Latest / Honey Badger Radio / Continuing - NOW mourns the loss of their cash cows | HBR Talk 361

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Continuing - NOW mourns the loss of their cash cows | HBR Talk 361 · Honey Badger Radio

• 0:00
  Speaker 1: Hello, and welcome to HBr Talk three sixty one Now
• 0:05
  Speaker 1: mourns and now still mourns the loss of their cash cows.
• 0:11
  Speaker 1: I think I didn't change the title on this page,
• 0:14
  Speaker 1: but I'm your host, Tannah Wallin here with Nonsense Annihilator
• 0:17
  Speaker 1: Lauren Brooks, and we're back this week after a short
• 0:21
  Speaker 1: break where I got to be a pathological ditz. But
• 0:25
  Speaker 1: if you want to hear about that, you have to
• 0:27
  Speaker 1: join us in the patron on the after show, which
• 0:31
  Speaker 1: i'll explain in a minute. This week, the one thing
• 0:35
  Speaker 1: I did get done during my time off was that
• 0:40
  Speaker 1: page that I couldn't find during the show two weeks ago.
• 0:45
  Speaker 1: I had it on my other computer. I had it
• 0:48
  Speaker 1: open on my other computer the when I only use
• 0:51
  Speaker 1: it work. So I have it now and we're going
• 0:54
  Speaker 1: to take a look at it. And the format is
• 0:56
  Speaker 1: going to be shit, and I'm really sorry for that,
• 0:58
  Speaker 1: but I don't really have a better way of showing
• 1:01
  Speaker 1: it to you. So in any case, we're going to
• 1:05
  Speaker 1: be looking at some serious bullshit this week. But before
• 1:10
  Speaker 1: we get to that, and before Nonsense Annihilator Lauren Brooks,
• 1:17
  Speaker 1: the personification of perceptivity and the doge in charge Lauren Brooks,
• 1:24
  Speaker 1: Mike Stevenson and Brian Martinez in the background, not talking.
• 1:30
  Speaker 1: Before we get to that, we gotta do what we
• 1:32
  Speaker 1: gotta do. As always, Honey Badger Radio dishes out a
• 1:36
  Speaker 1: smorgas board of thought provoking discussions, and as experiences both
• 1:40
  Speaker 1: recent and long past have demonstrated, the provoked thoughts are
• 1:45
  Speaker 1: fighting back, They've made it clear that for people like us,
• 1:48
  Speaker 1: relying on third party payment platforms like Patreon to fund
• 1:51
  Speaker 1: our work is treading on thin ice or building our
• 1:56
  Speaker 1: house in a path of a rapidly growing wildfire. In
• 1:59
  Speaker 1: light of we strongly encourage our supporters to switch at
• 2:02
  Speaker 1: least their support for us to Feed the Badger dot
• 2:05
  Speaker 1: com the most stable way to help us out, And
• 2:08
  Speaker 1: if you want to tip us directly instead of relying
• 2:11
  Speaker 1: on any social media platforms, tip jar. The link for
• 2:14
  Speaker 1: that is feed the Badger dot com slash just a
• 2:17
  Speaker 1: tip And as always, the same risk applies to our
• 2:21
  Speaker 1: social media platforms, which is why you should further provoke
• 2:24
  Speaker 1: the thought police by tracking our thought provoking discussions on
• 2:27
  Speaker 1: Honeybadger Brigade dot com, where you can find your way
• 2:30
  Speaker 1: to all of our content, as well as a link
• 2:32
  Speaker 1: to feed the Badger dot com in the drop down
• 2:34
  Speaker 1: menu at the top of the page, and if you
• 2:37
  Speaker 1: go to that link feed the Badger dot com you
• 2:40
  Speaker 1: can find out how to join us in the patron
• 2:43
  Speaker 1: only after shows, how to join us in our discord,
• 2:47
  Speaker 1: all kinds of fun things. So I have one other
• 2:51
  Speaker 1: housekeeping announcement, and that is I did organize a date
• 2:59
  Speaker 1: for the mixed Up meetup, which is going to be Saturday,
• 3:05
  Speaker 1: August sixteenth, and I'll have I'll publish further information about
• 3:11
  Speaker 1: that on Honeybadger Brigade dot com coming up, so that
• 3:16
  Speaker 1: people will be able to I'm going to tell you
• 3:18
  Speaker 1: where to go, and I won't tell you what to
• 3:20
  Speaker 1: do when you get there. As soon as you know
• 3:21
  Speaker 1: where it is, you'll know what to do. But considering
• 3:27
  Speaker 1: that it's a mix of men's rights activists and gamers
• 3:31
  Speaker 1: that follow me that I'm reaching out to for this,
• 3:36
  Speaker 1: it'll be uh, it'll be someplace that everybody will be
• 3:39
  Speaker 1: able to enjoy. There will be food, there will be
• 3:41
  Speaker 1: things to do, there will be things to do that
• 3:44
  Speaker 1: aren't unique to one group, and there will also be,
• 3:51
  Speaker 1: you know, things to do, like outside of the particular
• 3:54
  Speaker 1: store that we're going to be in so people can
• 3:57
  Speaker 1: run around back and forth and stuff. And we're not
• 4:00
  Speaker 1: starting at the museum this year. I don't think we
• 4:02
  Speaker 1: have to worry about anything anymore. But you know, if
• 4:07
  Speaker 1: people are too deeply concerned, we can always meet there
• 4:12
  Speaker 1: and drive over. And we're not trying to do an
• 4:14
  Speaker 1: overnight this year because I just have too many irons
• 4:18
  Speaker 1: in the fire and not enough space to do it.
• 4:22
  Speaker 1: So the other thing is on September. I got a
• 4:27
  Speaker 1: look to make sure. I am going to give you
• 4:29
  Speaker 1: guys the absolutely correct date. It's the thirteenth, right, okay,
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  Speaker 1: So I believe that's also a Saturday, which is good
• 4:37
  Speaker 1: because if it was Saturday the fourteenth, then then we
• 4:40
  Speaker 1: would have to watch out for owls. Shout out to
• 4:43
  Speaker 1: gen xers. But there will be one in Canada, and
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  Speaker 1: I will have to get the details on that one
• 4:52
  Speaker 1: as well. From I believe that's going to be in Calgary,
• 4:54
  Speaker 1: but I'm not one hundred percent. So I'll probably make
• 4:59
  Speaker 1: one post with the details of both, and then in
• 5:03
  Speaker 1: any new information that we get after that, any changes,
• 5:07
  Speaker 1: any anything, those will follow. So be watching the blog
• 5:14
  Speaker 1: for those posts and hopefully we will get to see
• 5:18
  Speaker 1: some of y'all at the different meetups. Obviously we aren't
• 5:22
  Speaker 1: expecting a big necessarily a big crowd at the mixed
• 5:26
  Speaker 1: up meetup. We never get a humongous crowd or anything
• 5:28
  Speaker 1: like that. But I think we usually have about ten
• 5:31
  Speaker 1: to twenty. I think one year we had more. But
• 5:37
  Speaker 1: so look forward to that. And like I said, watch
• 5:41
  Speaker 1: the blog and you'll see a post on meetups sometime
• 5:45
  Speaker 1: this week, and with that I will get into the
• 5:51
  Speaker 1: meat of the discussion. So last show, I can't say
• 5:54
  Speaker 1: last week because they missed the week, but last show,
• 5:58
  Speaker 1: we look at this first page of the National Organization
• 6:03
  Speaker 1: for Women's pitiful whining about not getting all of your
• 6:08
  Speaker 1: money for women's initiatives, and one of them was this
• 6:13
  Speaker 1: right here. I'm not I can highlight it if you're
• 6:17
  Speaker 1: going to put this dumb thing up on but you
• 6:19
  Speaker 1: can see the blue area. That's what we looked at.
• 6:22
  Speaker 1: And if you'll remember, I had a list of these
• 6:28
  Speaker 1: hundreds of grants but couldn't find it on my on
• 6:34
  Speaker 1: my tabs. The reason was it wasn't these tabs. But
• 6:38
  Speaker 1: it is now and like I said, this format sucks
• 6:42
  Speaker 1: and it's going to be a pain in the patuit
• 6:44
  Speaker 1: to read, but the the the discontent they're whining about
• 6:52
  Speaker 1: being discontinued. It starts out sounding pseudo reasonable, like the
• 6:58
  Speaker 1: Center for Integrated Quantum Materials at Harvard University. I I
• 7:03
  Speaker 1: have no idea what they actually do, you know, to
• 7:07
  Speaker 1: be fair, right, And then then we have you know,
• 7:12
  Speaker 1: the next and the next, and as it goes on,
• 7:15
  Speaker 1: it starts to get more specialized, and you start to
• 7:18
  Speaker 1: realize that, hey, this is all UH diverting money to
• 7:24
  Speaker 1: tiny little groups or specialized groups that could be made
• 7:29
  Speaker 1: available to the broader population, or they're they're paying for
• 7:34
  Speaker 1: absolute crap. So collaborative Collaborative Research the Pacific Northwest Pacific
• 7:43
  Speaker 1: Northwest Alliance to develop, implement, and study a STEM graduate
• 7:46
  Speaker 1: education model for Native Americans and UH or for American
• 7:53
  Speaker 1: Indians and Native Alaskans. So apparently in order for UH
• 8:00
  Speaker 1: people of Native American heritage, you have to do STEM differently.
• 8:09
  Speaker 1: That sounds kind of insulting if you ask me.
• 8:16
  Speaker 2: How many Native Alaskans even are there? Really? I mean,
• 8:20
  Speaker 2: I know humans can live in all sorts of places,
• 8:22
  Speaker 2: but Alaska, I mean.
• 8:26
  Speaker 1: Yeah, there's there's some, there's some tribes there. In fact,
• 8:29
  Speaker 1: there was a very interesting study done on them years ago.
• 8:36
  Speaker 1: It was published in two thousand and four. I read
• 8:40
  Speaker 1: about it and Discover magazine and the study was the
• 8:44
  Speaker 1: article was called the Inwit Paradox, and it was about
• 8:48
  Speaker 1: the fact, like they you can't garden, you know, in
• 8:54
  Speaker 1: the tundra because it's frozen, so only plants that evolved
• 9:00
  Speaker 1: to grow in that area will grow there, and like
• 9:05
  Speaker 1: you can't you know, grow corn and tomatoes and stuff
• 9:08
  Speaker 1: like them. So they didn't bother with any of trying
• 9:10
  Speaker 1: to do any of that stuff. Somebody's hearing silly gaming
• 9:15
  Speaker 1: sounds in the background, whatever it is that is not
• 9:17
  Speaker 1: coming through to my end, So I'm not sure if
• 9:19
  Speaker 1: it's beeps that are happening because of a sound issue
• 9:24
  Speaker 1: or what, but it's not. I can't hear it, so
• 9:30
  Speaker 1: I don't know what to tell you. But in any case,
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  Speaker 1: their diet consisted mainly of meat and like seaweed and blubber.
