User talk:Futurebird/Archive 6

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Hello
Futurebird.

I have written a Peter Schonemann Wikipedia page. The page is fully referenced and includes a lot of information critics of racism in Psychology, or heritability might find interesting. The only problem is that somebody keeps disputing the factual accuracy of the page; when indeed, I support every claim made with numerous references from peer reviewed journals. I suspect that the page may be coming under assault from only racists or people who simply disagree with Schonemann for no reason.

I would appreciate if you could help keep an eye on the page, and see that the information found there is disseminated to relevant outlets. Indeed, most of the information and references found on the peter Schonemann page completely refute the dubious claims and information found on the race and intelligence pages and others (e.g. intelligence tests, Arthur Jensen etc.).

Unfortunately, I am a Wikipedia novice and have not written a page until now. I understand that you are very well initiated when it comes to Wikipedia, and so you help I believe will make all of the difference.

Peter Schonemann: http://en.wikipedia.org/wiki/Peter_Schonemann

P.S.> I am putting together some research on African Americans that should really be of some help to you. Please let me know if you get this message.

Thanks* —The preceding unsigned comment was added by Special:Contributions/ (talk)

Another African Immgrant paper

 * African Immigrants:

In an analysis of Census Bureau data by the Journal of Blacks in higher education (and several other sources using similar data), African immigrants to the United States were found more likely to be college educated than any other immigrant group. African immigrants to the U.S. are also more highly educated than any other native-born ethnic group including white Americans (Logan & Deane, 2003; Dixon, 2006; Journal of Blacks in higher education, 1999-2000; Onwudiwe, 2006; Otiso and Smith, 2005; The Economist, 1996: Shobo). Some 48.9 percent of all African immigrants hold a college diploma. This is slightly more than the percentage of Asian immigrants to the U.S., nearly double the rate of native-born white Americans, and nearly four times the rate of native-born African Americans (The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000), pp. 60-61).

In 1997, 19.4 percent of all adult African immigrants in the United States held a graduate degree, compared to 8.1 percent of adult whites and 3.8 percent of adult blacks in the United States, respectively (The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000), pp. 60-61). This information suggests that America has an equally large achievement gap between whites and African/Asian immigrants as they do between white and black Americans.

The Canadian sociological literature on immigrants also paints a similar picture, however, less stark. All visible-minority immigrant groups whether from the Caribbean or India do better academically than their native born (non-visible) cohorts, on average. Both foreign-born and Canadian-born blacks have graduation rates that exceed those of other Canadians. Similar patters of educational over-achievements are reached with years of schooling and with data from the 1994 Statistics Canada survey. (Guppy and Davies, 1998; Boyd, 2002).

In the UK, 1988, the Commission for Racial Equality conducted an investigation on the admissions practices of St. George's, and other medical colleges, who set aside a certain number of places for minority students. This informal quota system reflected the percentage of minorities in the general population. However, minority students with Chinese, Indian, or black African heritage had higher academic qualifications for university admission than did whites (Blacks in Britain from the West Indies had far lower academic credentials than did whites). In fact, blacks with African origins over the age of 30 had the highest educational qualifications of any ethnic group in the British Isles. Thus, the evidence pointed to the fact that minority quotas for University admissions were actually working against students from these ethnic groups who were on average more qualified for higher education than their white peers (Cross, 1994).

According to the report The State of Working Britain, published by the Centre for Economic Performance at the highly regarded London School of Economics, 21 % of adult blacks in Britain with African origins have a university degree. Only 14 percent of adult white Britons are college educated.

Of the African-born population in the United States age 25 and older 86.4% reported having a high school degree or higher, compared with 78. 9% of Asian born immigrants and 76.5% of European born immigrants, respectively. These figures contrast with 61.8% percent of the total foreign-born population. Immigrants groups in general tend to have higher high school graduation rates than the native-born general American population.

Those Africans born from Zimbabwe (96.7 percent), Botswana (95.5 percent), and Malawi (95 percent) were the most likely to report having a high school degree or higher. Those born in Cape Verde (44.8 percent), Mauritania (60.8 percent), and Somalia (63.3 percent) were the least likely to report having completed a high school education (Dixon, D., 2006)..

Of the European born those born in Bulgaria (92.6 percent), Switzerland (90.5 percent), and Ireland (90.4 percent) were the most likely to report having a high school degree or higher. Those born in Portugal (42.9 percent), Italy (53.7 percent), and Greece (59.9 percent) were the least likely to report having completed a high school education (Dixon, D., 2006).

