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Building a safer, stronger classroom in America · Cultural Wars | America Out Loud News

• 0:04
  We are faith and fury.
• 0:06
  Love and fire.
• 0:09
  This is the human equation where every voice counts and every truth cuts deep.
• 0:17
  With your host, Joseph Pankar.
• 0:20
  Good evening, everybody, and welcome to the human equation.
• 0:24
  I'm your host, Joseph Pangaro.
• 0:27
  I have a lot of different topics here that really fall under the auspices of the human equation.
• 0:36
  Lots of different things going on that I wanted to give a at least a little discussion on.
• 0:42
  First of all, everybody who emailed and said they really liked the serial killer stuff we did a few episodes ago where I talked about uh Rex Hoyerman.
• 0:52
  And I I have more to say on that.
• 0:55
  Uh actually gonna pull a bunch of different cases together and look at it.
• 1:00
  But I think uh you would enjoy it.
• 1:03
  Uh it's if you like uh true crime kind of thing, stuff like that, it really is uh outstanding to understand what these people are all about.
• 1:12
  So we're gonna go into that.
• 1:14
  There has been a couple of shootings, school shootings that we've seen.
• 1:20
  Uh we're running up on an important date.
• 1:23
  April 20th is a date when some very serious things have taken place, and though we've passed that date without a big event in America, we have had some shootings around the world, and we've had some continuing shootings here in America.
• 1:43
  So we're gonna talk a little bit about that.
• 1:46
  I see a lot, a lot of articles out there and incidents of teachers at various levels interacting with their students in a sexual way.
• 2:02
  Now, for years and years and years, the norm, if there is such a thing for this kind of behavior, was the adult male teacher and the underage uh schoolgirl.
• 2:14
  Uh there was a connection there that everyone could see.
• 2:17
  Oh, he's pedophile and he has access to young girls, but we're all now we're seeing a a quite a few cases.
• 2:25
  Matter of fact, the most of the ones that we've heard about doesn't mean that there aren't a lot of others that just didn't make the news.
• 2:31
  What makes them sensational now is we have these female teachers and female administrators engaging in sexual activity with uh underage boys in school.
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  So I'm gonna I'm gonna talk about that a little bit.
• 2:47
  I wrote some articles about it a while back as as part of an investigative uh course I was doing.
• 2:53
  So if I can pull those articles up, maybe I'll get some points uh out of it we can look at.
• 3:00
  Uh the Iranian deadline coming and going, and do we trust the Iranians to do anything they say they're gonna do?
• 3:08
  I I don't know.
• 3:09
  Uh we'll have to go and and take another look at that.
• 3:12
  The the our friends on the Democratic Party, they are back at it.
• 3:16
  They are in full Trump derangement syndrome mode, and now we're seeing we have to use the 25th Amendment to get rid of Trump.
• 3:24
  He's crazy.
• 3:25
  We have to use the 25th Amendment.
• 3:26
  It is it is really just virtuous signaling to their left-wing base because there's no way you're gonna get the 25th amendment to move its way through the process.
• 3:37
  It's it requires the vice president and a majority of the uh President Trump's cabinet to say, yes, Trump is uh incapacitated mentally or physically, and he cannot discharge the duties of pre and we gotta get rid of him.
• 3:49
  Uh does anybody think there's any chance of JD Vance and a majority of President Trump's cabinet doing that?
• 3:56
  No.
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  Then why are the Democratic politicians bringing it up?
• 4:00
  Because it's virtue signaling to their to their left-wing crazy base.
• 4:05
  And we're gonna talk about that.
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  Is there a desire on the part of our nation to go backwards back into the Biden type of an administration, the Biden type of America, and abandon the America first kind of an America?
• 4:24
  Is there?
• 4:25
  Uh I think we need to really take a good look at that.
• 4:29
  And have you noticed this whole this whole uh story that started bubbling up?
• 4:36
  There were 10 of America's top scientists that had uh information to do with uh national security and also with other uh they use a lot of veiled terms, but I think what they meant was uh the UAPs or the UFOs, whatever you want to call them.
• 4:54
  10 now there's 11 of these people who have been murdered or disappeared and none of the cases have been solved.
• 5:04
  That is, you could see, okay, one or two, but these are from all over the country, different people, different places, and it's not unheard of.
• 5:13
  I heard um an operative on one of the news shows talking saying, hey, this is the kind of thing that happens, you know, uh the Iranians had scientists working on their nuclear weapon, and they were wiped out, they were blown up, they were assassinated, because if the people that know how to do this stuff aren't around, then you can't do it.
• 5:32
  So who is coming after the American scientists?
• 5:38
  Who would who would want to do that?
• 5:40
  Well, obviously you can look and say the Iranians, and we know that there's thousands of them here that came in with the Joe Biden influx of uh illegal immigrants.
• 5:49
  But what about Russia or China or uh North Korea?
• 5:53
  Could they have people here that want to take out our scientists to prevent us from being secure?
• 5:58
  I don't know.
• 5:59
  We I think we should take a look at that.
• 6:01
  Uh here in the American church, I'm a Roman Catholic, and I love my church.
• 6:07
  I love my religion, and I love my Jesus, okay.
• 6:11
  Um we have an American Pope, the first American Pope, Pope Leo.
• 6:16
  And he hit the ground running, he was looking really great, and all of a sudden he gets in this in this war war of words with President Trump, and we start to find out that before Pope Leo was Pope Leo, he was an ardent anti-Trumper, and he has lots of tweets out there, and he's against Trump and this and that.
• 6:34
  Now, is that appropriate?
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  Does that help religion or politics?
• 6:39
  I don't know that it does.
• 6:40
  I want to talk about that if I can for a few minutes.
• 6:42
  Um I'm gonna all these are all things that are on my board that I'd like to uh get out there.
• 6:46
  Now, the migration problem that we've seen uh around the world, especially in Western countries, Western Europe.
• 6:56
  Uh, we're seeing this liberal left-wing idea that just hey, open your borders, let everybody pour in, it'll be fairer, be safer, be at a better place, everything will be better with all these people that are in here.
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  Let everybody pour in, it'll be fairer, be safer, be a better place, everything will be better with all these people that are in here.
• 7:06
  The problem is not the people.
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  The problem is not the people.
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  The problem is culture.
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  The problem is culture.
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  Culture is the problem.
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  Culture is the problem.
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  You cannot bring in thousands or millions of people who do not share a culture with your country because you're going to have conflicts.