• 9:42
  Speaker 1: They didn't really have access to plants that they could digest.
• 9:47
  Speaker 1: The fiber in the plants that grow there is too thick,
• 9:51
  Speaker 1: too hard to digest, and humans don't have what they
• 9:57
  Speaker 1: need in order to digest it, but cariboo do, and
• 10:03
  Speaker 1: so Cariboo eats the plant, and you kill and eat
• 10:07
  Speaker 1: the cariboo, and then you get the benefit.
• 10:10
  Speaker 2: And we try not to get killed by you, try
• 10:14
  Speaker 2: not to get killed by a bear. This is why
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  Speaker 2: there aren't that many people in the northernmost reaches of
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  Speaker 2: the tund got giant fucking bears overwhere.
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  Speaker 1: They get pretty good.
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  Speaker 2: That's your main piece of advice. Avoid bears.
• 10:29
  Speaker 1: Yeah, no, no, no, they get pretty good at killing and
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  Speaker 1: eating the bears too. They they chose the bear for dinner,
• 10:37
  Speaker 1: then you chose the bear for dinner, and the cariboo.
• 10:40
  Speaker 1: And I don't I don't know if I think moose
• 10:42
  Speaker 1: go up that far north seals fish, ah, if they can,
• 10:49
  Speaker 1: if they can get them any other bigger, bigger fish, sharks.
• 10:55
  Speaker 1: Probably not very many whales, at least not adult ones.
• 11:00
  Speaker 1: But in any case, they were very healthy, right, And
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  Speaker 1: then you get you get past the generation that would
• 11:07
  Speaker 1: be their equivalent of baby boomers and their children my generation,
• 11:14
  Speaker 1: not that I'm related, but the gen xers. The gen
• 11:19
  Speaker 1: xers got access to grocery stores, and they got access
• 11:24
  Speaker 1: to fast food, and you know, they got access to
• 11:29
  Speaker 1: all kinds of like mail order treats and stuff like that,
• 11:34
  Speaker 1: and their diet changed significantly. They began eating things that
• 11:37
  Speaker 1: were not part of their traditional diet, and they began
• 11:40
  Speaker 1: consuming processed foods, meat that didn't when it was an
• 11:48
  Speaker 1: animal consume plants but consumed more carbs, like didn't eat
• 11:56
  Speaker 1: fibrous plants but consumed grains instead, you know, and so on,
• 12:00
  Speaker 1: and they all had the huge number of them became
• 12:06
  Speaker 1: overweight and developed diabetes in their thirties, huge, huge change
• 12:13
  Speaker 1: was unheard of previously and all of a sudden, and
• 12:17
  Speaker 1: so there was all kinds of like discussion, is this
• 12:22
  Speaker 1: because their diet changed significantly from the diet of their ancestors,
• 12:27
  Speaker 1: or is it specifically because of the things that were
• 12:29
  Speaker 1: in that diet? Was it the carbs? Was that the
• 12:33
  Speaker 1: you know, meat not being grass fed, you know, and
• 12:36
  Speaker 1: so on. So there's been like all kinds of theories
• 12:39
  Speaker 1: come out of that. So there's plenty of people there.
• 12:42
  Speaker 1: But the thing is this study makes it sound like
• 12:46
  Speaker 1: they're not smart enough to study science and technology the
• 12:51
  Speaker 1: same way as everybody else does, which you know, if
• 12:55
  Speaker 1: you did a study like this back when the cultural
• 12:58
  Speaker 1: differences were so dramatic that it might be like speaking
• 13:05
  Speaker 1: Gibberish to speak Techanese to them that might have some merit,
• 13:11
  Speaker 1: not in terms of smarts, but in terms of cultural
• 13:16
  Speaker 1: barriers to understanding each other. But we're talking about the
• 13:22
  Speaker 1: post millennial generation, and if gen X had access to
• 13:27
  Speaker 1: all of that fast food and stuff, gen X had
• 13:31
  Speaker 1: access to all of the different cultural changes that non
• 13:37
  Speaker 1: native gen X, if you want to call us that,
• 13:39
  Speaker 1: even though we were all born in the United States
• 13:43
  Speaker 1: that we went through, then the millennial generation and the
• 13:49
  Speaker 1: post millennial generations should be pretty much exposed to non
• 13:56
  Speaker 1: Inuit culture all around. Like they should be pretty much
• 14:02
  Speaker 1: able to, if not integrate, at least have a solid
• 14:08
  Speaker 1: grasp on and be able to communicate in exchange. There
• 14:13
  Speaker 1: shouldn't be a need for study like this, but they
• 14:16
  Speaker 1: spent a million, two hundred and fifty seven thousand bucks
• 14:18
  Speaker 1: on it to go translate stem for for the poor poor,
• 14:32
  Speaker 1: Like I can't do it.
• 14:36
  Speaker 2: We don't even we don't even know what stems are. Yeah,
• 14:39
  Speaker 2: we don't. We known stems are from plants and we
• 14:40
  Speaker 2: don't need plants, say we don't need seals of it.
• 14:45
  Speaker 1: I'm so sorry. This is embarrassing. What country did this?
• 14:51
  Speaker 1: And then it then it goes on, Uh, collaborative research
• 14:55
  Speaker 1: Identity development evaluation of African American science students identity development.
• 15:04
  Speaker 1: They don't know who they are yet. Uh, we have
• 15:07
  Speaker 1: to we have to study their identity development.
• 15:11
  Speaker 2: Before we can do the science.
• 15:14
  Speaker 1: They gave it a cute little acronym, too ideas.
• 15:19
  Speaker 2: Uh that almost sounds racist. Is that just me, am,
• 15:23
  Speaker 2: I just saying that in my head in a racist way.
• 15:30
  Speaker 1: Huh. Oh no, it's it's exactly it's racist ideah.
• 15:38
  Speaker 2: Uh.
• 15:39
  Speaker 1: They're they're they're investigating the Greater Alabama Black Belt Region,
• 15:44
  Speaker 1: which they refer to as GABBER. I didn't even know
• 15:47
  Speaker 1: that existed. Oh, that's another one, the the the Greater
• 15:54
  Speaker 1: Alabama Black Belt Region GABBER. And then it says ls
• 16:00
  Speaker 1: a MP and there's not anything more to that. And
• 16:06
  Speaker 1: each of these is a different university. Right that almost
• 16:09
  Speaker 1: five million, it's like five dollars short of five million.
• 16:12
  Speaker 1: I wonder why they they cut it short like that? Right,
• 16:15
  Speaker 1: you just asked the extra five dollars change four.
• 16:20
  Speaker 2: Someone skimmed a bit too much off the top accidentally?
• 16:24
  Speaker 2: Is that space? It? None of this, none of this
• 16:26
  Speaker 2: goes to the actual people that it's proposed to go to.
• 16:30
  Speaker 2: It all it all gets it all gets siphoned into
• 16:33
  Speaker 2: the coffers of government employees. That's the whole point of
• 16:36
  Speaker 2: all of this.
• 16:38
  Speaker 1: So it's a funny thing about this is it makes
• 16:41
  Speaker 1: me think of how stores will market to women. Right by.
• 16:44
  Speaker 1: It's not one thousand dollars, right, it's nine hundred and
• 16:48
  Speaker 1: ninety nine dollars and ninety five cents. Yeah, that's not
• 16:53
  Speaker 1: that much compared to a thousand, right, girl, math girl
• 16:58
  Speaker 1: math Eh. It looks like I have a super chat.
• 17:06
  Speaker 1: Dose is letting me know. So before I read on,
• 17:09
  Speaker 1: I will I will super chat the super chat. Let
• 17:11
  Speaker 1: me see here. I do not see are super chow,
• 17:16
  Speaker 1: I guess because I do not see a super chat.
• 17:20
  Speaker 1: I'm oh, yes, I do. Okay, Master Rogue gave us
• 17:23
  Speaker 1: two dollars and a cent. This isn't racist either, Hannah.
• 17:30
  Speaker 1: I'm glad to see you too, Master Rogue. Yes, art
• 17:36
  Speaker 1: force the invasion of the gabber robots. So we have
• 17:41
  Speaker 1: we have collaborative research, identity development of African Americans science students,
• 17:49
  Speaker 1: and then we have the Greater Alabama Black Belt region.
• 17:53
  Speaker 1: And it doesn't explain anything else about that. Then we
• 17:59
  Speaker 1: have let's see a collaborative research the Texas A and
• 18:06
  Speaker 1: M system, a model to advance historically underrepresented minorities in
• 18:13
  Speaker 1: the STEM professoriat and you just.
• 18:16
  Speaker 2: Teach people STEM, Like, can you just teach people like science, technology, engineering,
• 18:22
  Speaker 2: and mathematics without like saying good for you doing STEM
• 18:28
  Speaker 2: while you're black?
• 18:28
  Speaker 1: Like?
• 18:29
  Speaker 2: Is that is that strictly that strictly necessary part of
• 18:33
  Speaker 2: the curriculum.
• 18:36
  Speaker 1: That's they spent They were going to spend six hundred
• 18:40
  Speaker 1: thousand dollars pulling people, pulling minorities out of STEM profession
• 18:46
  Speaker 1: professions to become professors. That's what that was about, really,
• 18:54
  Speaker 1: because usually when they try to increase the number of
• 18:58
  Speaker 1: a group of people, they're not putting them through school
• 19:02
  Speaker 1: and then saying we'll just become a there you have
• 19:06
  Speaker 1: to know the subject to teach. So they're they're looking at, well,
• 19:11
  Speaker 1: can we get more uh you know, uh black electrical
• 19:17
  Speaker 1: engineers to come in and train electrical engineers. So I know,
• 19:24
  Speaker 1: when I was studying at university and I took my
• 19:29
  Speaker 1: anatomy and physiology class, there were a whole bunch of
• 19:33
  Speaker 1: things that I paid very careful attention to. I couldn't
• 19:37
  Speaker 1: tell you what my professor looked like. I think I
• 19:46
  Speaker 1: think that professor was male, but I had I had
• 19:55
  Speaker 1: a female professor for abnormal psychology. That's not a joke.
• 20:01
  Speaker 1: I want abnormal psychology. There's psychology, there's like Early Childhood
• 20:07
  Speaker 1: Developments is a psychology course where you learn about how
• 20:10
  Speaker 1: the brain develops in early childhood. There's you know, psychology
• 20:14
  Speaker 1: where you learn the normal functions of the brain. And
• 20:17
  Speaker 1: abnormal psychology is when you learn about things like what
• 20:22
  Speaker 1: is bipolar disorder and what are some of the prevailing
• 20:27
  Speaker 1: therapy for it? Right, Yeah, and that's where I learned
• 20:34
  Speaker 1: about why why my doctor, when I was showing some
• 20:41
  Speaker 1: pretty severe symptoms of obsessive compulsive personality disorder, actually made
• 20:47
  Speaker 1: me do the things that I was avoiding and avoid
• 20:51
  Speaker 1: the things that I was obsessing overdoing, you know, to
• 20:55
  Speaker 1: it's called contracting, and it's to break the mentality that
• 21:00
  Speaker 1: forces you into those habits. But yeah, yeah, that professor
• 21:06
  Speaker 1: was I think my A and P professor was a guy,
• 21:10
  Speaker 1: because I remember I remember a male voice. This is
• 21:15
  Speaker 1: really bad, but you just so you guys know, I
• 21:18
  Speaker 1: took the class in like nineteen ninety four or ninety
• 21:24
  Speaker 1: five somewhere else, so it's been a while, so there
• 21:29
  Speaker 1: are all kinds of things I do remember, you know.