Of the Asian born Mongolia (94.8 percent), Kuwait (94.7 percent), the United Arab Emirates (94.5 percent), and Qatar (94.3 percent) were most likely to report having a high school degree or higher. Those born in Laos (48.1 percent), Cambodia (48.4 percent), and Yemen (49.9 percent) were the least likely to report having completed a high school education (Dixon, D., 2006).. (Most people think the Asian group includes Orientals exclusively, this is not true)

While African immigrants are indeed the most educated of black groups in the U.S., he finds a negative return on African immigrants’ education attainment for diplomas obtained outside the United States. However, the same does not hold true for Caribbean immigrants. Although he finds that among blacks – native and immigrants – Africans earn the most, when earning-related endowments such as educational attainments are included in the analysis, this expected African advantage disappears (Dodoo, 1997).


 * Distortion and Group Differences:

In the United States researchers often muddle group difference data by aggregating divergent geographical, historical, cultural and ethic groups into crude and arbitrary categories with whom they then compare with the general population. This in practice misleads unwary readers into the false belief that those aggregated group mean scores objectively characterize the individual groups who have contributed to the overall figures. Take for example: Only 5.3 percent of Central American immigrants have earned a bachelor’s degree, and only 19.5% percent have graduated from high school (Davy, M. 2006). This difference is often coupled with data relating to South American immigrants who, according to the Migration Policy Institute (Dixon, D., and Gelatt J., 2006) 23.4 percent had a bachelor’s degree or higher and 74.3 percent reported having a high school degree. These skewed grouping methods; the Hispanic category in this case, creates the false impression in the minds of readers that South American immigrants are poor students based on the fact that they speak Spanish or Portuguese, alone.


 * The African born and Employment:

The African born are concentrated in management or professional and sales or office-related occupations. Of the employed population age 16 and older in the civilian labor force, the African born were much more likely than the foreign born in general to work in management and professional occupations as well as sales and office occupations. Additionally, the African born were less likely to work in service, production, transportation, material moving, construction, and maintenance occupations than the foreign born in general.

Ethiopians, Sudanese and Somalis, who mostly immigrate as refugees, do not do as well as their counterparts from English speaking African countries such as Nigeria, Egypt and Kenya. The reason was because most people from the three countries immigrate to the United States as refugees and asylum seekers, following crises in their home countries (Otiso and Smith, 2005).


 * Source Materials:

African Immigrants in the United States are the Nation's Most Highly Educated Group. The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000), pp. 60-61doi:10.2307/2999156

African-Born Blacks in the United Kingdom Are Far More Likely than Whites to Hold a College Degree. The Journal of Blacks in Higher Education, No. 34 (Winter, 2001-2002), pp. 29-31 doi:10.2307/3134095

African-Born U.S. Residents are the Most Highly Educated Group in American Society The Journal of Blacks in Higher Education, No. 13 (Autumn, 1996), pp. 33-34 doi:10.2307/2963153

Boyd, M. (2002). Educational Attainments of Immigrant Offspring: Success or Segmented Assimlation?

Cross, T. (1994). Black Africans Now the Most Educated Group in British Society. The Journal of Blacks in Higher Education, No. 3 (spring, 1994), pp.92-93

Davy, M. (2006). The Central American Foreign Born in the United States. Migration Policy Institute. April 2006

Dixon, D. (2006). Characteristics of the European Born in the United States. Migration Policy Institute. February, 2005

Dixon, D. (2006). Characteristics of the African Born in the United States. Migration Policy Institute. January, 2006

Dixon, D. (2006). Characteristics of the Asian Born in the United States. Migration Policy Institute. April 2006 Dodoo, F. N-A (1997). Assimilation differences among Africans in America. Social Forces 76: 527-46

Gelatt, J. and Dixon, D. (2006). Detailed Characteristics of the Caribbean Born in the United States. Migration Policy Institute. July 2006.

Gelatt, J. and Dixon, D. (2006). Detailed Characteristics of the South American Born in the United States. Migration Policy Institute. May 2006.

Guppy, Neil and Scott Davies (1998). Education in Canada: Recent Trends and Future Challenges. Ottawa: Statistics Canada and the Minister of Industry.

Kefa M. Otiso and Bruce W. Smith, (2005). “Immigration and Economic Restructuring in Ohio’s Cities, 1940-2000”, Ohio Journal of Science, 105 (5): 133-137 December 2005

Logan, J.R, Deane, G (2003). “Black Diversity in Metropolitan America.” Lewis Mumford Center for Comparative Urban Regional Research University Albany

Onwudiwe, E. (2006). “Reflections on African Brain Gain Movement.”

The Economist (1996). 339 (7965): 27-28

In Educational Attainment, Black Immigrants to the United States Outperform Native-Born White and Black Americans. The Journal of Blacks in Higher Education © 2003 CH II Publishers

Non-existent g
There is a fundamental difference between g (as Spearman, who had coined the term, had defined it), and a first principal component (PC1) of a positive correlation matrix. Spearman's g was defined as a latent (implied) 1-dimensional variable which accounts for all correlations among any intelligence tests. His tetrad difference equation states a necessary condition for such a g to exist.