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  You cannot bring in thousands or millions of people who do not share a culture with your country because you're gonna have conflicts.
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  It's gonna be a constant conflict.
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  It's going to be a constant conflict.
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  So I might want to talk about that.
• 7:24
  So I might want to talk about that.
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  And along with that, is the concept that we're hearing now.
• 7:26
  And along with that, is the concept that we're hearing now on the left.
• 7:30
  You know, they're very good on the left of coming up with uh sayings, changing the language, uh directing the narrative, all that kind of thing.
• 7:40
  Uh, but we're hearing this a lot now.
• 7:42
  Stolen land, no one is illegal on stolen land.
• 7:46
  Well, I think I think we need to think about that a little bit more.
• 7:50
  So these are some of the things that I'm going to try and get to today.
• 7:56
  So I am enjoying an adult beverage this evening.
• 8:00
  Uh, this one is a uh a vodka tonic.
• 8:03
  It's nice because it's kind of light, but it's uh it it's it's comfortable, right?
• 8:09
  And and I like to have a just to sit around and I sit and talk with my friends and family and we sit and we have a cocktail.
• 8:16
  So that's kind of what we're all doing here.
• 8:18
  But I do want to tell you about something.
• 8:20
  Now, normally I bring this up recently in the in the second half of our get together, but I'm gonna bring it up now.
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  Where is a great American city?
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  What is one of the great American cities?
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  Uh considered a red, white and blue place, considered a place for fun, for having a great time for all kinds of good stuff.
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  Well, if you say to yourself, Nashville, Tennessee, you'd be 100% correct.
• 8:43
  Nashville, Tennessee is a really cool, uh, amazing place.
• 8:48
  And this summer, July 2nd, 3rd, and 4th, our very own station here, our network, the America Out Loud Network, is going to be hosting a conference, a get together, uh a chance for us all to meet and greet and exchange ideas and thoughts.
• 9:06
  And in we're going to be celebrating two things.
• 9:09
  The first thing we're celebrating is the 10th anniversary of America Out Loud.
• 9:14
  That's right, we've been here 10 years now, and I think I've been with the station probably nine.
• 9:19
  Nine years I've been on the network in various forms.
• 9:22
  And I'm very proud of my association with America Out Loud.
• 9:25
  It is a really tremendous uh weapon for free speech, and I think it's it's really a great thing.
• 9:35
  And we're also celebrating the 250th anniversary of America, the greatest country on the face of the earth.
• 9:43
  And you can join us if you go to our website, America Outloud.news, go there, and look for Nashville 250.
• 9:52
  You will see, click on the link, and it will tell you all the details about our get together.
• 9:58
  We're gonna be there July 2nd, 3rd, and 4th.
• 10:00
  We're gonna have all kinds of great presentations and opportunities to get together and adult beverage sessions and fireworks on the roof.
• 10:09
  It's really going to be a tremendous get together, and we would love to see all of you there, where we can meet each other and have a great time celebrating this amazing uh voice of free speech, America out loud, and also the United States of America, the greatest country on the face of the earth.
• 10:28
  So I wanted to bring that up and tell you to go take a look at it.
• 10:31
  I'm gonna be there.
• 10:32
  I already have all my stuff planned, my bags are packed, and I'm ready to go.
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  So it's gonna be a really a great time.
• 10:38
  All right.
• 10:39
  Um so that's what I wanted to kick off and talk about.
• 10:44
  So when I look at my list here, where where do I want to start here?
• 10:48
  Um let's let's jump right into uh Pope Leo and Donald Trump having difficult time talking to each other.
• 10:59
  Now, what we find is that yes, President Trump can be bombastic, he can say things that make people uncomfortable, he can say things off the cuff.
• 11:08
  I I've had a lot of conversations with people, conservatives and liberals, where they go, well, you know, yeah, no matter what you like about Trump, he he says he says really bad things sometimes.
• 11:19
  And we've been over this uh quite a few times.
• 11:21
  Uh does Trump say things in ways that other presidents do not or have not?
• 11:27
  Yes, he does.
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  Has he spoken off the cuff?
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  Yes.
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  Has he been available to talk to anybody and everyone who wants to talk with him?
• 11:36
  Uh yes, constantly.
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  And one of the realities about that, when you have a personality like President Trump, where you don't shy away from a conversation, you don't shy away from your opinions, you don't shy away from saying what's on your mind without giving it 85 different thoughts, thousand thoughts about well, how's it gonna come across?
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  How's it gonna look?
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  How's it gonna this?
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  How's it gonna that?
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  When you don't live by that kind of a rule book when you speak, you're gonna say some things that are sometimes off the cuff and are rough, uh, that can be uh offensive maybe to some people.
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  But the reality is you know what this guy's thinking at all times.
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  You know what he's saying.
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  And I understand people both on the right and on the left who say, well, he's the president, he shouldn't talk like that.
• 12:28
  Well, I I see your point.
• 12:31
  Uh I it doesn't bother me though.
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  It doesn't bother me that he speaks the way he speaks.
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  Why?
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  Because he's effective at governing, he's effective at being the leader of the government.
• 12:44
  He's effective at getting things done that we as the American people need to have done.
• 12:50
  Whether you're a lefty or a righty, uh the things that Trump is doing is good for everybody.
• 12:54
  The big beautiful bill is really very helpful for everyone when it comes to filing taxes.
• 12:59
  We're seeing the reports come in now.
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  People are getting bigger refunds than they've ever gotten before, and that's good.
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  It's our money.
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  We should get it back.
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  So this this war of words, you know.
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  Uh Pope Leo, and he's he's my Pope, the Pope of my church, and I respect him for that.
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  I like him.
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  I I saw all the uh stuff when he was uh when he was elected as Pope when the white smoke went up, and here's this American.
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  I thought it was amazing, uh, you know, make America great, now we have a Pope, right?
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  So on top of everything else, now we have a Pope.
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  And then he comes out and he he he calls Trump a tyrant and he says this, that, and the other thing.
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  The problem that I think people have with, and the problems that I have with it, uh, with him saying such a thing, is that the Pope can have any opinion he wants.
• 13:49
  He's a man, he's a human being, uh, he's the head of a of a government, you know, the Vatican C.
• 13:54
  Uh, he's the head of the Catholic Church, so he can have his opinions.
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  He can call and say uh Trump is immoral.
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  Trump is immoral, he could say all of these things from the position of being the leader of the church.
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  He could say all of these things from the position of being the leader of the church.
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  I agree.
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  I agree.