• 21:32
  Speaker 1: I could tell you that the little dangly thing that
• 21:34
  Speaker 1: hangs down in the bottom in the back of your
• 21:36
  Speaker 1: throat is called a uvula and it's not sexual, but
• 21:40
  Speaker 1: it's not like the vulb, but it sounds similar enough
• 21:44
  Speaker 1: that we well were all titillated over it, right, But
• 21:48
  Speaker 1: I couldn't tell you the professor's name. I couldn't tell you.
• 21:52
  Speaker 1: I could not tell you what color the professor was,
• 21:55
  Speaker 1: what kind of style the professor wore like, I couldn't
• 21:59
  Speaker 1: tell you any of that. I don't really that kind
• 22:02
  Speaker 1: of impression was not made on me because I was
• 22:04
  Speaker 1: too busy memorizing the names of all the little parts
• 22:10
  Speaker 1: of the eyeball and ship like that. But in any case, yeah,
• 22:16
  Speaker 1: so it's it's apparently a vital importance that we we get,
• 22:21
  Speaker 1: you know, people who are like Latino little people with
• 22:28
  Speaker 1: with only one leg to teach this, because otherwise other
• 22:33
  Speaker 1: Latino little people with only one leg won't be able
• 22:37
  Speaker 1: to learn it. Like that's how the that's how the
• 22:41
  Speaker 1: the woke mind works. Then we have kind of I
• 22:47
  Speaker 1: don't I don't accept that, and I don't have to
• 22:56
  Speaker 1: there we go. So the then we have the Hispanic
• 22:59
  Speaker 1: Age EP Alliance for the Environmental Science and Engineering professoriat
• 23:05
  Speaker 1: UH and and it's just associate degree programs. So they're
• 23:11
  Speaker 1: they're again specifying only these people. We want only these
• 23:16
  Speaker 1: people to get degrees so that they will teach these courses.
• 23:23
  Speaker 1: And that's that's a city college. And it looks like
• 23:28
  Speaker 1: they got over two million dollars. Mm hm, over over
• 23:39
  Speaker 1: a million dollars. I swear this is I'm going to
• 23:44
  Speaker 1: widen this out a little bit just to make sure
• 23:46
  Speaker 1: I'm not missing text. Don't give me that. I don't
• 23:50
  Speaker 1: want the analytics. That's why I didn't have it that wide.
• 23:55
  Speaker 1: All right, we'll put it back the way and see.
• 24:02
  Speaker 1: I told you it's going to be hard to read.
• 24:04
  Speaker 1: But there we go.
• 24:07
  Speaker 2: It's hard to tell one from the other until you
• 24:09
  Speaker 2: highlight it. Even when you highlight it, they all sort
• 24:13
  Speaker 2: of blend into each other.
• 24:16
  Speaker 1: The Puerto Rico Center for Environmental Neuroscience. Now I'm not
• 24:22
  Speaker 1: one hundred percent sure this could mean neuroscience that focuses
• 24:29
  Speaker 1: on the impact of like what your surroundings are. Do
• 24:36
  Speaker 1: you live in an urban area, do you live in
• 24:38
  Speaker 1: a rural area, do you have a support network do
• 24:40
  Speaker 1: you not have? That would be reasonable, but with woke ideology,
• 24:45
  Speaker 1: it could actually mean how climate change affects your brain
• 24:50
  Speaker 1: or some shit like that.
• 24:51
  Speaker 2: Oh, how silence is violence? How silence can affect you
• 24:56
  Speaker 2: neuroscientifically and therefore do violence to your brain? Like how
• 25:01
  Speaker 2: like how when men give you the silent treatment it
• 25:04
  Speaker 2: actually hurts your brain, but not the other way around
• 25:09
  Speaker 2: you're doing Even the other way around is not a thing?
• 25:11
  Speaker 2: Shut up?
• 25:13
  Speaker 1: Uh yeah, yeah, art Fors, I'm with you there. Main
• 25:20
  Speaker 1: thing I remember about college is getting the lecture notes
• 25:23
  Speaker 1: and just showing up for for tests and and also
• 25:27
  Speaker 1: playing Genesis on the computers in the computer lab.
• 25:33
  Speaker 2: I remember getting drunk. I remember other things that I
• 25:38
  Speaker 2: that did not happen. So there you go.
• 25:44
  Speaker 1: So University University of California, s Santa Cruz got got
• 25:49
  Speaker 1: over a million dollars to advance inclusive leaders in Astronomy
• 25:55
  Speaker 1: inclusive just in case any of the stars and and
• 26:00
  Speaker 1: uh nova's and shit feel left out, xavior Advance Adaptation,
• 26:11
  Speaker 1: Supporting transformation intersectional directions to engender success another million dollars, right,
• 26:20
  Speaker 1: and my state, it's not not left as Okay, Now
• 26:23
  Speaker 1: I've got to look at this because I've seen l
• 26:25
  Speaker 1: SAMP a couple of times here, So we're going to
• 26:28
  Speaker 1: figure out what the fuck that is because I think
• 26:30
  Speaker 1: I remember that having Yep, it's it's it's UH woke.
• 26:42
  Speaker 1: Lewis Stokes Alliance for Minority Participation UH focused on increasing
• 26:47
  Speaker 1: the number of students from underrepresented groups in STEM science, technology,
• 26:51
  Speaker 1: engineering mathematics fields. It provides support to students pursuing STEM
• 26:56
  Speaker 1: degrees and aims to enhance their success in graduate programs
• 26:59
  Speaker 1: and stuff careers. So it's basically a program that gives money,
• 27:07
  Speaker 1: but only if you're part of a protected minority group.
• 27:11
  Speaker 1: So if you're dirt poor and you're a white male,
• 27:16
  Speaker 1: especially if you're a straight white male, you can go
• 27:18
  Speaker 1: fuck yourself. As far as these people are concerned, they
• 27:21
  Speaker 1: don't they don't care if you have any success.
• 27:25
  Speaker 2: It's communism. It's race communism, it's gender communism. It's all
• 27:31
  Speaker 2: the same shit that tall the world about in the
• 27:34
  Speaker 2: twentieth century, rebranded as race and gender bullshit. It's communism.
• 27:42
  Speaker 2: And this should be no surprise to anyone who's been
• 27:45
  Speaker 2: to university in the last century or so. Everything's communist.
• 27:51
  Speaker 2: Everything you can't even study fucking Armenian poet Tree without
• 28:00
  Speaker 2: the woke scoldes getting into your shit and teaching you
• 28:03
  Speaker 2: how to be a feminist. Like everything in university is
• 28:07
  Speaker 2: feminism now, and it has been since I was in university,
• 28:11
  Speaker 2: and presumably since Annah was, and since our parents' parents, well.
• 28:17
  Speaker 1: You know, actually, one of the things my parents told
• 28:20
  Speaker 1: me about they met at the university that I the
• 28:23
  Speaker 1: first university that I attended, and they had a program.
• 28:29
  Speaker 1: We had a similar program where you once once a week,
• 28:35
  Speaker 1: you had like an hour to maybe a two hour
• 28:39
  Speaker 1: presentation that the students would show up for. It was
• 28:42
  Speaker 1: mandatory for freshmen and then if you were, you know,
• 28:45
  Speaker 1: an upper classman beyond freshmen, you didn't have to go,
• 28:48
  Speaker 1: but you could. And they did something different every week.
• 28:52
  Speaker 1: Like there were just dramatically different things that they did
• 28:55
  Speaker 1: from from a week week. But one time when my
• 28:58
  Speaker 1: parents were there, they had people come in and talk
• 29:04
  Speaker 1: about the welfare program and how it was helping their communities,
• 29:08
  Speaker 1: and the the speaker that made the biggest impression on
• 29:12
  Speaker 1: my parents was the lady that talked about how she
• 29:15
  Speaker 1: was having another baby soon so she could get a
• 29:17
  Speaker 1: color TV what not. Kidding, I don't can afford a
• 29:24
  Speaker 1: color TV because she would get more cash assistance. Oh
• 29:29
  Speaker 1: my god, yeah, Oh my god. Yeah. So that that
• 29:34
  Speaker 1: pretty much shaped their opinion of the welfare program for
• 29:39
  Speaker 1: the and it's it's partly where I come from to
• 29:43
  Speaker 1: in regard to my opinions on that program. It's one
• 29:46
  Speaker 1: of the reasons why I have that banner without an
• 29:48
  Speaker 1: image on it on my x account that just has
• 29:52
  Speaker 1: has black background and in white text it says, stop
• 29:56
  Speaker 1: paying women to make stupid choices, because that's just not
• 30:03
  Speaker 1: a good reason to have a baby. Really not, no, no.
• 30:09
  Speaker 1: But yeah, first you have OSU getting getting money for this,
• 30:12
  Speaker 1: and then you have the same group, same assists and
• 30:15
  Speaker 1: Lewis Lewis Stokes stem Pathways implementation at Columbus State University
• 30:21
  Speaker 1: also in Ohio. Between the two of them, they got
• 30:25
  Speaker 1: over seven thousand almost, you know, like almost eight so
• 30:30
  Speaker 1: and then Kansas got it for the same thing almost
• 30:35
  Speaker 1: or not thousand million, but another almost three million. So
• 30:40
  Speaker 1: like there there you go, and just spending money left
• 30:45
  Speaker 1: and right to specifically limit funding for this stuff to
• 30:54
  Speaker 1: minority groups who are also eligible for any funding that
• 31:00
  Speaker 1: the straight white male is eligible for North Carolina as
• 31:10
  Speaker 1: an institutional transformation model to increase minority stem, doctoral student
• 31:17
  Speaker 1: and faculty success. You notice this is like, this is
• 31:22
  Speaker 1: all the EI. This is every single one of them
• 31:26
  Speaker 1: doctoral student minority stem doctoral student success. Between these two
• 31:33
  Speaker 1: you got about a million and a half. There's another
• 31:37
  Speaker 1: one here, and so you've got North Carolina State, North Carolina,
• 31:41
  Speaker 1: egg and Tech North Carolina at Charlotte. You have North
• 31:47
  Speaker 1: Carolina at Charlotte. Another almost a million for the same
• 31:50
  Speaker 1: thing at University of California marked that I wonder if
• 31:58
  Speaker 1: in never mind and again to increase underrepresented minority faculty.