As I stressed on p.194, the important proviso for Spearman's claim that such a g qualifies as an "objective definition" of "intelligence", is that all correlation matrices of "intelligence tests" must satisfies this necessary condition, not just one or two, because they are all samples of a universe of tests subject to the same g. It is now generally acknowledged (and easily verified empirically, see below) thate this condition is routinely violated by all correlation matrices of reasonable size. Hence, such a g does not exist any more than odd numbers divisible by 4 exist.

2. Realizing this, Jensen has substituted the PC1 for g, but still calls it "g". As long as the matrix is positive (has positive elements throughout), such a PC1 always exists, is unique and always can be scaled to be positive (Perron's theorem). If the matrix is a covariance matrix, a PC1 can be interpreted as the linear combination of the tests with the highest variance among all linear combinations whose weight vector is restricted to unit length. Such a PC1 may be useful for many things, but it is not g. In particular, it no longer serves the purpose for objectively defining "intelligence", because every PC1 is unique for the particular correlation matrix at hand. Nor is there any way of assessing the "similarity" of two PC1s defined on different sample spaces. Moritz and I have written a program for demonstrating this plain fact, which I mention in passing on p. 200 loc.cit.

3. Since g does not exist, it is meaningless to debate what it might "measure". Such debates are equivalent to debates about the eye color of Easter bunny. However, one can ask what a particular PC1 "measures". The answer to this is: different things at different times.

A good example for showing that it often does not "measure" what is commonly associated with the intuitive notion of "intelligence" is AFQT in The Bell Curve (TBC).

a. ASVAB has 10 variables. Herrnstein and Murray wisely refrain from giving the correlations!

b. For 5 variables, Ree and Earl, 1991,; Kass et al., 1983; Bock and Moore, 1984, and W. Thmpsen, unpubl. computed the corrrelations: 1. mechanical comprehension, 2.electronic info, 3. automobile info, 4. numerical operations, 5. coding speed.. The results were very similar, e.g., Bock and Moore, 1984:

Link to Peter Schonemann's page
Wherever you encounter Arthur Jensen, IQ racism, Factor Analysis, g theory, Heritability or Twin studies please link to Peter Schonemann's page:

http://en.wikipedia.org/wiki/Peter_Schonemann

A letter
If you are interested in expert technical refutations of IQ and g' theory visit "Peter H. Schonemann's" home page. He is one of the world's foremost experts on Factor Analysis, and a great down to earth individual. View his list of publications, here: http://www2.psych.purdue.edu/~phs/publications.htm

Schonemann, P.H., a foremost expert on factor Analysis and mathematical scaling has demonstrated that statistical heritability estimates for twin studies are based on simplistic models which make strong assumptions that are rarely tested. This is true for the MZA vs MZT studies (Burt, Shields, Jincks and Fulker, Bouchard) as well as for the more widely used MZT vs DZT studies. For example, the narrow heritability’s of HR of responses to the question “did you have your back rubbed” works out to 92% heritable for males and 21% heritable for females. Using the statistical models published in Loehlin and Nichols (1976) the question “Did you wear sunglasses after dark?” is 130% heritable for males and 103% for females (Schonemann, 1995, 1997)

African Immigrants:

In an analysis of Census Bureau data by the Journal of Blacks in higher education (and several other sources using similar data), African immigrants to the United States were found more likely to be college educated than any other immigrant group. African immigrants to the U.S. are also more highly educated than any other native-born ethnic group including white Americans (Logan & Deane, 2003; Dixon, 2006; Journal of Blacks in higher education, 1999-2000; Onwudiwe, 2006; Charles et al, 2007)). Some 48.9 percent of all African immigrants hold a college diploma. This is slightly more than the percentage of Asian immigrants to the U.S., nearly double the rate of native-born white Americans, and nearly four times the rate of native-born African Americans (The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000), pp. 60-61).

In 1997, 19.4 percent of all adult African immigrants in the United States held a graduate degree, compared to 8.1 percent of adult whites and 3.8 percent of adult blacks in the United States, respectively (The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000), pp. 60-61). This information suggests that America has an equally large achievement gap between whites and African/Asian immigrants as they do between white and black Americans. The Canadian sociological literature on immigrants also paints a similar picture, however, less stark. All visible-minority immigrant groups whether from the Caribbean or India do better academically than their native born (non-visible) cohorts, on average. Both foreign-born and Canadian-born blacks have graduation rates that exceed those of other Canadians. Similar patters of educational over-achievements are reached with years of schooling and with data from the 1994 Statistics Canada survey. (Guppy and Davies, 1998; Boyd, 2002).

The right/left wing controversy that is promoted by many Psychologists with respect to Jensen’s racial IQ/education rhetoric is completely unwarranted given the strong and direct evidence against it. Jensenesque reasoning, today, is non-explanatory and should not be entertained unless one is equally willing to entertain the idea that native born white Americans are cognitively inferior to their immigrant cohorts.