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  The problem that I have with what he's saying is that he's he's only talking, he's not saying anything negative about the Ayatollahs in Iran who just killed 40,000 of their people.
• 14:07
  The problem that I have with what he's saying is that he's he's only talking, he's not saying anything negative about the Ayatollahs in Iran who just killed 40,000 of their people.
• 14:20
  Where is this Pope coming out and saying, this is horrific?
• 14:20
  Where is this Pope coming out and saying, this is horrific?
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  Where is this Pope coming out and saying these uh these radical Muslims that are a
• 14:24
  Where is this Pope coming out and saying these uh these radical Muslims that are attacking around the world, trying to kill every Jew that they possibly can, and you know, from the from the uh from the river to the sea?
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  How come he's not coming out and moralizing about that?
• 14:41
  It seems if he if he was speaking from the heart on all of these things, okay, he had more credibility, you know.
• 14:50
  But why is it that he can just join the bandwagon of the left wing politicians in America, the weak Republicans, the left wing socialist politicians around the world, all of them who hate Trump and just pile on the Trump wagon.
• 15:05
  Where is he not saying that listen, war is terrible, war is bad, but the Ayatollahs are demonic, they are a psychotic, and they are a danger to the world.
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  And while we don't like war, at least President Trump is fighting evil.
• 15:22
  I mean, isn't that what we're supposed to do?
• 15:24
  Fight evil, and as the head of the church, you think that would be like an important thing that he would talk about.
• 15:30
  But he doesn't.
• 15:31
  He doesn't mention any of those things.
• 15:33
  He doesn't talk about uh these massacres, he doesn't talk about the massacres in Africa of Christians.
• 15:40
  These are his people, right?
• 15:42
  And he doesn't talk about them.
• 15:43
  I think that's what's got people annoyed.
• 15:46
  Now, I I talk to lots of Catholics, and everyone is uncomfortable and squeamish about being upset about the Pope, especially the first American Pope.
• 15:58
  Now, maybe he felt that, hey, as the first American Pope, uh, let me demonstrate, let me let me virtue signal and show everybody I can talk about my own country.
• 16:08
  Uh, and then he's going to go off on a tirade on all these other uh horrific governments and countries around the world.
• 16:15
  It unfortunately he's not doing that.
• 16:18
  He's not doing that.
• 16:20
  Uh he's he attacked Trump.
• 16:22
  And that kind of left everybody going, geez, Pope.
• 16:28
  You know, couldn't you pick on the real evil in the world and not attack the president that's trying to make the world better, that's trying to make our country better.
• 16:36
  So I I find it interesting.
• 16:39
  Um that this is going on.
• 16:42
  Now, if it was President Joe, would I comment on the Pope?
• 16:47
  I probably would not.
• 16:48
  Would I pick up the bat phone?
• 16:50
  Would I reach out to the Pope?
• 16:51
  Maybe I would.
• 16:52
  I don't know that I would say things in the exact same way that President Trump says them.
• 16:58
  Um I don't know that I would.
• 17:00
  And I don't know that I would argue with the Pope publicly, but at the same time, I gotta tell you, there's a lot of us Catholics sitting here going, gee, we don't like that there's this conflict between the president and the Pope.
• 17:13
  But maybe the Pope should not be talking about things like this when he doesn't talk about you know fighting evil.
• 17:20
  He doesn't bring up people.
• 17:21
  He's oh, the oh, the the world of Islam has so much to offer.
• 17:25
  It is so good, it's so wonderful.
• 17:27
  Meantime, they're murdering millions of people all over the world, murdering their own people, uh and none of that is ever talked about.
• 17:34
  It's like it's almost like it's politically correct Pope talk.
• 17:39
  And that's what makes people uncomfortable about it.
• 17:41
  So if you're out there and you're not a Catholic, um this is what people in the Catholic Church are talking about.
• 17:47
  You know, we want we love our Pope.
• 17:49
  We want to love the Pope.
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  He's the head of the church.
• 17:52
  Uh, but at the same time, we want to be represented.
• 17:56
  You know, we want to be represented with how we feel about things as well, which I guess that also connects to why so many people don't understand.
• 18:04
  How could more than half the country vote for this Trump?
• 18:07
  How could they do it?
• 18:08
  Because we don't feel we're represented by the left-wing psychotics in our country, and we're not uh represented by the weak uh Pablum speaking Republicans that are out there, and Trump stands up for us.
• 18:23
  He says the things that we feel and we want to hear about.
• 18:26
  We want America first, we want a strong America.
• 18:29
  We want our borders secured.
• 18:32
  We want to bring in people that we need in our country, not just open the door and let everybody come in and put them in hotels and give them phones and all kinds of welfare.
• 18:40
  That how does that help the average American family?
• 18:44
  It does not.
• 18:45
  And Trump speaks for us.
• 18:47
  Well, as Catholics, we were hoping the Pope would speak for us.
• 18:51
  Talk about the evils in the world.
• 18:53
  You know, why turn and look at your own uh country and your own people and put that down when you could turn around and talk about the evils in the world, like the Iranian mullahs who gunned down and murdered how many people in their own country for trying to stand up to them for looking for freedom and justice, right?
• 19:13
  And instead he talks about Donald Trump's a tyrant for the way he's behaving, enforcing the law.
• 19:18
  How dare he, right?
• 19:20
  This is this is where this has really struck a nerve for a lot of people.
• 19:24
  And it's hard to talk about it.
• 19:28
  Because I've had people who are anti-Catholic, um, Christians, but anti-Catholic.
• 19:34
  Go, see, see how wrong the Pope is, see how wrong the Pope is, and therefore the church is wrong.
• 19:40
  They use any excuse to attack, to attack, to attack.
• 19:44
  So, and again, what do we talk about all the time here?
• 19:47
  It's the human equation, what are the pieces that put together?
• 19:50
  Well, that's human nature.
• 19:51
  That's human nature.
• 19:52
  It is part of the weak side of human nature to twist facts to twist situations so that it supports what you think and want and believe, as opposed to looking at things factually.
• 20:06
  All right, so I wanted to cover that because I know it's really hard.
• 20:10
  Uh it's a really hard topic when you are a person of faith to have a problem with your Pope.
• 20:16
  You don't want to have a problem with your Pope.
• 20:17
  You want to you want to say, oh, the Pope is great.
• 20:19
  I love John Paul.
• 20:20
  John Paul was amazingly strict.
• 20:22
  He fought against the the communists.