• 32:07
  Speaker 1: So this is paying to get more people of minority
• 32:13
  Speaker 1: status into the university's administrations as professors. There's another one,
• 32:26
  Speaker 1: underrepresented minority faculty. Increase under represented minority minority faculty. There's
• 32:33
  Speaker 1: another one. And and what struck me about this. We
• 32:39
  Speaker 1: talked a few years ago about the sort of connections
• 32:46
  Speaker 1: between what the right likes to call cultural Marxism, which
• 32:52
  Speaker 1: is an outcropping of Marxism that that does trace its
• 32:57
  Speaker 1: roots back to Eastern Marxism, but the connection between cultural
• 33:05
  Speaker 1: Marxism and modern feminism, intersectional feminism, and in that discussion
• 33:14
  Speaker 1: we discuss something called the long March through the institutions,
• 33:19
  Speaker 1: And the idea behind the long March through the institutions
• 33:22
  Speaker 1: is that you can't convince people to adopt in mass
• 33:31
  Speaker 1: ideas that are on their face profoundly stupid and that
• 33:36
  Speaker 1: are going to force people to give up their freedoms
• 33:41
  Speaker 1: and their property and their control over their lives and
• 33:46
  Speaker 1: so on. So if you want to do that, you
• 33:50
  Speaker 1: have to con them, and you can't do that without
• 33:55
  Speaker 1: shutting out other voices. And then you also have to
• 33:58
  Speaker 1: have authority over them to make them comply if they
• 34:02
  Speaker 1: don't fall for the con And so the Long March
• 34:05
  Speaker 1: through the institutions was literally just communists slowly over time,
• 34:12
  Speaker 1: occupying as many influential positions within the areas of politics, entertainment, news, media,
• 34:26
  Speaker 1: and education in order to influence people, in order to
• 34:33
  Speaker 1: be the people that were passing the controlling the laws
• 34:36
  Speaker 1: that got passed and so on. And that actually came
• 34:40
  Speaker 1: out of Asian communism. So and that was that was
• 34:45
  Speaker 1: brought to the United States by Herbert marcusa who'se I
• 34:55
  Speaker 1: can't think of her name now.
• 34:57
  Speaker 2: Uh.
• 34:58
  Speaker 1: The the tick that that well, let me really quick,
• 35:06
  Speaker 1: because I'm gonna let me see if I Can and
• 35:09
  Speaker 1: Angela Davis is a direct connection there between intersectional feminism
• 35:19
  Speaker 1: and cultural Marxism. But that marks of the institution. Did
• 35:25
  Speaker 1: she what didn't she kill somebody? Yep? Yeah, that's if
• 35:30
  Speaker 1: I remember right, I she what she did was she
• 35:34
  Speaker 1: was part of a group that went after a courthouse
• 35:42
  Speaker 1: with guns because somebody was in there that they didn't
• 35:46
  Speaker 1: want to get tried and convicted. I may be wrong,
• 35:49
  Speaker 1: I maybe thinking of somebody else, but but yeah, I
• 35:54
  Speaker 1: believe that in the course of what they did, they
• 35:56
  Speaker 1: killed somebody. Uh. But that's feminist for you. Feminism is violent.
• 36:06
  Speaker 1: But this, this example after example of all this money
• 36:12
  Speaker 1: being spent to specifically placed minorities using communist funding methods.
• 36:19
  Speaker 1: Socialist funding methods in university positions in STEM is a
• 36:28
  Speaker 1: communist takeover of science, technology, you know, all everything that
• 36:35
  Speaker 1: everything else that isn't already taken over because they've taken
• 36:39
  Speaker 1: over they really have already kind of taken over medicine,
• 36:42
  Speaker 1: especially psychology and sociology. They've taken over business, they've taken
• 36:51
  Speaker 1: over the legal fields. You get intersectional feminist material as
• 36:59
  Speaker 1: part of your coursework almost no matter what you study,
• 37:04
  Speaker 1: and so they are just trying to ensure that you
• 37:08
  Speaker 1: will get socialist and intersectional feminist material in your science courses,
• 37:14
  Speaker 1: in your technical training, in your labs. Right, you know,
• 37:19
  Speaker 1: won't matter in your math classes, you're gonna get feminist math.
• 37:24
  Speaker 1: That's why they they end their dollar amounts with a
• 37:28
  Speaker 1: nine instead of rounding up to the next dollar. But
• 37:37
  Speaker 1: and we have this again, traditionally underrepresented. Yeah, historically underrepresented.
• 37:47
  Speaker 1: And it's all faculty, it's not students, faculty. So this
• 37:54
  Speaker 1: is this is the one of the things that I
• 37:56
  Speaker 1: wanted to point out. Let's see if I've got inclusive
• 38:04
  Speaker 1: learning and teaching, treating treating minorities like you have to
• 38:08
  Speaker 1: hold their hand all the way through. I would love
• 38:11
  Speaker 1: to know if anyone's going to actually look into whether
• 38:14
  Speaker 1: or not these programs are effective in any way, shape
• 38:18
  Speaker 1: or form. They're not. Yeah, like I it's not that
• 38:24
  Speaker 1: I don't want to see minorities involved. It's that I
• 38:26
  Speaker 1: don't want to see socialism and communism be the pathway
• 38:31
  Speaker 1: that they become involved, because that infects them with the
• 38:34
  Speaker 1: woke mind virus, the idea that uh, they can't get
• 38:38
  Speaker 1: things if they're not handed to them, and that they
• 38:43
  Speaker 1: deserve to have things handed to them at other people's
• 38:46
  Speaker 1: expense because they're victims of something historically that didn't happen
• 38:50
  Speaker 1: to them during their lifetime. Yeah, that's that's very dangerous.
• 38:56
  Speaker 1: And if you have, like your entire faculty in factive
• 39:00
  Speaker 1: with that mentality, you end up in a situation where
• 39:06
  Speaker 1: the students are going to get taught that mentality, even
• 39:10
  Speaker 1: if it has absolutely fuck all to do with what
• 39:14
  Speaker 1: they're being taught to do. So you're trying to teach
• 39:17
  Speaker 1: people calculus or trying to teach people the various various
• 39:25
  Speaker 1: courses involved in understanding say chemistry or physics, and while
• 39:33
  Speaker 1: you should be talking about mathematic formulas, you should be
• 39:40
  Speaker 1: talking about the various reactions that happen between chemicals and explaining,
• 39:47
  Speaker 1: you know, how it works and so on, and doing
• 39:50
  Speaker 1: experimentation and figuring out, you know, can you draw calcium
• 39:54
  Speaker 1: from this water and separate the two, what method are
• 39:57
  Speaker 1: you using, how does it work? And how do you
• 39:59
  Speaker 1: write a report about and stuff like that. Now you're
• 40:03
  Speaker 1: going to be talking about a little bit of history
• 40:06
  Speaker 1: about how women weren't allowed to do science until feminists
• 40:13
  Speaker 1: came along and forced society to allow them in the
• 40:15
  Speaker 1: late twentieth century. Sorry, you know, to the women who
• 40:21
  Speaker 1: existed prior to the nineteen hundreds who died doing doing
• 40:28
  Speaker 1: scientific experimentation because they worked with things that they didn't
• 40:32
  Speaker 1: know were dangerous. But in any case, yeah, so this
• 40:38
  Speaker 1: is what This is what we're getting. This is what
• 40:39
  Speaker 1: they're shutting down. This is what the National Organization for
• 40:43
  Speaker 1: Women is whining about, the inability to do the Long
• 40:47
  Speaker 1: March through the institutions of stam education. Some of this
• 40:58
  Speaker 1: is dumber. And see if I can get past all
• 41:02
  Speaker 1: of the here's one, all right, there is okay, collaborative
• 41:11
  Speaker 1: research developing an online game to teach middle school students
• 41:14
  Speaker 1: science research practice in life sciences. All right, that's a
• 41:19
  Speaker 1: great idea that a game company should do and market
• 41:25
  Speaker 1: and take the risk to make it great and convince
• 41:30
  Speaker 1: educators and the school boards that control the curriculum and
• 41:37
  Speaker 1: the materials that are going to be used in the
• 41:38
  Speaker 1: classroom or parents to buy it.
• 41:42
  Speaker 2: Are they talking about Bombville? Are they talking about Saga?
• 41:46
  Speaker 2: What's going on?
• 41:47
  Speaker 1: Yeah, they're they're essentially Harvard University. I wanted to spend
• 41:53
  Speaker 1: seven hundred thousand almost to create a game targeted or
• 42:00
  Speaker 1: specifically for middle school students. UH to understand one very
• 42:07
  Speaker 1: specific aspect of science, scientific research. I learned how to
• 42:15
  Speaker 1: type from a video game. My son learned how to
• 42:18
  Speaker 1: read playing Breadth of Fire three before he started school. Uh,
• 42:22
  Speaker 1: their video games can be very educational. ID I had
• 42:25
  Speaker 1: games to help me study when I was in high school,
• 42:30
  Speaker 1: to help me study geometry, analyt and h and calculus. Right,
• 42:37
  Speaker 1: there's there are games to help you learn languages, right,
• 42:41
  Speaker 1: and you go buy them. You pay money for those games.
• 42:47
  Speaker 1: You don't have the government fund their creation because then
• 42:52
  Speaker 1: you get a ship game. And these were these were games.
• 42:58
  Speaker 1: These were not walking simulators. By the way, here we
• 43:02
  Speaker 1: have more promotion of underrepresented minorities, more el samp. This one,
• 43:14
  Speaker 1: this one just got me. The evolution of evolvability in
• 43:19
  Speaker 1: microbial populations. Now, I I wonder why that so explain this?
• 43:32
  Speaker 1: That sounds like they were studying whether there is a
• 43:37
  Speaker 1: generational effect on how much genetic change occurs over over
• 43:45
  Speaker 1: the generations of breeding like bacteria, yeast. It wouldn't be
• 43:52
  Speaker 1: viruses because I don't don't, but microbal uh organisms, that's
• 43:58
  Speaker 1: that's the class that you take books you gain a
• 44:01
  Speaker 1: functioned research well yeah, yeah, or even it's the dumb
• 44:08
  Speaker 1: thing is we already kind of know the answer to
• 44:10
  Speaker 1: this because we have superbugs. Now, we have not just
• 44:15
  Speaker 1: antibiotic resistant bacteria, but antibiotic resistant bacteria that is doing
• 44:20
  Speaker 1: this thing. So you take antibiotics and they basically, you know,
• 44:28
  Speaker 1: genocide the bacteria. They're poisonous to the bacteria. They chemically
• 44:32
  Speaker 1: destroy the bacteria. So it's a chemical weapon, right, So
• 44:37
  Speaker 1: antibiotic resistant bacteria. There's certain antibiotic resistant bacteria that have
• 44:41
  Speaker 1: developed a if I remember right, it's an enzyme that
• 44:46
  Speaker 1: they shoot at the molecules of the chemical that the
• 44:52
  Speaker 1: antibiotic is so that it will interact with that chemical
• 44:59
  Speaker 1: and hydrolyze it, meaning it changes it chemically and you
• 45:03
  Speaker 1: get water as a side result, and then it is
• 45:09
  Speaker 1: no longer the chemical that is dangerous to the bacteria,
• 45:12
  Speaker 1: so the bacteria is now unaffected by it. They are
• 45:16
  Speaker 1: actually shooting at our chemical weapons. And so we had
• 45:20
  Speaker 1: to develop bacteria killing combos that you have to take
• 45:27
  Speaker 1: in conjunction with each other so that when they fire
• 45:32
  Speaker 1: off that enzyme. And I may be wrong and maybe
• 45:35
  Speaker 1: it's something other than an enzyme, but it's essentially a chemical.