Distortion and Group Differences:

In the United States researchers often muddle group difference data by aggregating divergent geographical, historical, cultural and ethic groups into crude and arbitrary categories with whom they then compare with the general “white” population. This in practice misleads unwary readers into the false belief that those aggregated group mean scores objectively characterize the individual groups who have contributed to the overall figures. Take for example: Only 5.3 percent of Central American immigrants have earned a bachelor’s degree, and only 19.5% percent have graduated from high school (Davy, M. 2006). This difference is often coupled with data relating to South American immigrants who, according to the Migration Policy Institute (Dixon, D., and Gelatt J., 2006) 23.4 percent had a bachelor’s degree or higher and 74.3 percent reported having a high school degree. These skewed grouping methods; the Hispanic category in particular, creates a false impression in the minds of readers that South American immigrants are poor students based on the fact that they speak Spanish or Portuguese as a first language.

The Caribbean groups with the highest bachelor degree rates were Netherlands Antilles (39.6 percent), Aruba (34.1 percent), and Anguilla (29.5 percent), while the lowest rates for European born groups were Portugal (7.3 percent) followed by those born in Malta (12.5 percent), Macedonia (13.7 percent), and Bosnia and Herzegovina (13.7 percent). If Jensen's racial education model is at all accurate one would not expect to see the best Caribbean groups more than doubling the worst European groups in Education. Indeed, the best African groups more than quadruple the worst European groups in education level. Immigrant groups are also known to take more difficult courses when enrolled in post-secondary education (Migration Policy Institute, 2006).

Conclusion:

The Psychological literature continues to promote group differences and racial myths in U.S. and aboard, this in spite of the fact that all the groups in question are multi-faceted social constructions. Relevant academic disciplines such as Anthropology and Population Genetics have formally rejected the framework in which Psychology’s racial theories reside. thus, comparing racial groups in biological terms becomes little more than a gratuitous social exercise with no formal basis. The measured amount of genetic variation in the entire human population is extremely small; genetically we are very similar. Indeed, 93% of all genetic variability occurs within Africa; the human groups with the greatest differences between them occur in Africa (See: Cavalli-Sforza, Menozzi, Piazza, 1994; Cavalli-Sforza, 2004). In many ways it as logical to compare Nigerians with Swedes, as it is to compare Nigerians and South Africans.

Pseudoscience is commonly understood to be a scientific endeavor that can be neither falsified nor confirmed – like creationist theories relating to god, or theories about Bigfoot. g’ theory has been falsified many times in the past thus excluding it from the category of pseudo-science, and firmly placing it in the category of “debunked hypothesis” (See: Schonemann, 1995, 1997a, 2005; Guttman, 1955, 1992; Kempthorn, 1978). This information coupled with contradictory Sociological, Genetic, Neuroscience and Anthropological research should spell the death sentence for racial profiling relative intelligence studies.

African Immigrants in the United States are the Nation's Most Highly Educated Group. The Journal of Blacks in Higher Education, No. 26 (Winter, 1999-2000), pp. 60-61doi:10.2307/2999156

Boyd, M. (2002). Educational Attainments of Immigrant Offspring: Success or Segmented Assimlation?

Cavalli-Sforza (2000) Genes, People, and Languages. London: Allen Lane.

Davy, M. (2006). The Central American Foreign Born in the United States. Migration Policy Institute. April 2006

Dixon, D. (2006). Characteristics of the European Born in the United States. Migration Policy Institute. February, 2005

Dixon, D. (2006). Characteristics of the African Born in the United States. Migration Policy Institute. January, 2006

Gelatt, J. and Dixon, D. (2006). Detailed Characteristics of the Caribbean Born in the United States. Migration Policy Institute. July 2006.

Gelatt, J. and Dixon, D. (2006). Detailed Characteristics of the South American Born in the United States. Migration Policy Institute. May 2006.

Guppy, Neil and Scott Davies (1998). Education in Canada: Recent Trends and Future Challenges. Ottawa: Statistics Canada and the Minister of Industry.

Guttman, L.L. (1955). The Determinacy of factor scores matrices with implication for five other basic problems of common factor theory. Br. J. Statistical Psychol. 8, 65-81

Guttman, L. (1992). The irrelevance of factor analysis for the study of group differences. Multivariate Behavioral Research, 27, 175-204

Kempthorne, O. (1978). Logical, epistomological and Statistical aspects of nature-nurture, Biometrics, 34, 1-23

L. Luca Cavalli-Sforza ; Paolo Menozzi ; Alberto Piazza (1994). The History and Geography of Human Genes

Logan, J.R, Deane, G (2003). “Black Diversity in Metropolitan America.” Lewis Mumford Center for Comparative Urban Regional Research University Albany

Onwudiwe, E. (2006). “Reflections on African Brain Gain Movement.”