• 20:24
  He stood up against the Soviet Union because they were evil, and everyone felt bolstered by the Pope, right?
• 20:34
  Leo going against Trump is just another voice in the wilderness of anti-Trump people that are just using any opportunity to go against Trump to get rid of him, get rid of him, you know, the 25th Amendment crowd, the psycho lefties, uh, all these kind of things.
• 20:50
  And that was it was difficult to hear.
• 20:52
  So I'm hoping, you know, it it sounds like they're they're trying to work it out, maybe.
• 20:56
  I I hope so.
• 20:57
  And I hope Trump would I would hope he would be respectful to the Pope and say what he has to say more magnanimously, maybe, or taking into account that, you know, don't go attacking the Pope.
• 21:00
  I would hope he would be respectful to the Pope and say what he has to say more magnanimously, maybe, or taking into account that, you know, don't go attacking the Pope.
• 21:12
  What the Pope says points out that he's wrong.
• 21:12
  What the Pope says points out that he's wrong.
• 21:14
  You know, let that speak for itself.
• 21:14
  You know, let that speak for itself.
• 21:16
  Um, and then go from there.
• 21:16
  Um, and then go from there.
• 21:18
  All right.
• 21:18
  All right.
• 21:20
  So that leads me into the topic of uh migration.
• 21:20
  So that leads me into the topic of migration.
• 21:27
  Migration, migration, migration.
• 21:27
  Migration, migration, migration.
• 21:29
  Now, I think.
• 21:29
  Now, I think it's funny when people refer to uh to the poem that's on the Statue of Liberty, as though it's part of the Declaration of Independence or the Constitution of the United States.
• 21:42
  Give me your your huddled masses, you're poor, you're this and that.
• 21:46
  As though those are words of our forefathers written into the and we're just ignoring it.
• 21:52
  We're not paying attention to our mission.
• 21:54
  That's from a poem that is on the Statue of Liberty, right?
• 22:00
  And what that poem was was reflecting was the essence of what America does.
• 22:07
  America is a is a bastion of light in the darkness for people to come to for freedom.
• 22:14
  Uh, you know, huddled masses of people who are attacked in their own countries or they can't uh worship the way they want.
• 22:21
  That's what it embodies that feeling of what America is.
• 22:26
  It doesn't mean open your borders and let everybody come pouring in here uh from every part of the world with nothing to offer the country.
• 22:35
  Right?
• 22:36
  Just because they want to come here, let them in.
• 22:39
  Take care of them.
• 22:39
  What we can't.
• 22:41
  You know, uh, you know, to try and connect a few dots.
• 22:44
  At night, when you go to bed, do you lock your door?
• 22:46
  Do you have a ring camera?
• 22:48
  Do you have uh do you have uh security systems on your why?
• 22:52
  Why don't you just open your door and let everybody in?
• 22:54
  How many people have you and your family driven down to one of these protests?
• 23:00
  Uh uh anti-ICE protests or whatever, and said, hey, give me two or three families uh that ICE is coming after, and let's move them into my house.
• 23:09
  How many how many of those things have you done?
• 23:11
  Or do you just, you know, wag your tongue and run your mouth about oh, but you don't actually do anything about it, right?
• 23:18
  No, because why?
• 23:19
  Because it's dangerous.
• 23:20
  You don't know who these people are.
• 23:22
  You can't just let everybody into your home.
• 23:24
  You know, even our friend the Pope.
• 23:25
  And not just Pope Leo, but you know, since since around 500, when uh there was uh attacking Muslim armies attacked um the Vatican.
• 23:35
  They put up gigantic walls to protect from that.
• 23:39
  So it's funny how these things all come together, right?
• 23:41
  We're talking about uh, you know, uh Muslim terrorists trying to take over land, and it's still it's been going on forever and ever and ever and ever.
• 23:49
  Uh 600, 600 AD, because you know uh Mohammed didn't show up until like 525, you know, so 500 years from Jesus to Mohammed.
• 23:58
  Uh there's a lot of time going on in there.
• 24:00
  Um, but you see my point.
• 24:02
  You know, there's a there's a huge wall around uh the Vatican, and they don't let, you know, thousands of people in there.
• 24:10
  How come?
• 24:10
  Because you can't just let everybody in there.
• 24:12
  You can't you can't afford it, you can't do it.
• 24:14
  You it's it's unsafe.
• 24:16
  Well, that's the same thing here in America, and we're seeing it now across Europe, where country after country after country that followed this liberal nonsense craziness of open borders, opening their borders to people who came flooding in, who cannot and will not assimilate with their culture, doesn't mean they're bad people.
• 24:38
  It just means they have their own culture and they want to live by their culture.
• 24:42
  They just don't want to do it in their land because their land is not uh is not great.
• 24:47
  So they want to go places where it is great, but then do their own culture.
• 24:51
  And that is causing a problem with the people who live there, right?
• 24:55
  That's with the people who live there, like in the United Kingdom.
• 24:59
  Uh these people, these migrants can come in and commit crime, can do all kinds of horrific things, and if you speak up against it, the government will lock you up.
• 25:09
  Um, you know, it it's just absolutely crazy.
• 25:13
  And you we're s we're seeing the we're seeing the uh problems that this has caused all across Europe with rape gangs and the numbers of rapes going up and uh even in America.
• 25:24
  I think they said there's been 13,000 murders since 2020 uh by illegal immigrants.
• 25:30
  Thirteen thousand murders, right, of people who are now dead and in their graves that wouldn't be because of this, right?
• 25:38
  And again, doesn't make these people bad, other than the murderers and the rapists, they're bad.
• 25:42
  But people wanting to I get it.
• 25:44
  You can't just open your door and let everybody pour in.
• 25:48
  So we're seeing, we're seeing in real time a real experiment with what happens when you follow another left-wing lunacy uh policy of just open the borders, let everybody in, let them all in.
• 26:02
  It's everyone's great, everyone's awesome.
• 26:05
  We gotta be fair to everyone.
• 26:06
  And then they come in and they cause havoc.
• 26:09
  They cause all kinds of problems.
• 26:10
  We're seeing disease we haven't seen in years and years and years.
• 26:13
  And again, doesn't mean the people are bad.
• 26:16
  Most of them wanted just a better life.
• 26:18
  It just means you have to be very careful when you open your front door to who you let in.
• 26:24
  All right, so we covered a couple of these things, and and I'm glad we did.
• 26:27
  When we come back, we'll try and cover a couple of more.
• 26:31
  All right, we'll see you in a minute.