• 45:39
  Speaker 1: You know, when they fire off their molecular weapon. We
• 45:42
  Speaker 1: have a molecular weapon that binds to it so that
• 45:46
  Speaker 1: it doesn't hydrolyze the molecules of the antibiotic, and then
• 45:52
  Speaker 1: the antibiotic can still kill the bacteria. And there are
• 45:56
  Speaker 1: some bacteria that are immune to that combo now, and
• 46:00
  Speaker 1: one of them is an E. Coli bacteria, you know,
• 46:04
  Speaker 1: like the it's some scary shit. So it's silly to
• 46:10
  Speaker 1: study the idea that they might stop evolving, because it's
• 46:14
  Speaker 1: pretty damn clear that they do continue to evolve. There
• 46:21
  Speaker 1: are some there are some infectious organisms that are so
• 46:31
  Speaker 1: unkillable that if a building gets infected with it. If
• 46:37
  Speaker 1: a building gets contaminated, and this usually happens with medical facilities,
• 46:43
  Speaker 1: you know, it's not not usually some other type like
• 46:45
  Speaker 1: your apartment building or something, the only thing they can
• 46:48
  Speaker 1: do is take formal, the formaldehyde gas and just send
• 46:53
  Speaker 1: it down through the building, make the entire building so
• 46:56
  Speaker 1: toxic that no organism can survive there, and then the
• 47:00
  Speaker 1: building is unusable for however long it takes for that
• 47:04
  Speaker 1: chemical to be gone from the building again in order
• 47:09
  Speaker 1: to get rid of those bacteria. And yes, there are
• 47:12
  Speaker 1: staff lines that are that bad. There are flesh eating
• 47:16
  Speaker 1: bacteria that are heading that direction. There are STIs, there's
• 47:19
  Speaker 1: a there's a super gonorrhea that is antibiotic resistant. There
• 47:23
  Speaker 1: is syphilis that is antibiotic resistant. Read about how people
• 47:29
  Speaker 1: die from syphilis and you will find that that is
• 47:31
  Speaker 1: scary as shit too. The sexual revolution was suicide. It
• 47:36
  Speaker 1: was open suicide. The baby boomers just for some reason
• 47:42
  Speaker 1: didn't figure that out. Meredith C by the way, has
• 47:48
  Speaker 1: given us five dollars. She says, HBr talk three fifty
• 47:52
  Speaker 1: one honey for the badgers to reward you for pulling
• 47:54
  Speaker 1: on your mud boots so you can trudge through the
• 47:57
  Speaker 1: piles of bullshit. And yeah, that that is some but yeah,
• 48:04
  Speaker 1: so I don't know. It's like Harvard could conceivably argue
• 48:10
  Speaker 1: that that that is research that's worth doing, but they
• 48:18
  Speaker 1: could probably also get that much money from drug companies
• 48:23
  Speaker 1: to do it. They don't really need the federal government
• 48:26
  Speaker 1: to pay them for that. So let's see we're looking
• 48:34
  Speaker 1: at again more long march to the institution here, Like
• 48:44
  Speaker 1: this is just example after example here, women in success,
• 48:50
  Speaker 1: women in success improving, but minority women, right, not white
• 48:54
  Speaker 1: girls improving minority women's success. So long march through the
• 48:58
  Speaker 1: institution in pink. Yeah, and it's just again and again
• 49:08
  Speaker 1: and again and there we have another women.
• 49:11
  Speaker 2: Each time we hop over one of these, it's another
• 49:13
  Speaker 2: half million. Yeah, it's useless, bullshit.
• 49:18
  Speaker 1: Millions of millions. Some of them are are tens of millions,
• 49:21
  Speaker 1: some of them are are a few million. The first
• 49:25
  Speaker 1: one that was was tens of millions actually, but yeah,
• 49:33
  Speaker 1: and it's it's all there. We have diversity, equity and
• 49:37
  Speaker 1: inclusion in STEM teaching, learning and leadership. So they want
• 49:42
  Speaker 1: people in management to be woke, all right, long march,
• 49:49
  Speaker 1: long march, and and and it's this is ten million
• 49:53
  Speaker 1: long march. That's just insane. Yep. And and then we
• 50:00
  Speaker 1: get occasionally we get stuff that I'm not quite sure
• 50:07
  Speaker 1: exactly what this is, but here here we go Georgia
• 50:17
  Speaker 1: State University Research Foundation Incorporated, Career Black Girl Brilliance and
• 50:22
  Speaker 1: STEM Identity Development. Okay, if you are studying science, you're
• 50:32
  Speaker 1: an identity is NERD, right, be loud and proud about
• 50:36
  Speaker 1: it because you're the ones that are creating the future. Okay,
• 50:42
  Speaker 1: if you are studying engineering, your identity is uh sperg.
• 50:51
  Speaker 1: Be proud of it. You are building the future.
• 50:56
  Speaker 2: And it's hateful to not let the jocks in on
• 50:59
  Speaker 2: the nerd territory. Well, in the event that black girls
• 51:06
  Speaker 2: identify as jocks, then you need then you need to
• 51:09
  Speaker 2: let them take over the nerd space and and see
• 51:13
  Speaker 2: that they can improve it.
• 51:15
  Speaker 1: You could be jerds, but you got to make sure
• 51:17
  Speaker 1: that everybody knows that it starts with a J and
• 51:19
  Speaker 1: not a G, because that you know, G E r
• 51:22
  Speaker 1: D sucks.
• 51:23
  Speaker 2: Yes, I mean, is physical education getting me taken over
• 51:28
  Speaker 2: by black girl brilliant? Or are they leaving that to
• 51:32
  Speaker 2: to the boys, because the boys are the ones who
• 51:36
  Speaker 2: who bring in the moolah on account of you having
• 51:40
  Speaker 2: the best possible team.
• 51:44
  Speaker 1: I had three different gym teachers during my K through
• 51:48
  Speaker 1: twelve career or that were that were women and one
• 51:53
  Speaker 1: guy that I do remember because like I had beloved teachers,
• 52:01
  Speaker 1: like most of my teachers, I have very loving memories of.
• 52:07
  Speaker 1: And then there was one gym teacher, one female gym
• 52:10
  Speaker 1: teacher that is not included in that group. Isn't because
• 52:17
  Speaker 1: of the way she taught gym class. It's because she
• 52:23
  Speaker 1: had a quote unquote inappropriate relationship with one of the students,
• 52:28
  Speaker 1: not me, It was a boy, and when I heard
• 52:33
  Speaker 1: about it, I'm like, we had a sixth grade teacher
• 52:38
  Speaker 1: that got busted for that actually was my track coach
• 52:42
  Speaker 1: per year, and the girl was eighteen, but she was
• 52:49
  Speaker 1: still a student and he went to jail for two years.
• 52:53
  Speaker 1: This woman went to teach at another school and her
• 52:58
  Speaker 1: victim was under age. That's disgusting, yep. But yeah, three
• 53:06
  Speaker 1: out of my four gym teachers growing up were female.
• 53:09
  Speaker 1: But I'm female, and in high school, the gym teacher
• 53:13
  Speaker 1: for the boys was the football coach and the gym
• 53:17
  Speaker 1: teacher for the girls was the volleyball coach. So in
• 53:22
  Speaker 1: elementary school, though, it's mostly women. So the boys and
• 53:26
  Speaker 1: the girls in my class all had female gym teachers.
• 53:34
  Speaker 2: But yeah, the male gym teachers get arrested whatever they do,
• 53:42
  Speaker 2: and the female gym teachers don't get arrested no matter
• 53:45
  Speaker 2: what they do. And this persists into college into university,
• 53:54
  Speaker 2: and universities aren't particularly bothered in shaking up the gender
• 54:02
  Speaker 2: makeup of the physical education departments. They're far too interested
• 54:08
  Speaker 2: in taking all the nerd driven departments like STEM and
• 54:15
  Speaker 2: flushing all the white males out and replacing them with
• 54:22
  Speaker 2: anything else because because because like I said, they have
• 54:27
  Speaker 2: teams in universities just like they have teams and schools
• 54:30
  Speaker 2: and they want their teams to win, and that there's
• 54:35
  Speaker 2: a lot to be said about, you know, college basketball
• 54:38
  Speaker 2: and stuff like that, and the degree to which male
• 54:42
  Speaker 2: students are being exploited in which they will be given
• 54:45
  Speaker 2: any opportunity as long as they never ever drop out
• 54:49
  Speaker 2: of the team. The whole different ballpark when you know,
• 54:55
  Speaker 2: when apart from what happens in the science departments, we
• 55:00
  Speaker 2: don't probably don't even have time to get into that tonight.
• 55:04
  Speaker 1: Well I don't know, but just I should probably clarify
• 55:09
  Speaker 1: my male gym teacher was not the coach that that
• 55:12
  Speaker 1: that got arrested, by the way, My male gym teacher
• 55:15
  Speaker 1: was another of the football coaches, So the two football
• 55:18
  Speaker 1: coaches were not the ones. It was a track coach.
• 55:22
  Speaker 1: But and and when I was in junior high, my
• 55:27
  Speaker 1: asthma kicked up into high gear. I decided I was
• 55:29
  Speaker 1: gonna whimp out one gym class, and my mom had
• 55:33
  Speaker 1: had a talk with my gym teacher about not letting
• 55:36
  Speaker 1: me do that. So but he instead of drill sergeant
• 55:40
  Speaker 1: ing me, what he did was, it's okay, Hannah, we
• 55:44
  Speaker 1: know you can't handle it. You can, you can set
• 55:46
  Speaker 1: it out. You just sit over there and rest, you know,
• 55:49
  Speaker 1: and like for the entire rest of the class, I
• 55:53
  Speaker 1: was like trying to be in front, out in front
• 55:56
  Speaker 1: of everybody. I can't do this. You can't tell me
• 55:59
  Speaker 1: I can't handle this. Like that was the end of that.
• 56:02
  Speaker 1: So he knew how to handle chicks.
• 56:05
  Speaker 2: But do they know just how many viruses you can survive?
• 56:08
  Speaker 1: Hannah, Yeah, that's true.
• 56:15
  Speaker 2: Nothing's gonna kill this woman. Ever.