Schonemann, P.H. (1997a). The rise and fall of Spearman’s hypothesis. Cahier Psychol. Cognitive/Curr. Psychol. Cognition 16, 788-812.

Schonemann, P.H. (1997). On Models and Muddles of Heritability. Genetica 99:97-108

Schonemann, P.H., (2005). Psychometrics of intelligence. Encyclopedia of Social Measurement, volume 3, 2005, Elsevier Inc.

Can you help me
I do not know how to use wikipedia and can you help me with third opinion here:

http://en.wikipedia.org/wiki/Talk:Batman#In_other_media:_movies

Can you help me?

Me again!
There is a lot of dubious information on the "Model minority" page with respect to Asian success. Here is some information that contradicts the information found, there: In more than a dozen studies from the 1960s and 1970s analyzed by Flynn (1991), the mean IQs of Japanese- and Chinese American children were always around 97 or 98; none was over 100. These studies did not include other Asian groups such as the Vietnamese, Cambodians, or Filipinos; who tend to achieve less academically and perform poorly on conventional psychometric tests (See Flynn, 1991).

Stevenson et al (1985), comparing the intelligence-test performance of children in Japan, Taiwan and the United States, found no substantive differences at all. Given the general problems of cross-cultural comparison, there is no reason to expect precision or stability in such estimates. (Intelligence, Knowns and Unknowns, 1996)

Do African Immigrants make the Smartest Americans?
By Clarence Page

Do African immigrants make the smartest Americans? The question may sound outlandish, but if you were judging by statistics alone, you could find plenty of evidence to back it up.

In a side-by-side comparison of 2000 census data by sociologists including John R. Logan at the Mumford Center, State University of New York at Albany, black immigrants from Africa averaged the highest educational attainment of any population group in the country, including whites and Asians.

For example, 43.8 percent of African immigrants had achieved a college degree, compared with 42.5 of Asian-Americans, 28.9 percent for immigrants from Europe, Russia and Canada and 23.1 percent of the U.S. population as a whole.

That defies the usual stereotypes of Asian-Americans as the only "model minority." Yet the traditional American narrative has rendered the high academic achievements of black immigrants from Africa and the Caribbean invisible, as if that were a taboo topic.

Instead, we should take a closer look. That was my reaction in 2004 after black Harvard law professor Lani Guinier and Henry Louis Gates Jr., chairman of Harvard's African-American studies department, stirred up a black Harvard alumni reunion with questions about precisely where the university's new black students were coming from.

About 8 percent, or about 530, of Harvard's undergraduates were black, Gates and Guinier said, but somewhere between one-half and two-thirds of the black students were "West Indian and African immigrants or their children, or to a lesser extent, children of biracial couples."

If we take a closer look, I said at the time, I bet we'd find that Harvard's not alone. With all of the ink and airwaves that have been devoted to immigration these days, black immigrants remain remarkably invisible. Yet, their success has long followed the patterns of other high-achieving immigrants.

Now comes a new study that finds a consistent pattern of Ivy League and other elite colleges and universities boosting their black student populations by enrolling large numbers of immigrants from Africa, the West Indies and Latin America.

Immigrants, who make up 13percent of the nation's college-age black population, account for more than a fourth of black students at Ivy League and other selective universities, according to the study of 28 colleges and universities. The authors of the study, published recently in the American Journal of Education, included Douglas S. Massey of Princeton University and Camille Z. Charles at the University of Pennsylvania. The proportion of immigrants was higher at private institutions, 28.8 percent, than at the public colleges, where they comprised 23.1 percent of enrollment.

Are elite schools padding their racial diversity numbers with black immigrants who do not have a history of American slavery in their families? This development immediately calls into question whether affirmative action admission policies are fulfilling their original intent.

But, as Walter Benn Michaels, a professor of English at the University of Illinois at Chicago, writes in his book "The Trouble With Diversity," the original intent of affirmative action morphed in the 1970s from reparations for slavery into the promotion of a broader virtue: "diversity."

Since then, it no longer seems to matter how many of our colleges' black students have slavery in their families. It only matters that they're black.

That said, I don't begrudge black immigrants or any other high-achieving immigrants for their impressive achievements. I applaud them. I encourage more native-born American children, particularly my own child, to take similar advantage of this country's hard-won opportunities.

But I also think we need to revisit the question of diversity. Unlike our system of feel-good game-playing, we need to focus on the deeper question of how opportunities can be opened to everyone who was left behind by the civil rights revolution. We tend to look too often at every aspect of diversity except economic class.