• 26:32
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• 30:16
  Alright, everybody, welcome back.
• 30:19
  Here we are on the human equation.
• 30:21
  So I said that I wanted to take a look at uh the thing that we see trending of teachers engaged in sexual activity with their students.
• 30:32
  Now, like I said earlier, the traditional story we always heard was the pedophile uh victimizing teacher that searches out the uh the young girl who's got maybe some personality problems or problems at home and and she's not very strong, and he could take advantage of her.
• 30:52
  So they do the grooming techniques, right?
• 30:54
  So grooming with with pedophiles, is where you start to prepare this young person that you want to take a take a uh advantage of by making them comfortable, making them comfortable around you, making the relationship seem like it's it's a good thing, and therefore they start out maybe being a supportive person for them.
• 31:19
  They listen to their problems.
• 31:21
  They maybe show them support that nobody else does, maybe not their peers, maybe not their parents, or anyone else.
• 31:27
  And here's this teacher, this trusted teacher uh that kids uh have a tendency to look up to, and they like this teacher, and the teacher likes them, and maybe for the first time they're feeling self-esteem and they're feeling good about themselves, and this teacher preys on that, and then they isolate the child, uh, and then they try to see what they can get away with, you know, hugging, um, kissing, uh, maybe they give them some gifts, and maybe the kid's never gotten some gifts, and then they try and isolate the kid away.
• 31:56
  Let's go get some ice cream together, let's do some things together, right?
• 32:00
  And let's go for a walk and we can talk and all these kind of things.
• 32:05
  So the article that I wrote, I actually wrote a couple of articles uh in reference to this, the investigative techniques of figuring these things out.
• 32:14
  And one is called obviously teacher-student relationships.
• 32:19
  And in this, it's it's not a it's not an essay paper, but it does start to look into some of the possibilities about why these things take place.
• 32:30
  So the first one we can look at uh is that classic um that classic relationship, the male teacher uh who grooms the young female students because he's a pedophile and he is attracted to younger children.
• 32:46
  Uh a teacher, maybe he be maybe he got into teaching because he had access uh to so many potential victims.
• 32:53
  Now, before we get into this, and for any of you out there who who want to lump in every teacher, male or female, uh, into this problem.
• 33:01
  Let me tell you, don't do it.
• 33:03
  Uh I spent many years working in a school district as a director of security.
• 33:08
  I got to meet thousands and thousands of teachers.
• 33:11
  I've lectured across the country.
• 33:13
  Uh I I was on campus safety magazines, board of experts.
• 33:18
  I've talked to thousands and thousands of teachers, and the huge majority of them absolutely love these kids in the most appropriate way.
• 33:27
  They want to see them succeed.
• 33:28
  They want to help them to be great.
• 33:30
  They want them to have great lives.
• 33:32
  I have such respect for teachers.
• 33:34
  Uh beyond what I I had previously when I actually saw them in action and how they actually interacted with these students.
• 33:43
  Now, that being said, there are good people and bad people in every walk of life.
• 33:51
  You know, I come from law enforcement.
• 33:53
  And I would be lying if I didn't say there weren't some bad law enforcement officers out there.
• 33:58
  People that should have never been hired, people that should have never been given the the honor and the privilege of being a law enforcement officer because they didn't have the personality for it.
• 34:08
  They didn't have the temperament for it, they didn't have the mentality for it.
• 34:11
  Well, that's the same as true for plumbers.
• 34:13
  There are a lot of plumbers who do bad things and school teachers and politicians and airline pilots.
• 34:20
  It is part of the nature of humanity that people will get involved in things uh that are inappropriate when it comes to normal interaction.
• 34:30
  Because they see an opportunity to do something that which maybe and again, here we go.
• 34:36
  Remember, I talk about drives, want crimes and drive crimes.
• 34:39
  Well, this is where these things come down, and we start to see them.
• 34:42
  So I I don't like to read from things, but there are some things I need to read to get the information out.
• 34:50
  Um but first let me tell you a little story.
• 34:53
  Uh when I was a kid, a young person, uh, I remember I got to I got to be in fifth grade.
• 35:00
  And like me and all my dopey friends, we were into sports and baby guns and uh and hunting for frogs in the woods, and you know, girls were a they were there, but they, you know, there was no real great interest, you know, in second, third, and fourth grade.
• 35:00
  And like me and all my dopey friends, we were into sports and baby guns and uh and hunting for frogs in the woods, and you know, girls were a they were there, but they, you know, there was no real great interest, you know, in second, third, and fourth grade.
• 35:14
  You know, some girls we were friends with, and they played sports, and it was there was no there was no ulterior motive, boy-girl motive at fourth, you know, third and fourth grade.
• 35:14
  You know, some girls we were friends with, and they played sports, and it was there was no, there was no ulterior motive, boy-girl motive at fourth, you know, third and fourth grade.
• 35:26
  When you get to fifth grade, people start.
• 35:26
  When you get to fifth grade, people start to change, don't they?
• 35:31
  We start to, we start to develop as young men and young women, and that's when we start to see young men and women interacting.
• 35:38
  Well, I'll never forget, and I'm sure almost every man out there can tell you a story about a teacher that just was, oh my gosh, I I've never seen a teacher like this before.
• 35:50
  And I won't say her name, but you know, in in 10th grade, you're what, 10 years old?
• 35:56
  I mean fifth grade, you're 10 years old, and I'm 10 years old, and I'm just starting to notice the girls around me.
• 36:01
  Hey, wait a minute, you know, they're kind of pretty.
• 36:03
  They're kind of nice, they're different than the fellas, right?
• 36:06
  And I'm starting to take notice of that and an interest in it, and then along comes this teacher.
• 36:12
  Now, she probably had to be 23 or 24 years old, and I was I was 10 or 11, just noticing girls, and in walks this teacher.
• 36:22
  And I know the same effect she had on me, she had on every boy in the room.
• 36:27
  She walked in and she was friendly and sweet and beautiful, and uh absolutely a woman of the 70s, you know what I mean?
• 36:37
  She just she was just amazing, to the point that here 50 years later, when uh I get together for a reunion or for this and that, and we start talking talking stuff like guys do, uh, and we'll say, Boy, do you remember Miss So-and-so?
• 36:50
  And it's oh my god, I couldn't believe her when she showed up, changed my life, right?
• 36:56
  So I I understand that because you're in a in a place where there's this teacher.
• 37:02
  You know, you're you're in you're there more than your home with your family.