• 56:18
  Speaker 1: If anything does, it's gonna be the woke mind virus
• 56:21
  Speaker 1: via lead poisoning. Just depending on how who takes over
• 56:24
  Speaker 1: the country, all right, not at my own hands, just
• 56:28
  Speaker 1: you know, just a reference to what happens when when
• 56:30
  Speaker 1: Marxists take over. They don't like it when there's people
• 56:34
  Speaker 1: that disagree with them. But yeah, we have like this
• 56:39
  Speaker 1: whole page here. It's almost all long march through the institutions,
• 56:53
  Speaker 1: and it keeps going. This is all ways to improve
• 56:58
  Speaker 1: success instead pathways. Family is faculty and industry in STEM.
• 57:04
  Speaker 1: So some of it is, you know, like it's disguised
• 57:08
  Speaker 1: in language that makes it sound like they're not talking
• 57:10
  Speaker 1: about women in minorities or anything like that, but they're
• 57:16
  Speaker 1: still coddling the students. They're still attempting to convince the
• 57:22
  Speaker 1: students you can't do this without us. Right mathematics, persistence
• 57:29
  Speaker 1: through inquiry and equity redeveloping gateway with mathematics in a
• 57:35
  Speaker 1: two year HSI to promote success in STEM. Redeveloping is
• 57:40
  Speaker 1: like reimagining right. Reimagining mathematics is probably one of the
• 57:45
  Speaker 1: dumbest things our society ever did, and they have a
• 57:49
  Speaker 1: dishonest way of doing it too. And I'm going to
• 57:53
  Speaker 1: use an example of a conversation I had on on
• 57:57
  Speaker 1: X when it was still Twitter, and I'm not going
• 58:01
  Speaker 1: to try to look for that conversation, but it was
• 58:06
  Speaker 1: during the time when the debate over the idea of
• 58:11
  Speaker 1: two plus two equally five being possible. It was trending.
• 58:16
  Speaker 1: And you know, I made this explanation of numbers. All
• 58:21
  Speaker 1: numbers are are how we just are. There are language
• 58:25
  Speaker 1: for quantities and the way that quantities interact. That's all
• 58:31
  Speaker 1: math is. It's a language for how quantities interact with
• 58:35
  Speaker 1: each other depending on what we're doing with them. So
• 58:37
  Speaker 1: if you add two and two together, you get the
• 58:41
  Speaker 1: same result every time. Because those quantities are static, two
• 58:46
  Speaker 1: is always two. It may be described differently, but two
• 58:53
  Speaker 1: is always a set of one item and another item.
• 58:58
  Speaker 1: It doesn't matter if they're the same type of item
• 59:00
  Speaker 1: or two different items. You say I have two items,
• 59:03
  Speaker 1: it doesn't matter if one of them is a car
• 59:05
  Speaker 1: and the other one is a twinkie. You're you're talking
• 59:08
  Speaker 1: about two items. If you say have two twinkies, you
• 59:11
  Speaker 1: have two twinkies. And there was there were arguments. There
• 59:14
  Speaker 1: were things like, well, if you know, you say two
• 59:16
  Speaker 1: plus two equals four, but you're actually talking about two
• 59:20
  Speaker 1: different items plus two other different items. You don't have
• 59:23
  Speaker 1: four of the same thing, you actually only have one
• 59:26
  Speaker 1: of each. And yes, but you have four items.
• 59:31
  Speaker 2: And what if the universe only consisted of two neutrons
• 59:36
  Speaker 2: over around each other, then would that be two? Well
• 59:39
  Speaker 2: maybe that wouldn't be two. And that's that's that's how
• 59:42
  Speaker 2: deep they go into this fallo uh love Slong will
• 59:48
  Speaker 2: walk through the institutions.
• 59:50
  Speaker 1: What they were doing was a fundamental mistake, and that
• 59:54
  Speaker 1: the way that you describe a quantity is you know,
• 59:58
  Speaker 1: like if you say I have two pears, you're talking
• 1:00:01
  Speaker 1: about two of the same thing. But if you say
• 1:00:03
  Speaker 1: I have two fruits, it could be any two fruits.
• 1:00:05
  Speaker 1: But you're still saying two fruits. It doesn't matter if
• 1:00:07
  Speaker 1: they're two different things. It's two fruits on both sides
• 1:00:12
  Speaker 1: of the equation, right, It's not you know, if you
• 1:00:18
  Speaker 1: cut up the pears and you make and you cut
• 1:00:20
  Speaker 1: up an apple and you put them in the blender
• 1:00:23
  Speaker 1: and you blend them until you get juice, it's not
• 1:00:27
  Speaker 1: two plus two equals one like two two fruits plus
• 1:00:31
  Speaker 1: two two fruits in a blender equals one blender full
• 1:00:37
  Speaker 1: of juice. Right, it's two fruits plus two fruits equals
• 1:00:41
  Speaker 1: four fruits, which you then put into the blender and
• 1:00:44
  Speaker 1: make the juice. And that fundamental failure to understand, or
• 1:00:49
  Speaker 1: that deliberate obfuscation of the fact that the calculation is
• 1:00:56
  Speaker 1: how many fruits are you dealing with or how many
• 1:00:59
  Speaker 1: pieces of fruit are you're dealing with, not what the
• 1:01:03
  Speaker 1: end product, how you describe the end product. This individual
• 1:01:08
  Speaker 1: came at me with, well, if we're talking about wavelengths,
• 1:01:11
  Speaker 1: that changes the entire equation. No, it doesn't, because you're
• 1:01:14
  Speaker 1: not talking about what happens to the wavelengths when you
• 1:01:19
  Speaker 1: put them together at say different angles, and they blend.
• 1:01:24
  Speaker 1: You're talking about the total number of wavelengths that are
• 1:01:27
  Speaker 1: going into that blend. How many wavelengths are going into
• 1:01:30
  Speaker 1: that blend while you have two from this sound source
• 1:01:33
  Speaker 1: and two from this sound source, or two from this
• 1:01:37
  Speaker 1: direction and two from this direction, so you have a
• 1:01:39
  Speaker 1: total of four that you're blending. What happens to them
• 1:01:42
  Speaker 1: after they blend is a different equation. And that degree
• 1:01:49
  Speaker 1: of intellectual dishonesty or intellectual disconnect allows allows people to
• 1:01:56
  Speaker 1: convince the bottom half of the intellectual capability spectrum to
• 1:02:04
  Speaker 1: adopt untruths as truths, right, And that is something that
• 1:02:14
  Speaker 1: that's basically what they were trying to do with the
• 1:02:17
  Speaker 1: two plus two argument.
• 1:02:19
  Speaker 2: And it's all in pursuit of the gender ideology. They
• 1:02:23
  Speaker 2: want to say that men and women are not different. Well, fundamentally,
• 1:02:28
  Speaker 2: they want to give women all the rights and strip
• 1:02:31
  Speaker 2: all the rights away from men. That's where they start,
• 1:02:35
  Speaker 2: and from there they go, well, that doesn't mean men
• 1:02:39
  Speaker 2: and women are a thing. In terms of biology, that
• 1:02:42
  Speaker 2: doesn't mean that xx is a thing and x y
• 1:02:44
  Speaker 2: is a thing. In terms of chemistry, it doesn't mean
• 1:02:47
  Speaker 2: that acid and alkaline are a thing. And in terms
• 1:02:50
  Speaker 2: of physics, it doesn't mean that up and down are
• 1:02:55
  Speaker 2: a thing, And in terms of mathematics, it doesn't mean
• 1:02:58
  Speaker 2: that two plus two equals four. They'll take it to
• 1:03:01
  Speaker 2: any subject they like for the sake of screwing things
• 1:03:07
  Speaker 2: up between men and women. When I say they, I
• 1:03:10
  Speaker 2: mean I mean did the gender studies parasites that have
• 1:03:14
  Speaker 2: indeed wormed their way into every subject in university. And again,
• 1:03:20
  Speaker 2: anyone who's been to university in the last thirty years
• 1:03:22
  Speaker 2: will tell you that even if they were studying physics,
• 1:03:26
  Speaker 2: eventually at some point someone came to them as that
• 1:03:28
  Speaker 2: you need to do a module in gender studies. What No, yeah,
• 1:03:34
  Speaker 2: you need to incorporate this into your into your physics degree.
• 1:03:37
  Speaker 2: Like what why? Because the university says, so.
• 1:03:42
  Speaker 1: Okay, what okay, take the course on how only women
• 1:03:46
  Speaker 1: understand water because men don't have periods. There there was
• 1:03:53
  Speaker 1: an article that was that was not a that was
• 1:03:56
  Speaker 1: real article that somebody actually made that argument forgetting the
• 1:04:02
  Speaker 1: fact that the human body is mostly comprised of contained
• 1:04:09
  Speaker 1: bits of water, But so only women can understand fluid mechanics.
• 1:04:17
  Speaker 1: But yeah, so when you see language that looks normal
• 1:04:22
  Speaker 1: on stuff like this, it still is very possible that
• 1:04:27
  Speaker 1: they used it to describe something that is not what
• 1:04:34
  Speaker 1: it looks like. And when they say, you know, redeveloping
• 1:04:41
  Speaker 1: gateway mathematics to promote success in STEM, they may be
• 1:04:46
  Speaker 1: talking about making it so that you don't have to
• 1:04:51
  Speaker 1: have the right answers to pass the class.
• 1:04:55
  Speaker 2: Right.
• 1:04:57
  Speaker 1: When they talk about the family, the family's faculty and
• 1:05:01
  Speaker 1: industry and STEM education to improve success, they may be
• 1:05:04
  Speaker 1: talking about getting getting money for students that are from
• 1:05:12
  Speaker 1: from single mother homes, and excluding students they're from two
• 1:05:17
  Speaker 1: parent homes, even if their income is just as low
• 1:05:21
  Speaker 1: or lower than the single mother homes. They know, and
• 1:05:24
  Speaker 1: I'm not saying that's actually the thing, but it's one
• 1:05:27
  Speaker 1: of the types of things that they would squeeze into
• 1:05:29
  Speaker 1: something like that, because when they say families, if if
• 1:05:33
  Speaker 1: you have a mom and a dad and no step
• 1:05:38
  Speaker 1: siblings and no half siblings, they're not talking about your family.
• 1:05:46
  Speaker 1: And so we were seeing like as you go through
• 1:05:49
  Speaker 1: long march, long march all the way down here, this
• 1:05:54
  Speaker 1: one's in the sum of the language too, is like
• 1:05:58
  Speaker 1: they'll couch this stuff in language that normies aren't gonna
• 1:06:03
  Speaker 1: You're gonna look at it and it's gonna be like, Okay,
• 1:06:05
  Speaker 1: this is gobbledygook. The development and validation of a scale
• 1:06:09
  Speaker 1: of scale to assess epist epistemic exclusion in minoritized and
• 1:06:16
  Speaker 1: non matorre minoritized STEM faculty. Does that word salad come
• 1:06:26
  Speaker 1: with with ranch dressing? Or is ranch considered racist because
• 1:06:31
  Speaker 1: of it's white? It's white, the white I will not
• 1:06:36
  Speaker 1: eat the wet dressing. Uh, the development and validation of
• 1:06:48
  Speaker 1: a scale to assess epistemic exclusion and minoritized and non
• 1:06:53
  Speaker 1: minoritized STEM faculty. So there's another thing for people to understand, right,
• 1:07:01
  Speaker 1: And when I was in college, I started learning a
• 1:07:08
  Speaker 1: little bit of the sort of history behind why they
• 1:07:14
  Speaker 1: were trying to pass this law called Violence Against Women
• 1:07:19
  Speaker 1: Act and arguing that there was no federal law that
• 1:07:24
  Speaker 1: addressed inmate partner in sexual violence because that wasn't true.