Clarence Page is a member of the Tribune's editorial board.

http://www.africaresource.com/content/view/235/68/

Hey, I think you should check out this page
"http://en.wikipedia.org/wiki/Race%2C_Evolution_and_Behavior"

The "Race, Evolution and Behavior" page is helping to promote one of the worst scientific racists of this or any century, J.P. Rushton. You might want to get involved. If you can not have the page removed you may use this information to discredit much of the information there:

IQ differences between black and white populations in the UK and other western countries are virtually non-existent. In fact, Blacks of African descents in the UK, on average, earn more money and obtain higher levels of education than the native white populations (Bhattacharyya, Ilson, Blair, 2000). According to the London daily times (January, 23, 1994, as reported in Stringer and McKie 1997:190; Re-reported by Smedley in Lieberman 2001:p87) “Black Africans have emerged as the most highly educated members of British society, surpassing even the Chinese as the most academically successful ethnic minority.”

In the U.S. Black immigrants from Africa average the highest educational attainment of any population group in the country, including whites and Asians (See Logan & Dean, 2003).

Tobias (1970) listed a number of difficulties involved in measuring and making meaningful comparisons of brain weight. These included equating subjects on age, sex, body size, temperature etc. In addition, brain development is plastic, and brain size may be affected by early environmental factors. Because of all these difficulties, Tobias (1970) concluded that no adequate racial comparative studies had actually been conducted.

Interestingly enough, the brain size of American blacks reported in Tobias’s summary were larger than any white group, (which including American, English and French whites) except those from the Swedish sub sample (who had the largest brains of any of the 77 national groups measured), and American blacks were estimated to have some 200 million more neurons than American whites (See Tobias 1970; Weizmann et al. 1990).

Ironically, many of the racial researchers of today who make claims about racial differences in brain size cite Tobias (1970) as one of their main sources while ignoring the findings reported in his work; I.E. Blacks on average had larger brains than virtually all populations!

The main correlation with brain size is height/size; because of this the average black brain is certainly larger than the average White/Asian brain (not proportionally, but in Absolute terms) – (see, Tobias 1970; Weizmann, 1990; Cernovsky, Z.Z., 1992; Gould, 1981; Peters, 1991, 1993, 1995b, 1996, Peters et al.,1998; Schoenemann et al., 2000; Lieberman, 2001). Witelson’s, Kigar’s and Thomas’ (1999) examination of Albert Einstein’s brain illustrates that something more complicated than a brain’s size relates to it’s owner’s intelligence. They compared Einstein’s brain with an average specimen from a sample 35 intact, control brains. Einstein’s brain has about the same dimensions and the same weight as the comparison brain. However, in areas specific to Einstein’s unique skills, his brain was quite different. This leads one to believe that it is overall brain structure and not brain size that determines one’s intellectual strengths.

—The preceding unsigned comment was added by 70.68.179.142 (talk) 02:43, 6 May 2007 (UTC).

something that might be of future help..
Hi Futurebird, I hope everything is going well for you. I just thought I'd drop you a line about the updated policy on reliable sources in WP:ATT. You probably already are aware of it but just in case. It has a very concise secion on why "fringe theories" that claim to be hidden due to "conspiraces" against them are not reliable sources. It would have made life easier a few weeks ago when dealing with certain POV_PUSHers :)--Cailil 16:59, 27 March 2007 (UTC)

Regarding your comment
Thanks for noticing the Timeline of Racial Tension in Omaha, Nebraska. Reading over the exhaustive work you've done, it means something that you saw what I did. Along with that, you may be interested in any of the content here, particularly Civil Rights Movement in Omaha, Nebraska. - Freechild 23:00, 29 March 2007 (UTC)
 * Quick question, now that I took a 2nd look at your edit - I like Category:Urban decay, and I am tempted to place it on several related articles about North Omaha. However, I am a little concerned that using the title "Urban Decay" can be construed as racist or classist. Do you have any similar qualms? How do you justify or rationalize those types of claims? Thought I'd inquire, and thanks for any wisdom in advance... - Freechild 06:58, 31 March 2007 (UTC)

Freedom
Freedom Tunnel ! nice work ! thanks for giving some official recognition to street art ! Tazmaniacs

Template
It incorporates scores not only from IQATHWON but also from IQ and Global Inequality so the name is misleading.Ultramarine 16:14, 30 March 2007 (UTC)
 * See the template talk page.Ultramarine 16:35, 30 March 2007 (UTC)

Look at this...
Look here at who is crying out for help...lol. This user sure has made quite a few enemies in a short time; you should check out their talk page history. --David Shankbone 06:04, 1 April 2007 (UTC)

Spelling Error on User Page?
"A parabolas are conic sections." > "All parabolas are conic sections."? Also, I just thought that I should have a quick dicussion with you about setting up a new article racial mahtematics (which may be more politically tenuous than you would like - but may also be quite necessary). And also revamping anti-racist mathematics to provide it with a better foundation for future work. Also, have a look at the "What is this" section in dicussions where the comments by "S. Ugarte 19:33, 18 March 2007 (UTC)" admit the following : "Also, one particular nitpick, this following line in "Criticism" is totally inappropriate. The Criticism section is not the place for responses to criticism; it's the place to list criticism.

