Posted on 02/26/2018 8:09:51 AM PST by SeekAndFind
Isn’t it peculiar that nobody in the media seems to mention this? Daniel Greenfield writes:
In the last decade, there were only 10 major mass shootings where the death toll went into the double digits. Three of those were carried out by Muslim terrorists. That’s all the more remarkable since Muslims make up less than 1% of the United States population, but account for 33% of major mass shootings. Proportional to their representation in the population, Muslims are responsible for far more mass shootings than Americans.
The trend is worrisome. Since 2015, not a single year has passed without a Muslim mass shooting. While 2017’s Muslim mass shooter Kori Ali Muhammad only managed to kill three people in Fresno, his expressions of racial and religious hatred make it clear that we are dealing with a hateful pattern.
Muhammad had sought to kill "as many white males as possible". He shouted, “Allahu Akbar” when captured by the police. While the media has emphasized Dylann Storm Roof’s racist attack on a black church in Charleston, he was only 1 of 3 racially motivated mass shooters in the past 5 years, 2 were African-Americans, Muhammad and Micah Xavier Johnson, the Black Lives Matter protester who murdered 5 Dallas police officers. Johnson’s massacre of police officers and September 11 were the deadliest attacks on American police officers in this century. Both were carried out by Muslim attackers.
(Excerpt) Read more at americanthinker.com ...
The definition of mass murder is all over the place.
Feds considered at least 4 dead to be a mass murder.
Using that, the data is cherry picked to make a point.
Then he leaves the data to prove the point.
If I didn’t know better, seems like RAT math.
I agree. Though I don’t have a problem with the way the author was using the statisics since he defined his parameter as “where the death toll went into the double digits” which means he is defining his parameter and being consistent with how he uses it.
That said, I wonder if other people (including the government) who analyze this type of thing have a fluid definition of the term “mass shooting” and sample the various levels until they find one that fits their agenda and use that one without defining it.
I, too, was wondering about that. Maybe the three out of ten is for one year, but the 33% is based on multiple years? Of course, if that was the case, I would have thought the author would have noted it.
On the other hand, maybe the simplest explanation is the true one - the author of the article is just bad at math.
It’s not the math that matters, the matter is what’s the matter with Islam.
thanks. I agree about picking and choosing.
As hard as I tried, I couldn’t help feeling that muzzies killing is the point.
And it looked like he had a point searching for the data to make it.
Instead of one-third being 33.33333333...% (with an endless series of 3's) it should be exactly 33%. And pi should be exactly 3.
Yes. And everyone who participates should receive a trophy!
;-)
rlmorel,
In my view you are the only other person who sees things clearly.
3 in 10 is 30%
1/3 of 100 is 33.3333%
Don’t want to nit-pick but there is a difference. In my book, good Mathematicians should always win.
LOL, you have no idea how much that made my head swell to read your post (after I got over the embarrassment of my initial post!)
If you only knew, if you ONLY knew how much difficulty I had with math growing up. I went to summer school for many years, which is about the most depressing and discouraging thing for a kid.
My mother tried so hard to tutor me. They hired some poor Electrician’s Mate (my dad was a Naval officer) to tutor me, and all I could do was put my head on the desk.
I wanted to go to Medical School when I was in High School, but knew I would never be able to go to college at all for any scientific degree because I could not even add or subtract fractions when I graduated from High School. So I joined the Navy.
I got assigned to work with a civilian who was aboard the ship because of a research project they were doing with our squadron’s planes, a wonderful young guy who also was teaching college level math to sailors on the ship. He asked me what I was going to do when I got out of the Navy, and when I said I wanted to go to college but couldn’t do math, he offered to tutor me (because we spent nearly all day together anyway)
He broke the mental block I had (and I was ready to break it) and I passed his course with a “B”, the highest grade I had ever received in any math course up to that point (I had one “C” to my credit, the rest were “D” and mostly “F”!)
I ended up getting a double major degree in Chemistry and Nuclear Medicine, both of which took a lot of advanced math (particularly Physical Chemistry, which nearly killed me!)
I never got to thank that man. Some years later, when the Internet made such things possible, I found his name and address, and sent him a long, heartfelt letter, telling him just how much he had changed my life. I never heard back from him, but always hoped that letter found its way to him. One person can make so much difference in a person’s life, and he made a big difference in mine.
I will forever be grateful to him.
No.
3.0 / 9.0 = 0.33333333333333etc
3.0/10.0 = 0.3
Conceptually ... three is a larger part of nine than it is of ten. Ten is greater than nine.
You are 100% right.
I’ll take a participation trophy! (my math skills were so bad I would grasp at any straw as I fell off of that knowledge cliff!)
Not too proud to accept that!
When I was nine year old, I played basketball in a league in Yokosuka Naval Base, and at the awards ceremony at the end of the year with hundreds of kids there, I got a trophy all of my own...
It was the “Tries Hardest” trophy! (it actually said that)
Now, I was happy to get it at the time, but with the passage of time, I came to realize it was probably the trophy they gave to the most hopeless and uncoordinated kid in the entire league (since I spend most of my time on the floor scrabbling around for loose balls instead of dribbling, passing, or shooting!)
Fortunately, it took enough years to figure it out that I can view it with somewhat proud amusement, instead of viewing from a depressed kid viewpoint as the booby prize for the most inept player in the league!
Psssssst!
Pass it on...
Yes! I realized that I got that one ass-end backwards too at the same time, but didn’t correct it when I corrected the 3 out of 10!
