http://www.independent.co.uk/n...

You posted the exact same link I did, and it supports my position not yours. Nowhere in the 59 second video does Farage say "its not 350 million, in fact its MORE". He says 34m a day, 10b a year.

Is it too much to ask that a post about fact checking get its facts right?

The "350m to the NHS" billboards were created by the Vote Leave campaign.

Nigel Farage was not part of that organization, he joined the separate Leave.EU organization.

When Farage himself spoke about the money to be saved by leaving the EU, he gave a 34 million a day figure, which is 238m a week, 32% less than what Vote Leave claimed.

In the video, Farage also says the money saved should be spent on both schools and hospitals, as opposed to all of it going to the NHS.

Blaming Farage for lying for things said by Vote Leave is like blaming Bernie Sanders for things Hillary Clinton said. They are roughly on the same side, but they are not the same people, and do not support the exact same policies.

"they're (in theory) mostly pulling local talent from California. "

What theory are you referring to?

Google recruits at prestigious colleges all around the country. You think Google isn't interested in hiring MIT grads because they aren't in California?

"If he wants to address diversity in our field, he needs to look at those entering the program. If he wants more people in the job, help give them the proper educational background and other certifications required to enter the field. "

The affirmative action policies Jackson supports actually reduces the number of blacks who end up with engineering degrees.

Even when black students are interested in STEM careers, affirmative action puts them in a position where their white and Asian classmates are much better prepared and capable to handle difficult STEM classes. As a result they get poor grades, feel demoralized, and transfer to easier majors. This is called the "mismatch problem."

http://www.nytimes.com/2013/03...

Recently, economists from Duke studied the effects of Prop 209, comparing undergraduate graduation rates for blacks, Hispanics and American Indians before and after the ban. In a paper being considered for publication by The Quarterly Journal of Economics, the Duke economists conclude that mismatch effects are strongest for students in so-called STEM majors — science, technology, engineering and math. These subjects proceed in a more regimented way than the humanities, with each topic and class building on what came before. If you don’t properly learn one concept, it’s easier to get knocked off track.

The Duke economists say that lower-ranked schools in the University of California system are better at graduating minority students in STEM majors. For example, they conclude that had the bottom third of minority students at Berkeley who hoped to graduate with a STEM major gone to Santa Cruz instead, they would have been almost twice as likely to earn such a degree.

and

http://blogs.sciencemag.org/sc...

More Evidence that Admissions Preferences Discourage Minority Students from Majoring in STEM

Recently Science Careers commented on Mismatch, a provocative and persuasive new book that examines the effects of giving large admissions preferences to minority college students. One of the unintended consequences of such measures, write authors Richard Sander and Stuart Taylor, Jr., is to steer minority students away from majoring in science, technology, engineering, and mathematics (STEM) fields. This happens, they argue, because large preferences encourage students to attend colleges where their academic credentials place them toward the bottom of their college classes. Science majors, however, overwhelmingly come from the upper end of their college classes, regardless of where they go to college. Students admitted with large preferences--as many African American and Hispanic students are--are therefore deprived of the realistic opportunity to earn STEM degrees.

"The problem with affirmative action is it assumes that a given percent of every race is interested in x career or y school, but that just doesn't reflect reality one bit. "

It's not just this. Even when black students are interested in STEM careers, affirmative action puts them in a position where their white and Asian classmates are much better prepared and capable to handle difficult STEM classes. As a result they get poor grades, feel demoralized, and transfer to easier majors. This is called the "mismatch problem."

http://www.nytimes.com/2013/03...

Recently, economists from Duke studied the effects of Prop 209, comparing undergraduate graduation rates for blacks, Hispanics and American Indians before and after the ban. In a paper being considered for publication by The Quarterly Journal of Economics, the Duke economists conclude that mismatch effects are strongest for students in so-called STEM majors — science, technology, engineering and math. These subjects proceed in a more regimented way than the humanities, with each topic and class building on what came before. If you don’t properly learn one concept, it’s easier to get knocked off track.

The Duke economists say that lower-ranked schools in the University of California system are better at graduating minority students in STEM majors. For example, they conclude that had the bottom third of minority students at Berkeley who hoped to graduate with a STEM major gone to Santa Cruz instead, they would have been almost twice as likely to earn such a degree.

and

http://blogs.sciencemag.org/sc...

More Evidence that Admissions Preferences Discourage Minority Students from Majoring in STEM

Recently Science Careers commented on Mismatch, a provocative and persuasive new book that examines the effects of giving large admissions preferences to minority college students. One of the unintended consequences of such measures, write authors Richard Sander and Stuart Taylor, Jr., is to steer minority students away from majoring in science, technology, engineering, and mathematics (STEM) fields. This happens, they argue, because large preferences encourage students to attend colleges where their academic credentials place them toward the bottom of their college classes. Science majors, however, overwhelmingly come from the upper end of their college classes, regardless of where they go to college. Students admitted with large preferences--as many African American and Hispanic students are--are therefore deprived of the realistic opportunity to earn STEM degrees.