However, critics would have to accept that the methods and means needed to freely study and evaluate mathematics and science are usually politically and socially manipulated in favour of certain groups (as, for example, cars are distributed in a discriminatory way, so are scientific resources that are involved with them).

I, if I can be said to be a critic, would not accept that. It's just not relevant to the preceding criticism. These facts are indeed objective facts, and how the resources to study them were (perhaps unfairly) allocated simply is a non sequitur. "

Quite significant in my book.

MrASingh 17:23, 1 April 2007 (UTC)


 * Hi! Don't know if you're aware of Race and crime article, but we need to keep close watch on it, and since the Afd fails, either merge it (I proposed criminal anthropology, but crime statistics or sociology of crime would be others opportunities). In any cases, the only way to permit it to achieve some sort of encyclopedical content is to fill it up with legitimate research. On what concerns myself, I think the title is itself falls under WP:Naming conflict as "race" is not a legitimate category for criminology as for any other matters. I suggest we move the article to "Sociology of crime", what do you think? Tazmaniacs 18:04, 10 April 2007 (UTC)
 * While we're at it, have a look also at the Sex and crime article (I've just cleaned up unsourced statements). Tazmaniacs 18:07, 10 April 2007 (UTC)

best debunking of the bell curve's theory of genetic group difference
Check it:. This is an archive of the excellent review by Thomas Sowell of the bell curve.--Urthogie 16:02, 11 April 2007 (UTC)

Proposed Baptist group
There now is a proposed project to deal specifically with articles relating to Baptists at WikiProject Council/Proposals. If you would be interested in joining such a group, please indicate as much by adding your name there. Thank you. John Carter 19:02, 19 April 2007 (UTC)

Lukas19
Hi, you have had some dealings with this editor. I'd appreciate your opinion regarding a suspected sockpuppet if you have time. Suspected sock puppets/Lukas19. Cheers. Alun 14:20, 29 April 2007 (UTC)

Image:John Ogbu.jpg
Hello, Futurebird. An automated process has found and removed an image or media file tagged as nonfree media, and thus is being used under fair use that was in your userspace. The image (Image:John Ogbu.jpg) was found at the following location: User talk:Futurebird/Archive 4. This image or media was attempted to be removed per criterion number 9 of our non-free content policy. The image or media was replaced with Image:NonFreeImageRemoved.svg, so your formatting of your userpage should be fine. Please find a free image or    media to replace it with, and or remove the image from your userspace. User:Gnome (Bot)-talk 15:27, 16 May 2007 (UTC)

Image:Nbc logo.gif
Hello Futurebird, an automated process has found an image or media file tagged as nonfree media, such as fair use. The image (Image:Nbc logo.gif) was found at the following location: User:Futurebird. This image or media will be removed per statement number 9 of our non-free content policy. The image or media will be replaced with Image:NonFreeImageRemoved.svg, so your formatting of your userpage should be fine. The image that was replaced will not be automatically deleted, but it could be deleted at a later date. Articles using the same image should not be affected by my edits. I ask you to please not readd the image to your userpage and could consider finding a replacement image licensed under either the Creative Commons or GFDL license or released to the public domain. Thanks for your attention and cooperation. User:Gnome (Bot)-talk 01:53, 17 May 2007 (UTC)

Template:North American Slave Revolts and Fort Blount Revolt
Hi. I'm leaving this message because I believe you created Template:North American Slave Revolts. The template refers to the Fort Blount Revolt, an article that an anonymous editor and I recently built up.

A question has come up concerning the name of the fort and the article. None of the sources seem to call the fort Fort Blount, but that seems to be the name that was used when the template was created. I would appreciate any input you would care to leave at Talk:Fort Blount Revolt. Thanks! — Malik Shabazz (Talk | contribs) 00:11, 24 May 2007 (UTC)

Are you an admin yet?
Please apply to become an admin, I'll support you, you are one of the most consistent and fair contributers here. Sorry I've been less than supportive recently. Maybe I'm looking at the wrong articles? My degree is Genetics and my MSc is Biotech, so I look for molecular biology stuff......then I've got three boys under six (one 5.5, one 3.5 and one 1.5)...well....I teach them to count in Welsh and English and their mum teaches them to count in Finnish etc....Actually I'm whittering. Sorry about that. Take care. Please consider becoming an admin, and please if you do then please ask me to support your application, I've never done it before, but there's lots of stuff here I've never done before.Alun 22:52, 26 May 2007 (UTC)