• 37:05
  So the school environment is something we have to look at and say, okay, so so how does this happen?
• 37:11
  Now, why do I tell you this story about this teacher?
• 37:14
  Because I'm trying to make the point that we've all had a situation where something happened to us during our school years that involved school.
• 37:24
  Now, another uh now, of course, this teacher, you know, I was 10-year-old boy, she didn't care about me at all, and she didn't know that all the boys were starstruck with her when she walked in.
• 37:34
  Uh, but the reality was we were, right?
• 37:36
  And to the point that, you know, 50 years later, we all still talk about her.
• 37:40
  Uh that imp that impact she had when she walked in, how that was so different that it we were in a different part of our lives, right?
• 37:48
  So that's part of the human equation, isn't it?
• 37:50
  So I would think all of you, there was somebody the first time you saw somebody as a young person that you you said, oh my gosh, that man is handsomer, oh my gosh, that woman is beautiful.
• 38:00
  Right?
• 38:01
  We've all had that experience.
• 38:03
  And this is something that uh because it is a universal kind of an experience, we can look at it for where do the problems come from.
• 38:12
  So, like I said, this teacher never did anything inappropriate with me or the other boys.
• 38:17
  That was, I'm sure the last thing on her mind.
• 38:19
  We were little boys.
• 38:20
  We were not uh, you know, uh anybody in uh in a position to uh interact with her on that level.
• 38:28
  But I remember getting into high school as a freshman.
• 38:33
  I'm a freshman in high school, and there was a girl uh in our in our peer group that everybody knew.
• 38:39
  She was a very nice girl, she was pretty, she was fun.
• 38:43
  Um you could see she was uh an outgoing kind of girl.
• 38:47
  I think she was a cheerleader.
• 38:49
  All these things were great, and everybody kind of talked about the way she interacted with one of the teachers, again, a young man, 24, 25, maybe 26 years old.
• 39:03
  The reaction between and the interaction between him and her was something that everybody took notice of.
• 39:09
  Just the way she spoke to him, just the way he spoke to her.
• 39:13
  It kind of we we weren't thinking inappropriate relationship.
• 39:17
  We just thought there was something different about the way those two spoke to each other.
• 39:23
  Well, by the time we got to the sophomore year of high school, the rumors started that, hey, over the summer, Mr.
• 39:33
  Jones and Tina got caught in a car together, and Mr.
• 39:38
  Jones got in trouble and this, that.
• 39:41
  Well, as that story expanded in our sophomore year of high school, Mr.
• 39:46
  Jones did get in trouble.
• 39:47
  He got himself locked up for having a sexual relationship with this young Tina, and he went to prison.
• 39:56
  This guy lost his entire uh career, his life, and he went to prison for having a sexual relationship with this girl who was, you know, 15 or 16, and maybe not even 16, 14 or 15 at the time, and he was probably closer to 30 by then.
• 40:11
  Well, not only we were all shocked by that that we knew somebody that would that was with a teacher, because that wasn't was not that that common.
• 40:19
  But what was even more shocking was that he got out of prison.
• 40:24
  Uh, I think was it by the time we were done, he got out of prison.
• 40:30
  I'm not really sure.
• 40:31
  Did he do three years?
• 40:33
  It had to be because it was the talk of the school.
• 40:35
  The summer that she graduated from high school, you know, she was 18 then, he was out of prison, and they got married, and they moved in together as a husband and wife.
• 40:49
  And it was like, oh my god, could you imagine the guy went to jail and he ends up marrying her?
• 40:55
  And you're like, it was bizarre because you didn't hear about it that often.
• 40:59
  It was a once-in-a-while kind of thing.
• 41:01
  And to to know somebody who actually went through, and then they got married.
• 41:06
  It was like, oh my gosh, they they must have really loved each other, right?
• 41:09
  And you don't really recognize the inappropriateness of it as a kid when you see that kind of a thing.
• 41:15
  So we see this more and more.
• 41:19
  And the classic, I guess the classic outline here we have is um very simply pedophile.
• 41:29
  This guy was a pedophile.
• 41:30
  He was into 14-year-old girls, and he was a grown man.
• 41:34
  Uh, he groomed this girl, uh, made a relationship with her and took advantage of her sexually, and he paid the price that he should have.
• 41:42
  You know, that was inappropriate that he did that.
• 41:44
  He should not have done that, and he found himself in jail.
• 41:47
  The fact that when he got out of prison and she graduated high school as a legal adult, they got together and got married, that is that was shocking.
• 41:55
  It really was.
• 41:58
  But as I began to look at this as a detective as a criminal investigator, there were allegations of this along the way.
• 42:00
  Detective as a criminal investigator, there were allegations of this along the way.
• 42:04
  Now, I was not a juvenile officer.
• 42:04
  Now, I was not a juvenile officer.
• 42:07
  In my agency, we had major crimes, adult detectives, and we had juvenile detectives who handled anything where a juvenile was the victim, the accused, or a witness.
• 42:07
  In my agency, we had major crimes, adult detectives, and we had juvenile detectives who handled anything where a juvenile was the victim, the accused, or a witness.
• 42:17
  Uh, and then the adult section handled anybody over 18 years old, no matter what they did if they were victim or whatever.
• 42:18
  And then the adult section handled anybody over 18 years old, no matter what they did if they were victim or whatever.
• 42:24
  But I did work with the juvenile officers.
• 42:24
  But I did work with the juvenile officers.
• 42:27
  You know, we all interacted with each other.
• 42:27
  You know, we all interacted with each other.
• 42:28
  If you need a second detective.
• 42:28
  If you need a second detective and you're working, you go on the case.
• 42:32
  And I remember my partners in the juvenile division working on some instances where mom and dad felt the relationship between the daughter and their daughter and the teacher was inappropriate, and people ended up getting arrested.
• 42:46
  And then I'll never ever forget this one teacher, and I won't say her name, female teacher, very attractive, probably 32, 33 years old.
• 42:59
  It was shocking to the senses, but I never forget my partner, this detective going, hey, I have to go interview uh a couple of these kids with their parents.
• 43:09
  This teacher, this female teacher, uh, is having parties at her house with all of these 14, 15-year-old high school kids, boys and girls.
• 43:20
  She's giving them alcohol and marijuana, and there's rumors that there's pills, all kinds of stuff, and that she's having sex with all of them, uh, you know, throughout the evening, taking them to the bedroom and doing what boys and girls.
• 43:35
  And it was like, what?
• 43:37
  Because you always heard about it as the male teacher and the underage girl student.
