence in a fashion as to prove your point. Further, you had to make the teacher believe your point. I don't see how that's possible to do to the tune of 100 percent. (Especially if your teacher didn't agree with your point and that became very obvious to me in first year university where if I was dumb enough to give my sociology professor an essay critical of Karl Marx, I was going to receive a failing grade no matter what.)
Anyway, a note about High School. I have several friends who are all High School teachers in and around the GTA. A common theme with them is that High School marks have become a joke. They have all expressed frustration with the provincial system of minimum standards and unrealistic expectations on the part of the province and the school boards. I was told by a very good friend of mine that it is expected, or even demanded that her class have a 78 average. It's simply not possible. Most of her kids are not that smart, or not that interested, or not committed. (No different than when I was in HS.) She will receive assignments (and she's showed me examples) and essays that are just brutal. Grade 12 students who cannot write to save their lives and quite frankly deserve failing marks, but she cannot fail them if they are submitting work. Regardless of how bad the work is. In a nutshell, high marks in high school now (and for quite some time) are meaningless.
Yes, I can see how that is possible in math, physics, chemistry, maybe biology, however, I don't see how that is possible in a course such as English (Literature), or history, or phys-ed, or art, etc. (assuming that these students are taking any of those) as marks are subjective (as others above have already mentioned).
In English, (well, at least in my day and I admit, I'm going back) or History, etc. you were given an assignment to write an essay (say) on say, "To Kill a Mockingbird" on any number of various ideas or themes in the book. Just having good grammar and writing a properly formatted essay in no way guaranteed you a mark of 100 percent. You were supposed to have an argument and write in such a manner as to back up your argument. The teachers were looking for critical thinking. The teacher would then evaluate your capacity to form a logical discourse and present your evidence in a fashion as to prove your point. Further, you had to make the teacher believe your point. I don't see how that's possible to do to the tune of 100 percent. (Especially if your teacher didn't agree with your point and that became very obvious to me in first year university where if I was dumb enough to give my sociology professor an essay critical of Karl Marx, I was going to receive a failing grade no matter what.)
Anyway, a note about High School. I have several friends who are all High School teachers in and around the GTA. A common theme with them is that High School marks have become a joke. They have all expressed frustration with the provincial system of minimum standards and unrealistic expectations on the part of the province and the school boards. I was told by a very good friend of mine that it is expected, or even demanded that her class have a 78 average. It's simply not possible. Most of her kids are not that smart, or not that interested, or not committed. (No different than when I was in HS.) She will receive assignments (and she's showed me examples) and essays that are just brutal. Grade 12 students who cannot write to save their lives and quite frankly deserve failing marks, but she cannot fail them if they are submitting work. Regardless of how bad the work is. In a nutshell, high marks in high school now (and for quite some time) are meaningless.
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You don't even know what the program is, do you? So let me explain using a small sample how it is going to work in CANADA. There are 10 spots and a group of applicants larger than the available spots. All satisfy the MINIMUM requirements of 3.7/500. They all advance to the non academic part of the selection. That is where the pigment of their skin will play a role. Unfair, racist, but still manageable. However, the chief problem with the med school admissions in Canada and their desire to make it more black is the low availability of the suitable black candidates with the sufficient academic background. So, the next logical step, in the name of equality, will be to lower the academic standards a bit- not by much, just enough to make the pool of the candidates larger. This is an old game, tried before and one I actually witnessed. I sincerely hope that the sanity will prevail and the medical authorities review and arrest this kind of "progress".Please show us that this is what is written in the program darts is referring to. I don't care about what you imagine or suppose is in there. We need quotes, not your made up ideas.
Some people will argue that our academic programs are racist and tend to favour Asian and White students so they score higher marks than blacks. Same with the SAT and I.Q. tests and that is why Asians and Whites do better than blacks. Hence, there is a need to "correct" this "inequity".However, the chief problem with the med school admissions in Canada and their desire to make it more black is the low availability of the suitable black candidates with the sufficient academic background.