Request for Third Opinion
template:History of Manchuria is suffering from extensive revert warring, and discussion is heading nowhere. A RfC was filed, but was only able to get one outside commentor. Please provide a third opinion on whether template:History of Manchuria should be titled History of Manchuria or History of Northeast China to facilitate dispute resolution. Thank you. 08:49, 4 June 2007 (UTC)

Waldorf education NPOV
If you are still interested in the Waldorf education page, it would be helpful if you would look and see what needs doing to bring it in line with the NPOV policy. If you have suggestions, we'd love to hear them. If you feel it already meets the standard, this would be helpful to know as well. An objective voice is worth much! Hgilbert 01:40, 9 June 2007 (UTC)

Your comment
Well, you could weigh in while I get the pulp beat out of me.

this is supposed to be a smiley face. ;-] I can't even do that right. I must not be too intelligent!

Skywriter 02:45, 12 June 2007 (UTC)


 * Locked


 * I've been away for a bit, so can someone fill me in on why this article is locked again? futurebird 14:41, 13 June 2007 (UTC)

Race and Intelligence is no longer locked. Skywriter 21:15, 16 June 2007 (UTC)

Race and intelligence
Thanks, the article is getting betterMuntuwandi 17:27, 18 June 2007 (UTC)

Fair use rationale for Image:Claude_Steele.jpg
Thanks for uploading or contributing to Image:Claude_Steele.jpg. I notice the image page specifies that the image is being used under fair use but there is no explanation or rationale as to why its use in Wikipedia articles constitutes fair use. In addition to the boilerplate fair use template, you must also write out on the image description page a specific explanation or rationale for why using this image in each article is consistent with fair use. Suggestions on how to do so can be found here.

Please go to the image description page and edit it to include a fair use rationale. Using one of the templates at Fair use rationale guideline is an easy way to ensure that your image is in compliance with Wikipedia policy, but remember that you must complete the template. Do not simply insert a blank template on an image page.

If you have uploaded other fair use media, consider checking that you have specified the fair use rationale on those pages too. You can find a list of 'image' pages you have edited by clicking on the "my contributions" link (it is located at the very top of any Wikipedia page when you are logged in), and then selecting "Image" from the dropdown box. Note that any non-free media lacking such an explanation will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you. Bigr Tex  16:40, 3 August 2007 (UTC)

Please help
Hi. I'd appreciate it if you would check out the article on White people and comment on this discussion this as well as a section a few sections further down, titled "Content fork.". Thanks. Slrubenstein  |  Talk 10:39, 19 August 2007 (UTC)

Notifiying about a vote
Hello. The article Stereotypes of whites, which you helped writing, is being nominated for deletion. If you want, you could state your opinion here. Thank you. M.V.E.i. 21:08, 3 September 2007 (UTC)

NOR
IF you have the time and inclination I hope you will participate in the discussion at Wikipedia talk:No original research. I think your experience at Wikipedia makes your views essential. You know just how easily editors can manipulate and misues primary sources to advance their won views and I think you understand what is really at stake here. Slrubenstein  |  Talk 22:08, 15 September 2007 (UTC)

Your page!
I haven't been visiting your page in a bit, and it's really nice! As another POC teacher at a private high school, I just wanted to say i totally love seeing someone else making a mark on wikipedia. Do your thing! Elefuntboy 07:22, 17 September 2007 (UTC)

Question about image
Hi Futurebird, over at Talk:Gene-environment interaction we've been discussing the Heritability_plants.jpeg you made. I was wondering if you had any time or interest in making a new version? Cheers, Pete.Hurd 03:54, 25 September 2007 (UTC)

Talk:Adnan Oktar
Based on some of our work together in the past, I though of you as good evaluator to assist in the dilemma at Talk:Adnan Oktar. I visited this page in response to a request at 3rd Op.  --Kevin Murray 17:10, 26 September 2007 (UTC)

Jena Six
Thanks very much for the good word. I greatly appreciate it. Let me know whenever I can be of help to you. Qworty 13:07, 27 September 2007 (UTC)


 * "This really wasn't helpful. I don't get the impression that Qworty has an "attitude."

Here's what he said after I removed something that wasn't in his source. "uh, excuse me, this data has in fact been cited by critics--you just hate for these facts to appear in the article, don't you?" And I guess you're completely ignoring the talk pages, too? Ophois 15:37, 27 September 2007 (UTC)


 * Thanks, did note. And please in the future post to top my discussion page. Lycurgus 16:27, 27 September 2007 (UTC)

Finding sources for Jena Six
Yahoo and Google both have special "news searches" that you can use. Google even has an advanced "news archive" feature you can use that links off its news search page--I think that's for stories that are more than a month old. If you search with those engines, you might be able to find more information about the night that the students and parents went to the school board meeting and were unable to get the noose issue on the agenda. Let us know what you come up with. Qworty 17:59, 28 September 2007 (UTC)