• 43:42
  You never heard about a female teacher doing this with the boys and the girls.
• 43:46
  Well, as we investigated it, we found enough of these kids to come forward and say, hey, here's what happens.
• 43:54
  This teacher, she's really cool, she has these parts, and yeah, a lot of people have sex with her because you know, first of all, she's beautiful and she wants to have sex.
• 44:01
  Well, it was bizarre because she got locked up, and I remember she got arrested, she was indicted, and it was in between the time of the indictment and her trial.
• 44:13
  It was probably a year separating the two.
• 44:17
  We had a parent come in and say, This teacher, who was by now she was fired, you know, she was removed from the school district.
• 44:25
  This uh parent came in and say, My son and his friends are going to this woman's house and having drug alcohol parties and having sex with her.
• 44:35
  And we investigated, and turned out she was still doing it, even though she had been indicted, was going to trial for it, going to go to prison.
• 44:43
  She was still doing with boys and girls, 14 and 15 years old.
• 44:47
  She's a pedophile, yeah.
• 44:49
  It happens with females also.
• 44:51
  It's just, it's not something we're used to.
• 44:54
  So seeing this happen, and then I wrote the article because there was a couple of really high profile cases where there were female teachers, and we're seeing that now.
• 45:04
  Why do we see it so much?
• 45:06
  The male teachers have stopped doing it?
• 45:08
  No, they haven't.
• 45:09
  But everybody kind of, okay, well, that's what male teachers do, they're dirt bags and they uh, you know, they they're pedophiles and they take advantage.
• 45:16
  When it's a female teacher, it is still so titillating and shocking that it makes the newspaper a lot.
• 45:25
  Sometimes you might see two articles from different parts of the country in the same newspaper about teachers doing this.
• 45:31
  And I started to notice it, and I said, okay, well, how is it that this is happening more and more and more uh across the country?
• 45:41
  And then I said, Well, who are they hiring?
• 45:44
  Uh, and as an investigator, my question was, could you see these traits?
• 45:49
  Uh, these kind of situations that a person might be involved in later on, can you see it during the background investigation?
• 45:59
  And what I saw was uh a commonality across background investigations uh for many, many types of professions, you know, the mind law enforcement and teaching, and some other, you know, doctors, uh, you know, because we see doctors do this too, don't we see doctors abuse their patients, right?
• 46:18
  Sexually abuse their patients, dentists who abuse their patients.
• 46:21
  Yeah, it's it's a power play.
• 46:24
  So one of the first things you got to understand is that sex is really, it's not about the sex, sexual assault.
• 46:30
  It's usually about the power over the person.
• 46:32
  For the pedophile, it's it's the um the attraction to underage people, uh, and the sex is the vehicle to express that and its power and all that.
• 46:42
  So I started trying to figure out how is it that so many of these people are getting past the the background investigation?
• 46:51
  And I created a program, pre-employment background investigations.
• 46:56
  Well, I started with law enforcement, uh, and I figured, you know, we get this big application, it gets turned in to be a cop.
• 47:03
  Person uh lists three references that we talk to, and all of them say, Oh, greatest, greatest guy or girl in the world should be a cop, and then they're on the job two years to get indicted for doing criminal stuff.
• 47:13
  And I'm saying, how did we miss that?
• 47:15
  How did we miss the traits that lead to that?
• 47:17
  Now, you know.
• 47:18
  So I started to look at it closer and closer and realize that it's based if we look at the traits of a of a good and decent candidate, and then we compare that to the person who's applying for the job, we often can see in their previous behaviors questionable activities that may not make them suitable to carry a badge and a gun and have power over people in society.
• 47:43
  And once we instituted these things, we found that our problems three, four, five, and ten years down the road with our applicants pretty much disappeared because we identified people who were potentially a problem in the process and weeded them out.
• 48:00
  So when I started thinking about schools, having been a director of school safety and security, having involved, been involved in these kinds of allegations with teachers and whatnot.
• 48:11
  I started to say, what's the background checks that we do for people who want to be teachers?
• 48:16
  Can we see these kind of behaviors going on in their lives that we can uh look at and go, maybe that this person potentially shouldn't be a teacher or in a school system?
• 48:31
  So my two articles, um, the first one, student-teacher relationships gives a lot of background.
• 48:36
  And you know what?
• 48:37
  I think I'll I will put this uh I will ask the editors to put this up for this episode, uh, two articles, maybe even, right?
• 48:44
  See if they'll do two.
• 48:45
  So that was the first article.
• 48:47
  The second one was how could I how could I bring information to school districts all across the country to do a better pre-employment background investigation?
• 48:59
  So this article is called Building a Safer Stronger Classroom, the case for comprehensive preemployment investigation for K-12 teacher applicants.
• 49:00
  Article is called Building a Safer Stronger Classroom.
• 49:04
  The Case for Comprehensive Pre-employment Investigation for K to 12 teacher applicants.
• 49:09
  And in this article, I went a little more in depth in understanding the traits that could possibly be a problem.
• 49:09
  And in this article, I went a little more in depth in understanding the traits that could possibly be a problem.
• 49:17
  Doesn't mean if somebody has any of these traits that they're oh, they're a pedophile, they're gonna attack children.
• 49:17
  Doesn't mean if somebody has any of these traits that they're, oh, they're a pedophile, they're going to attack children.
• 49:22
  That's not what it means.
• 49:22
  That's not what it means.
• 49:23
  What it means it's something you need to look at.
• 49:23
  What it means it's something you need to look at.
• 49:26
  We have to look between the lines in the application.
• 49:26
  We have to look between the lines in the application for things that are not readily available.
• 49:32
  People, oh, they put down three or five or ten references.
• 49:36
  What do you expect those references to say about this person?
• 49:39
  Oh, greatest person in the world, make an excellent doctor.
• 49:42
  She's fantastic.
• 49:42
  He's great, great cop, but unbelievable teacher this person will be.
• 49:46
  And of course, when you put down your hand-picked friends, the goal of the investigators to look beyond, look beyond uh the application and try and find out who the person is as a human being.
• 49:59
  What is the human equation that leads us to what they do?
• 50:03
  So that the second article uh actually points out a lot of things to do.
• 50:07
  But I'm gonna, I'm gonna, like I said, I don't like to read, but I think I said enough of a background here that I'm gonna look at this, and the first thing I say in here is trust.
• 50:17
  Trust is the foundation of a relationship between parents and the school system, isn't that true?