That is so embarrassing...I am still face palming myself over that one!
Ah well...live and learn!
I OTOH was the guy who liked taking tests in HS because that meant no homework. The two guys ahead of me in HS class standing both ended up as Ivy League professors. But you know what? For all the time I spent in school seeing other kids struggle with what to me was straightforward, I meet those same people today and they all made their way in life quite well, thank you very much.You would never think it, in school when so many of them (let’s face it, statistically half of them) were below average. But in general they did fine. So one conclusion to draw is that school is a hothouse environment for some, and a terrible environment for others. It just shows them to terrible disadvantage, and it’s not fair.
At our last HS class reunion, Charlie T. stood up and bemoaned that very thing. He had pulled up the rear, try as he might, he just didn’t get it. Nothing about school made sense to him, and his diploma was a gift. Ended up, he went into the Navy and got pidgeonholed in a place where he would do technical stuff or he would pull very undesirable duty. The upshot was that he ended up writing a couple of manuals for the Navy. Came out the other end OK.
You just have to wonder how he - how you - would have done using the Khan Academy videos. Anything woulda been worth a try, right?
“. . . you have no idea how much that made my head swell to read your post . . .”
How wonderful to have been able to trigger such a wonderful response. Thank you for sharing.
I felt strongly that it was important to post what I did, in the format that I used.
Loved your ‘story’ and appreciate the effort you made to learn Math. Feel free to send me a ‘off forum’ message any time you want but it is not necessary. My obligation is fulfilled. But your story was very interesting and I would like to hear more.
T.L.
I think the problem is that not everyone can learn things the same way. I think water finds its own level, and many people find things in life as they get older that they can do and be good at. Thank Goodness.
And a big part of it is that you must be ready to learn. What is that saying...”When the student is ready, the teacher will appear”?
You can’t pound a nail into a steel girder. I wasn’t ready to learn. I thought I was stupid, and I didn’t know how to learn. But after I had been in the Navy, and found out that contrary to my own opinion of myself, I could not only learn, I could do it better than a lot of people...well, it gave me confidence. I learned that I could be good at something, and that was something I had tried my whole life to understand.
I had a lot of help growing up, there were teachers who took a shine to me and tried extra hard to teach me. Miss Lang...a women who had been a nun and left the church. A middle aged woman, she was a friend of my mother and a teacher at the base school. When I was in Fifth grade, I went over to her apartment for tutoring two, sometimes three nights a week for about a year. To no avail, but that wonderful woman just patiently kept trying. A teacher in high school, a Mr. Laviolette, who went to bat for me to get into anatomy and physiology classes because I was interested in it and wanted to do it, but didn’t have the grades or completed prerequisites to do it. A nameless petty officer, who came over to my house several nights a week for months, wearing his crackerjacks, and kept trying to teach me how to do simple arithmetic. My mother, who had six kids, but spent far, far more time with me than any of the others, trying to teach me.
I wonder if it was because I was a challenge. Or because I came across as a dejected, unhappy kid because I just couldn’t get things into my thick head. But I had lots of people trying. Just thinking of these people right now made my eyes mist up. How lucky I was. How fortunate. I had people pulling for me.
I was lucky. I figured out that I would never be one of those students who could breeze through anything. I would never be able to just cram. I would never be able to skimp on the homework. But I found out that I had two things going for me: I could make up for my lack of overt intellect by working long and hard to understand something, and I was as stubborn as the day was long. I just wouldn’t give up. And those two things allowed me to learn.
I think it would be wonderful if every kid had a customized curriculum that would be best suited to teach them. And a mother or father who could home school. But that just isn’t practical for the vast majority, and kids have to go to schools, public or private to learn, and end up in cookie cutter curriculums.
I am just rambling here. This has made me very reflective tonight. Sorry to meander...:)
I thought you might like this: I made this Mother's Day card for my mom many years ago, right before she passed away. Of all the love a mother can bring to bear on a child, it was her endless sessions trying to teach me my times tables, the cigarette hanging out of her mouth...cup of coffee by her side as she flashed me the cards, and I could not pay attention because everyone else was outside playing, but...she never had a harsh word. This card I made for her encapsulated it. My brother found it by chance about a month ago and gave it to me..my mom had written a wrote a incredibly moving, personal note to me on the inside of the card I gave her, but never gave it back to me so I never saw it.
It was like hearing her voice again after all these years. But the card captured the essence of those days:
Enjoyed your post, rl.I figured out that I would never be one of those students who could breeze through anything. I would never be able to just cram. I would never be able to skimp on the homework. But I found out that I had two things going for me: I could make up for my lack of overt intellect by working long and hard to understand something, and I was as stubborn as the day was long. I just wouldn’t give up. And those two things allowed me to learn.
I remember one occasion in HS - tho oddly, not the subject - when I did have the “I don’t know this topic” panic before a test. The thought flashed through my mind of making a “pony” and cheating. But my second thought was, “If I went to the trouble of making that cheat sheet, by the time I finished doing it I would know the subject anywa—that’s it! So without trying to write small, I just wrote down the facts in the section of the book we were to be tested on . . and did fine on the test. I found that helpful in college sometimes.The other thing I learned about myself in college was that if the assignment was to read Chapter 6 and do problems 6.1, 6.3, and 6.4, I couldn’t read the chapter first. I had to try problem 6.1 first. I would never be able to do it without reading the chapter - but I couldn’t read the chapter effectively until I had run into a brick wall trying to do a relevant problem first. (My degree is in Mechanical Engineering).
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