• 1:07:29
  Speaker 1: There was the Family Violence Prevention and Services Act of
• 1:07:32
  Speaker 1: nineteen eighty four. It had been in place since I
• 1:07:36
  Speaker 1: was in elementary school, and it was signed into law
• 1:07:40
  Speaker 1: by President Reagan. So there was a law, and there
• 1:07:44
  Speaker 1: were shelters, there was a twenty four hour hotline. There
• 1:07:48
  Speaker 1: was a designation that law enforcement was trained, you know,
• 1:07:56
  Speaker 1: that women didn't have to fight back in order to
• 1:08:01
  Speaker 1: accuse rape if there was you know, coercion involved, if
• 1:08:05
  Speaker 1: there was a weapon involved, if there was something that
• 1:08:07
  Speaker 1: would coerce them into cooperating without fighting back. And similarly
• 1:08:13
  Speaker 1: that things that would be criminal if you did them
• 1:08:17
  Speaker 1: in a bar to somebody else against their will are
• 1:08:20
  Speaker 1: just as criminal if you do them in the home
• 1:08:23
  Speaker 1: to somebody else against their will. So you can't just
• 1:08:25
  Speaker 1: walk up and clock your family member because you're drunk
• 1:08:29
  Speaker 1: and it just gets brushed under the rug by the cops. Right,
• 1:08:33
  Speaker 1: that already existed. So why was I reading all this
• 1:08:37
  Speaker 1: shit about we need a law for this. We already
• 1:08:39
  Speaker 1: had a law for this. And then there was this
• 1:08:42
  Speaker 1: hysteria at the same time about this massive epidemic of
• 1:08:49
  Speaker 1: serial rapists on university campuses that everybody was sure existed.
• 1:08:56
  Speaker 1: And in nineteen eighty seven when I was I think
• 1:09:01
  Speaker 1: I would have been a sophomore when that actually came out,
• 1:09:05
  Speaker 1: not but it was nineteen eighty seven, part of that
• 1:09:08
  Speaker 1: year as a freshman, part of that year as a
• 1:09:10
  Speaker 1: sophomore in high school. There was a study done and
• 1:09:15
  Speaker 1: I'm putting that in quotes scare quotes for people who
• 1:09:17
  Speaker 1: can't see it. By Professor Mary Pacoss at Kent State
• 1:09:23
  Speaker 1: university that Kent State, like the for Dead in Ohio,
• 1:09:27
  Speaker 1: Kent State, where she surveyed women college aged women about
• 1:09:34
  Speaker 1: their sexual experiences. She had a set of questions that
• 1:09:38
  Speaker 1: she asked and she she got took their answers, and
• 1:09:45
  Speaker 1: she reported that one in eight had been victimized. I
• 1:09:51
  Speaker 1: had been raped by the time they were in university.
• 1:09:55
  Speaker 1: And then MSS magazine was like, oh, hey, we want
• 1:10:00
  Speaker 1: you to do a bigger study and we're gonna publish
• 1:10:02
  Speaker 1: it because we want everybody to panic about this. And
• 1:10:07
  Speaker 1: so they did. They did a bigger study and they
• 1:10:11
  Speaker 1: came out with one in four. There were two aspects
• 1:10:16
  Speaker 1: to this study. One of them was that they did
• 1:10:17
  Speaker 1: a survey on uh, you know, on with questions like
• 1:10:22
  Speaker 1: not not have have you ever been raped? But have
• 1:10:27
  Speaker 1: you ever had sex when you didn't want to because
• 1:10:29
  Speaker 1: a man gave you alcohol? Which there's there's a couple
• 1:10:34
  Speaker 1: of different reasons why you might answer that question. Yes,
• 1:10:38
  Speaker 1: that don't make it rape. Like you decide, you know,
• 1:10:43
  Speaker 1: when you're leaving your dormitory room, I'm not gonna I'm
• 1:10:45
  Speaker 1: not gonna do anything stupid tonight. I'm not going home
• 1:10:48
  Speaker 1: with anybody. I'm not gonna sleep with anybody, and uh,
• 1:10:51
  Speaker 1: but then then this hot guy buys you a few drinks,
• 1:10:54
  Speaker 1: then he leaves, and then you go home with some
• 1:10:57
  Speaker 1: other guy because you're a little bit tipsy, and I
• 1:11:01
  Speaker 1: have sex with him. Nobody has raped you if that happens,
• 1:11:07
  Speaker 1: but they interpreted it that way. And and then the
• 1:11:12
  Speaker 1: other half of the survey was what their opinions were about.
• 1:11:19
  Speaker 1: You know, did they get this right? Do you think
• 1:11:24
  Speaker 1: that what we have identified as you being raped was
• 1:11:28
  Speaker 1: actually a rape? And one in four of cous's respondents
• 1:11:35
  Speaker 1: agreed with her. The other three out of four, no, No,
• 1:11:40
  Speaker 1: that wasn't. In fact, I you know, half of them
• 1:11:43
  Speaker 1: were like, I'm still dating that guy. I went on
• 1:11:47
  Speaker 1: to sleep with him again. We might get married. You know.
• 1:11:51
  Speaker 1: So this was definitely not valid research. It was really
• 1:11:55
  Speaker 1: fucked up. She did not have a good survey. But
• 1:12:00
  Speaker 1: because they got the results they wanted, which was a
• 1:12:03
  Speaker 1: high rate of rape, that was how they validated the survey.
• 1:12:08
  Speaker 1: It wasn't valid because they had proved that the answers
• 1:12:13
  Speaker 1: the way their interpretation of the answers they got was correct.
• 1:12:17
  Speaker 1: It was valid in scare quotes because they finally were
• 1:12:22
  Speaker 1: able to expose in scare quotes, how common in scare
• 1:12:26
  Speaker 1: quotes rape was and that was shit right, But that
• 1:12:36
  Speaker 1: is how feminists validate their survey methods. So this development
• 1:12:40
  Speaker 1: validation of a scale to assess epistemic exclusion and minoritized
• 1:12:45
  Speaker 1: and non minoritized STEM faculty means that they're going to
• 1:12:52
  Speaker 1: look for a way to make it look like minorities
• 1:12:55
  Speaker 1: are excluded, and if they get the numbers they want,
• 1:12:59
  Speaker 1: that's when they're going to do side that that survey
• 1:13:01
  Speaker 1: is valid. That's a valid methodology. And the other way
• 1:13:05
  Speaker 1: they validate it is there is a shitload of research
• 1:13:13
  Speaker 1: that cites Mary P. Cosses survey method or uses Mary P.
• 1:13:19
  Speaker 1: Cosses survey method and cites her nineteen ninety three paper
• 1:13:25
  Speaker 1: on Rape Prevalence Research Methods to as their source for
• 1:13:32
  Speaker 1: their definition of what constitutes rape, And her definition is
• 1:13:38
  Speaker 1: basically anything that a woman didn't do to a man.
• 1:13:45
  Speaker 1: If a woman can do it to a man, it's not,
• 1:13:47
  Speaker 1: but if a woman is likely to do it to
• 1:13:50
  Speaker 1: a man, it's not. But if a man is likely
• 1:13:53
  Speaker 1: to do it to a man or a woman, then
• 1:13:55
  Speaker 1: it is right. So every form of potential penicetion, but
• 1:14:00
  Speaker 1: the victim has to be penetrated if the victim forces
• 1:14:04
  Speaker 1: the or if the perpetrator forces the victim to penetrate,
• 1:14:08
  Speaker 1: then she doesn't define it is rape. And the national
• 1:14:13
  Speaker 1: the NISBS national shit. I can't think of the and
• 1:14:19
  Speaker 1: the a National Intimate Partner and Sexual Violence Survey done
• 1:14:22
  Speaker 1: by the Centers for Disease Control in the United States
• 1:14:26
  Speaker 1: every two years for a few years, for like almost
• 1:14:28
  Speaker 1: a decade, they used that definition, and I requested, using
• 1:14:37
  Speaker 1: a Freedom of Information Act, request their numbers from I
• 1:14:43
  Speaker 1: believe the twenty ten it might have been the twenty twelve,
• 1:14:45
  Speaker 1: but I think it was the twenty ten survey, and
• 1:14:49
  Speaker 1: they initially they gave me a rough time about even
• 1:14:51
  Speaker 1: giving me those numbers then, and I was very specific
• 1:14:55
  Speaker 1: with which numbers I wanted. Then they refused to really
• 1:15:00
  Speaker 1: eat them to me without a conference call with the
• 1:15:03
  Speaker 1: researchers because they wanted to know how I was going
• 1:15:06
  Speaker 1: to use those numbers, and so I kind of interviewed
• 1:15:11
  Speaker 1: them a little bit because I do that, and I
• 1:15:16
  Speaker 1: asked them, you know, why did you exclude made to
• 1:15:22
  Speaker 1: penetrate forced to penetrate from the definition of rape. It's
• 1:15:26
  Speaker 1: the only method that women would use to perpetrate against men.
• 1:15:32
  Speaker 1: Why did you exclude that? They couldn't tell me. The
• 1:15:37
  Speaker 1: researcher spent like two minutes stumbling over herself about nobody
• 1:15:43
  Speaker 1: ever even investigated that before, which isn't true, and a
• 1:15:47
  Speaker 1: whole bunch of other things. But she couldn't explain because
• 1:15:52
  Speaker 1: she didn't know. She didn't know why they excluded being
• 1:15:58
  Speaker 1: forced to penetrate, being forcibly enveloped, in other words, by
• 1:16:02
  Speaker 1: your rapist as a part of the definition of rape.
• 1:16:08
  Speaker 1: That's not shady at all. No, And if you want
• 1:16:13
  Speaker 1: to hear that somewhere, I think it's on Allison's channel.
• 1:16:19
  Speaker 1: Is a video titled see if I can remember this right,
• 1:16:32
  Speaker 1: It's titled I think rape This is this from a
• 1:16:34
  Speaker 1: long time ago, So sorry about that. I think I
• 1:16:41
  Speaker 1: can find it just by doing this. Maybe not, it's
• 1:16:49
  Speaker 1: rape culture see MRA's versus feminist rape culture. I think
• 1:16:55
  Speaker 1: it is, yeah, rightes versus feminist rape culture explained using
• 1:17:03
  Speaker 1: puzzle pieces. And it's on Alison Timons Yes, from eleven
• 1:17:08
  Speaker 1: years ago. So I remember that. It starts by going
• 1:17:12
  Speaker 1: through and clearly demonstrating the ridiculousness of treating it like
• 1:17:22
  Speaker 1: if if you do the exact same act coitus penis
• 1:17:26
  Speaker 1: and vagina sex, right, And and one of the partners
• 1:17:32
  Speaker 1: has it done to them against their will, so they're
• 1:17:35
  Speaker 1: not a partner. One of the one of the people
• 1:17:37
  Speaker 1: involved has it done to them against their will. If
• 1:17:40
  Speaker 1: the doer is a man, you consider it right, But
• 1:17:44
  Speaker 1: if the doer is a is a female as a woman,
• 1:17:47
  Speaker 1: you don't. She she demonstrated the ridiculousness of that idea
• 1:17:51
  Speaker 1: using puzzle pieces and uh. And then she played that
• 1:17:55
  Speaker 1: part of that phone call where I asked that question
• 1:18:00
  Speaker 1: and they couldn't answer it. So so there you go.