Where did you read this about this particular program that darts is talking about? Link please.You don't even know what the program is, do you? So let me explain using a small sample how it is going to work in CANADA. There are 10 spots and a group of applicants larger than the available spots. All satisfy the MINIMUM requirements of 3.7/500. They all advance to the non academic part of the selection. That is where the pigment of their skin will play a role. Unfair, racist, but still manageable. However, the chief problem with the med school admissions in Canada and their desire to make it more black is the low availability of the suitable black candidates with the sufficient academic background. So, the next logical step, in the name of equality, will be to lower the academic standards a bit- not by much, just enough to make the pool of the candidates larger. This is an old game, tried before and one I actually witnessed. I sincerely hope that the sanity will prevail and the medical authorities review and arrest this kind of "progress".
You wouldn't have to type so much if you just provided a reference.
Source?"Programs at 3 of 17 medical schools in Canada aim for equity for Black students. Three Canadian medical schools have collaborated to initiate an admissions process specifically for Black students. The three med schools are: University of Toronto, University of Alberta and University of Calgary.6 hours ago"
According to my DNA I also have indigenous blood, I want special admission to medical school at U of T as well. Why limit special admissions only to blacks?
I think I would make a great gynecologist. I am already an expert on the female anatomy from years of intimate study.
I can assure you that they aren't letting in unqualified candidates, simply promoting the programs to certain minority groups.
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Poverty does play a role. If a student needs to work 30 hours a week to help support the family or has to care for younger siblings while parents are at work, it takes away time from that mastery.Rolling my eyes. Doing well in school is, for most people, a matter of choice and motivation. The curriculum is not that difficult and it can be mastered by simply putting in the work.
Phys-ed probably wouldn't count anyways because likely these are courses leading to university programs.I don't see how it's possible to achieve a 100 percent average in HS.
Yes, I can see how that is possible in math, physics, chemistry, maybe biology, however, I don't see how that is possible in a course such as English (Literature), or history, or phys-ed, or art, etc. (assuming that these students are taking any of those) as marks are subjective (as others above have already mentioned).
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Math has right and wrong answers but I's suggest there is a difference between 100% and being perfect in that field. I would guess that 100% means the student showed they understood 100% of the course material, not that they should get a nobel prize. Even in gym class, I doubt that marks are based on how many goals you can score in floor hockey but rather how well you learned and implemented that content.
Are you suggesting that prowess in basketball should be considered equal to more academic subjects?Some people will argue that our academic programs are racist and tend to favour Asian and White students so they score higher marks than blacks. Same with the SAT and I.Q. tests and that is why Asians and Whites do better than blacks. Hence, there is a need to "correct" this "inequity".
When I was in HS, we got grades in Phys ED. (Which was combined with "health", though for the most part, the gym teachers only taught "health" when it was too damn cold for us to go outside.)Phys-ed probably wouldn't count anyways because likely these are courses leading to university programs.
Math has right and wrong answers but I's suggest there is a difference between 100% and being perfect in that field. I would guess that 100% means the student showed they understood 100% of the course material, not that they should get a nobel prize. Even in gym class, I doubt that marks are based on how many goals you can score in floor hockey but rather how well you learned and implemented that content.
But we got a mark.
I don't think it was based on performance as much as it was on effort though.
Actually, poverty is one of the biggest obstacles to the academic success. The first "points" systems on the Canadian universities were designed to alleviate the problem of poverty and the complicated socio-economic backgrounds.Poverty does play a role. If a student needs to work 30 hours a week to help support the family or has to care for younger siblings while parents are at work, it takes away time from that mastery.
Why would an intelligent woman show her titties to the whole world?
Intelligent, beautiful, sexy and not afraid to show it.Why would an intelligent woman show her titties to the whole world?
My comment was that Phys-ed marks would likely not be included in the averages as I doubt they are used for university admissions.When I was in HS, we got grades in Phys ED. (Which was combined with "health", though for the most part, the gym teachers only taught "health" when it was too damn cold for us to go outside.)
But we got a mark.
I don't think it was based on performance as much as it was on effort though.