• 50:22
  When you send your kids off to school, or there they are, a little pre-K or kindergartener, you put them on the bus and off they go.
• 50:28
  You trust everybody in that school district to look out for your child, to make sure your child is safe and healthy and happy and learns and has a good experience.
• 50:38
  You don't expect them to be molested, right?
• 50:41
  But that does happen.
• 50:42
  But trust is the foundation of this relationship.
• 50:46
  And I know that school districts do not want children to be harmed.
• 50:50
  They want to make sure the kids are safe and do the best and grow into wonderful people.
• 50:56
  So we're seeing that since no parents send their kid off to school, especially to be sexually assaulted, why is it happening?
• 51:04
  Why is it appeared to be happening with more frequency?
• 51:07
  Why are we seeing stories across the country?
• 51:09
  And why are we seeing these relationships continue to happen, even though we see people arrested all the time now?
• 51:17
  What would make somebody who's in a school going, you know, I probably shouldn't do this.
• 51:22
  I just saw 20 people last year locked up in the newspaper going to prison for having a relationship with a student.
• 51:28
  You shouldn't really do it.
• 51:29
  Alright?
• 51:30
  So I I did look at that initial idea of the male teacher and the female student, but I I expanded beyond that because we are seeing more and more more and more women.
• 51:41
  All right.
• 51:42
  So here's some things.
• 51:43
  Let me let me go through this here.
• 51:44
  In this article, I'm hoping they're going to publish it.
• 51:46
  Um the purpose of this is to understand the circumstances that allow these inappropriate relationships to begin and grow, and then we have to look at several areas of information.
• 51:57
  Here's what I'm suggesting.
• 51:58
  The psychological profile of the teacher and the students involved.
• 52:02
  We have to understand this.
• 52:03
  So what this is the concept of lessons learned.
• 52:07
  All right, so I teach a lot about active shooter events and surviving an active shooter event, whether it's in a school, a business, a church, whatever.
• 52:15
  And where do we get this understanding?
• 52:17
  Well, we got to understand the dynamics of an attack.
• 52:20
  What happens in most attacks?
• 52:22
  How do people respond?
• 52:23
  How do the shooters uh attack?
• 52:25
  What do they do?
• 52:26
  And we learn those lessons.
• 52:28
  Right?
• 52:29
  This is the key to investigation is to learn the lessons.
• 52:32
  In our episode when we talked about Rex Hoyerman, the the uh serial killer, why are they having him talk to the to the uh uh behavioral science profilers?
• 52:43
  Because we want to learn the lessons from what this guy did, the precursors, the things that led up to his attacks, so we can identify them in the future and maybe save somebody's life.
• 52:53
  So we want to understand the personal history of the students and the teachers to identify these root causes such as previous abuse or uh as a predator or a victim.
• 53:04
  We want to have policies and training of staff and students on relationship guidelines and most importantly on follow-up and monitoring these things.
• 53:12
  So when you get a report of an inappropriate relationship, what are we doing?
• 53:18
  What is our policy to go follow that up to investigate it, to make sure that it's not going beyond?
• 53:24
  Now, when I told you earlier that I think teachers love these kids in in the most appropriate way, amazingly, they do.
• 53:34
  And do a lot of teachers go out of the way when they find children who are struggling because of personal problems or family problems or uh anything else that's causing the student to falter?
• 53:45
  Yes, they do.
• 53:47
  A lot of them go out of their way to try and help these students overcome these obstacles in their lives.
• 53:54
  So, what might look like an inappropriate relationship might just be a teacher trying to help a student.
• 54:02
  But our job as the the uh administrators or the the people involved with the running of the school is to look into it and make sure that there's nothing inappropriate happening, and we can certainly do that.
• 54:15
  Uh, our other staff members, oh, this was a big one.
• 54:18
  This was a big thing.
• 54:19
  Other staff members ignoring things that they saw because they like their colleagues and they do not want to think that Mary would ever do anything inappropriate with the student.
• 54:31
  She just cares about them, she's doing tutoring, she's helping.
• 54:34
  And it turns out Mary's having a relationship.
• 54:36
  So are our other staff members uh are our policies in place that allow them to report anonymously or to uh interdict in the middle of this to have an investigation done to find out, is it something inappropriate or is it something that just looks inappropriate, right?
• 54:55
  So we have to look at that.
• 54:57
  Um the other thing that I I identified in my research about this is and it's probably politically incorrect, but I don't care because investigators don't care about political correctness, we care about the truth and protecting victims.
• 55:15
  So one of the things I found was when you see a 38-year-old man or woman engaged in a sexual activity with an underage person, there is enough time and experience in that older person's life to know that this is wrong and inappropriate.
• 55:32
  When we find that these 22, 23, 24-year-old teachers are engaging in relationships with younger children, you know, in fourth and fifth grade, clearly that's a problem.
• 55:45
  That's that's not a normal relationship.
• 55:47
  But in a lot of these cases, I saw a 22, 23, 24, 25-year-old teacher, male or female, engaging in inappropriate activities with students who are 16, 17, and 18.
• 55:58
  Now, the thing that came up is that while there is that teacher relationship boundary, because they're so close in age, that there is the thought that there's nothing wrong, I'm not doing anything wrong.
• 56:00
  That came up is that while there is that teacher relationship boundary, because they're so close in age that there is the thought that there's nothing wrong.
• 56:11
  I'm not doing anything wrong.
• 56:12
  I'm not a pedophile.
• 56:12
  I'm not a pedophile.
• 56:14
  I'm simply engaging with someone within my age bracket.
• 56:14
  I'm simply engaging with someone within my age bracket.
• 56:18
  Now, this again comes back to policy and training to make sure these teachers understand.
• 56:18
  Now, this again comes back to policy and training to make sure these teachers understand.
• 56:23
  You are a teacher, no matter how close in it, you're 22, and that person is 17.
• 56:23
  You are a teacher, no matter how close in it, you're 22, and that person is 17.
• 56:27
  In the real world, maybe you could date that person.
• 56:27
  In the real world, maybe you could date that person, but not in school.
• 56:31
  You cannot have that kind of a relationship.
• 56:34
  So I don't want to go on and on.
• 56:36
  I I'm at the end of my time here, but I wanted to make sure that we covered some of these things because it's on the it's in the news all the time.
• 56:43
  Alright, so look for the articles.
• 56:45
  I'll ask if them ask them if they can put them up.
• 56:48
  Uh be a part of the solution, my friends, not a part of the problem here on the human integration.