Is "Skittles" supposed to be the new racist dogwhistle?

I guess I'll have to start eating Starburst instead.

http://www.democraticunderground.com/?com=view_post&forum=1172&pid=192363

WOW..

If you are waiting in line, to buy a pack of skittles, and you flee out the door because you see a person with a rifle slung over their shoulder, or a holstered firearms, you will be the one to have committed a crime.

And you would be the one prosecuted for it.

http://www.democraticunderground.com/1172192055#post1

This is why many people think university professors are over paid

Instead of working on lesson plans, grading course work or otherwise engaging in activities related to your alleged job as a professor for a public university, you spend your time here posting. I'm glad my tax dollars aren't paying your salary.

http://www.democraticunderground.com/?com=view_post&forum=1172&pid=191863

WATCH: Texas Ammosexual Tries To Execute A Purse Snatcher–Shoots At Him As He Runs Away (VIDEO)

In an absolutely ridiculous moment of vigilante Texas justice, a woman with a gun decided she would convict an alleged purse snatcher of a capital crime and attempt to execute him on the spot.

The man, who was being held by what looks like typical people trying to catch a crook, manages to get away and starts running when the woman fires her weapon, barely able to handle the recoil. The man fell to the ground but wasn’t hit, as the “hero” couldn’t control her weapon well enough to hit a target a mere few feet away. He was recaptured and arrested while the woman fled in her pickup truck.

Conservatives will take this same exact story and call this woman things like “Patriot” and “good guy (or girl) with a gun.” What she actually is, is much more difficult to describe, but here goes: She is a lunatic. She fired a weapon in a Walmart parking lot without regard for human life. She obviously couldn’t handle the gun, making her far more dangerous than an unarmed man who tried to jack a purse.

She’s lucky nobody was killed.

Watch raw video of a woman trying to execute a man for theft below:

http://www.ifyouonlynews.com/videos/watch-texas-ammosexual-tries-to-execute-a-purse-snatcher-shoots-at-him-as-he-runs-away-video/

The Five Stages of Grading

Everyone is familiar with Elisabeth Kübler-Ross and her stage model of coping with grief popularly known as the five stages of grief. What you may not know is that Kübler-Ross actually developed her theory as a graduate student, basing her conception of the process of loss on the experiences one goes through over a grading weekend.

In coping with grading, it’s important for graduate students and young professors to know that they are not alone and that this process takes time. Not everyone goes through every stage or processes the reality of grading in this order, but everyone experiences some version of at least two of these steps.

Denial. At this stage, the instructor is unwilling to acknowledge the size of the task ahead of him or her. An instructor in denial may be heard to say things like, “It’s not really that many essays, when you think about it.” An instructor in denial will grossly overestimate his or her potential assignment-per-hour output. Denial at the syllabus-creation stage of course development can lead to tears. Denial can also manifest itself as avoidance, where grading is put aside in favour of vastly more important activities like cleaning the fridge, baking, working out, or writing elaborate blog posts about the stages of grading.

Anger. Usually anger begins once the instructor starts grading. The first few papers are likely to excite the grader, but as a steady stream of errors trickles in, the instructor may become disillusioned. Commonly heard at this stage: “But we covered this in class! A lot!” “Wait, what does this even mean?” “Redundant! This is redundant!” Instructors at this stage of the process are likely to have unnecessarily large reactions to relatively small frustrations; for example, in one case an instructor screamed into a pillow upon discovering that every student in the class was still using “they” as a singular pronoun.

Bargaining. This stage usually begins as an earnest attempt to buckle down and grade. The instructor might say, “If I grade five papers, I can watch one episode of House,” or, “For every page I grade, I get to eat a piece of candy.” This process starts well, but as the instructor progresses the amount of work required to achieve the reward generally becomes smaller and smaller, until the instructor is checking Facebook after every sentence he or she grades.

Depression. At some point in a marking weekend, the instructor will come to realize that in spite of his or her best intentions, the papers won’t be marked in time for the next class. For the idealistic young instructor, this is also usually the moment he or she realizes that the assignments themselves are not particularly strong. These realizations can lead to feelings of failure, spiralling into reality TV watchathons or video game blitzes instead of grading. Ultimately, though, recognizing one’s limitations is a healthy part of the process that leads directly to the final stage.

Acceptance/Resignation. At some point, the instructor comes to term with the reality that the papers must be graded. This reality is usually acknowledged the afternoon before the instructor wishes to return the papers, leading to an all-night grading blitz. At some point and by some miracle, however, it all gets done, and the instructor is primed and ready to start to the process over again when the next major assignment comes in.

http://notthatkindofdoctor.com/2010/10/the-five-stages-of-grading/