• 1:18:04
  Speaker 1: Look up that video and watch it if you haven't
• 1:18:06
  Speaker 1: seen it. It is is insane like what they did,
• 1:18:14
  Speaker 1: and they didn't understand. They didn't. But that citation gives
• 1:18:21
  Speaker 1: it authority because that's the federal government of the United
• 1:18:24
  Speaker 1: States saying, this is our method, this is our definition,
• 1:18:28
  Speaker 1: and we got it from They have her listed in
• 1:18:31
  Speaker 1: their sources sited right, and they used her survey. They
• 1:18:39
  Speaker 1: used her Did you ever have sex when you didn't
• 1:18:44
  Speaker 1: want to because someone gave you alcohol? Did you ever
• 1:18:49
  Speaker 1: have sex when you didn't want to because this or that?
• 1:18:54
  Speaker 1: You know? And there are some instances where an answer
• 1:18:59
  Speaker 1: to that would be prety straightforward. Did you ever have
• 1:19:01
  Speaker 1: sex when you didn't want to because someone held you
• 1:19:03
  Speaker 1: down against your will and imposed it on you? You know,
• 1:19:08
  Speaker 1: that's that's pretty clear cut, right. But did you ever
• 1:19:11
  Speaker 1: have sex when you didn't want to because you were high?
• 1:19:16
  Speaker 1: That sort of depends on whether it's uh incapacitating or not,
• 1:19:23
  Speaker 1: you know, is it you got high and you did
• 1:19:26
  Speaker 1: something stupid? You initiated something stupid. I knew people that
• 1:19:29
  Speaker 1: did that when I was in school, people that got
• 1:19:31
  Speaker 1: high and then or drunk and would grab someone and
• 1:19:36
  Speaker 1: go off, you know, into another room and a party
• 1:19:38
  Speaker 1: and fucked their brains out, Like did that? Did that
• 1:19:43
  Speaker 1: constitute that person who initiated with another person who was
• 1:19:47
  Speaker 1: also drunk or high? Was that person that initiator a
• 1:19:51
  Speaker 1: victim because she was female?
• 1:19:54
  Speaker 2: It reminds me of that. I think it was Alexander
• 1:19:58
  Speaker 2: the Great said I would drive a face one hundred
• 1:20:03
  Speaker 2: lines led by a sheep, then a hundred sheep led
• 1:20:05
  Speaker 2: by a lion. And this is largely what's going on
• 1:20:09
  Speaker 2: with feminist academia. You have the likes of Merry Costs,
• 1:20:12
  Speaker 2: who is evil, just straight up evil, But you can't
• 1:20:17
  Speaker 2: get to Merry Coss, because you have to go through
• 1:20:20
  Speaker 2: a thousand sheep before you get it. You have to
• 1:20:24
  Speaker 2: you have to call someone up, and then you'll find
• 1:20:27
  Speaker 2: yourself talking to a sheep, and the best you can
• 1:20:31
  Speaker 2: ask for after that is talking to a different sheep,
• 1:20:35
  Speaker 2: and then a different all the way up until you've
• 1:20:38
  Speaker 2: got through a thousand sheep before you can get to
• 1:20:41
  Speaker 2: anyone who can explain to you why forced envelopment is
• 1:20:46
  Speaker 2: not rape, and you'll you'll never find them. You'll you'll
• 1:20:49
  Speaker 2: just never find them because.
• 1:20:51
  Speaker 1: You definitely won't find it by talking to people. Yeah,
• 1:20:56
  Speaker 1: you know what I had to I had to do.
• 1:20:58
  Speaker 1: There was there was the the scale they use to
• 1:21:02
  Speaker 1: determine whether they think someone is someone's violence is aggressive
• 1:21:09
  Speaker 1: or defensive. And I can't remember what it was called,
• 1:21:13
  Speaker 1: but I went looking for that, right. And there's been
• 1:21:18
  Speaker 1: other things like that where you read a piece of
• 1:21:21
  Speaker 1: research and they say, we used this thing that's established
• 1:21:25
  Speaker 1: in feminist research, and it'll be some scale or some
• 1:21:29
  Speaker 1: survey method, or you know, something of that nature where
• 1:21:33
  Speaker 1: someone else used it for the very first time in
• 1:21:37
  Speaker 1: their research. They established it, and then other research cited
• 1:21:41
  Speaker 1: their research as a source for things that were taken
• 1:21:44
  Speaker 1: as a given, like you might if you were doing
• 1:21:49
  Speaker 1: research on something to do with the physics of aerodynamics,
• 1:21:58
  Speaker 1: that how it affects uh gas mileage that you get
• 1:22:03
  Speaker 1: in a car, and and maybe you you cite some
• 1:22:09
  Speaker 1: established law of physics, given that these things we know
• 1:22:13
  Speaker 1: are already true because they've been proved, right, that is proper,
• 1:22:19
  Speaker 1: because they've been established there, you know, through uh, through
• 1:22:24
  Speaker 1: proof with evidence or experimentation. Right. But with the feminist method,
• 1:22:28
  Speaker 1: all it takes is Mary p. Cost writes a paper
• 1:22:32
  Speaker 1: and she says, I think it's not rape when a
• 1:22:35
  Speaker 1: woman does it to a man because men don't feel
• 1:22:39
  Speaker 1: it as deeply as women do, which was part of
• 1:22:43
  Speaker 1: her argument. Men are not as traumatized, you know, And
• 1:22:47
  Speaker 1: and her her logic for men are not as traumatized
• 1:22:52
  Speaker 1: is that they don't complain as much. But then feminists
• 1:22:55
  Speaker 1: will also say men not complaining as part of toxic
• 1:22:58
  Speaker 1: masculinity when they are traumatized. Similarly, you know, like, well,
• 1:23:05
  Speaker 1: men can't get pregnant, okay, but men can get saddled
• 1:23:08
  Speaker 1: with eighteen years of child support debt even if the
• 1:23:13
  Speaker 1: child is conceived because the mother raped them. In fact,
• 1:23:18
  Speaker 1: thirteen year old boys have had that imposed on them,
• 1:23:21
  Speaker 1: So that's pretty traumatic. That's that's eighteen years of involuntary
• 1:23:28
  Speaker 1: servitude to the mother who has custody of a child
• 1:23:35
  Speaker 1: that she conceived by raping the father, even if the
• 1:23:39
  Speaker 1: father is underage, So for years and years. In most
• 1:23:44
  Speaker 1: states of the United States, a pedophile who conceived a
• 1:23:49
  Speaker 1: child through raping a child could then retain custody of
• 1:23:56
  Speaker 1: that child and impose a lifelong debt on her victim.
• 1:24:03
  Speaker 1: But that's not as bad apparently as carrying a baby
• 1:24:08
  Speaker 1: until you decide you don't want to, or for the
• 1:24:11
  Speaker 1: whole nine months if you decide you're going to. Yeah.
• 1:24:19
  Speaker 1: As to the argument that is taking place in our
• 1:24:23
  Speaker 1: main YouTube chat, there's a real simple standard for alcohol
• 1:24:28
  Speaker 1: facilitated rape and it's been it was used for decades
• 1:24:32
  Speaker 1: prior to feminist intervention, and it has to do with
• 1:24:36
  Speaker 1: whether or not you're actually incapacitated. If you cannot appraise
• 1:24:42
  Speaker 1: your actions. In other words, if you don't know what
• 1:24:44
  Speaker 1: you're doing, you literally don't know what you're doing, and
• 1:24:49
  Speaker 1: the person engaging with you is aware of that, then
• 1:24:56
  Speaker 1: men's rhea is present and it is rape. If you
• 1:25:01
  Speaker 1: are unconscious and somebody does anything to you, it is
• 1:25:07
  Speaker 1: an assault. If it's sexual, it's a sexual assault. Right,
• 1:25:14
  Speaker 1: So it doesn't really matter whether you're drunk or not.
• 1:25:18
  Speaker 1: It matters whether you're drunk enough to be incapacitated or not.
• 1:25:22
  Speaker 1: And that's the line. That line has always been reasonable,
• 1:25:26
  Speaker 1: and feminists decided it needed to be crossed and decided
• 1:25:31
  Speaker 1: that if a woman was tipsy and her inhibitions were lowered,
• 1:25:37
  Speaker 1: but she knew that she was having sex and had
• 1:25:41
  Speaker 1: the capacity to resist if she didn't want to, and
• 1:25:47
  Speaker 1: she just made a bad choice while she was drunk,
• 1:25:50
  Speaker 1: that they wanted that still be to be called rape,
• 1:25:54
  Speaker 1: but not when a woman does it to a guy.
• 1:25:59
  Speaker 1: So the argument is settled. Neither one of you have
• 1:26:05
  Speaker 1: it right. It's not always okay just because the person
• 1:26:09
  Speaker 1: chose to drink, and it's not always rape just because
• 1:26:13
  Speaker 1: the person is somewhat impaired. So again, let's see if
• 1:26:20
  Speaker 1: I can get past okay. Here we go. Study of
• 1:26:24
  Speaker 1: new strategies Strategies to combat harassment and engineering. What harassment
• 1:26:34
  Speaker 1: and engineering? Oh my god? All right, so my family
• 1:26:39
  Speaker 1: is kind of peppered with engineers. Fair, fair disclosure. I
• 1:26:43
  Speaker 1: am autistic, right, and I hang out with engineers who
• 1:26:50
  Speaker 1: are are who are autistic, artists who are autistic UH
• 1:26:55
  Speaker 1: programmers who are autistic. You don't want to piss us off.
• 1:27:03
  Speaker 1: I will just tell you this right now. You do
• 1:27:05
  Speaker 1: not want to create a hostile environment for us, especially
• 1:27:09
  Speaker 1: if we are high functioning, like engineers are. Engineers are
• 1:27:14
  Speaker 1: extremely high functioning. You do not want to piss them off,
• 1:27:20
  Speaker 1: even if you're another engineer, because the artist has an
• 1:27:25
  Speaker 1: advantage over you. We don't get bored when we have
• 1:27:30
  Speaker 1: a mission. The most singularly mundane, mind numbingly uninteresting task
• 1:27:41
  Speaker 1: becomes fascinating if it helps us create your downfall. We
• 1:27:50
  Speaker 1: respond to being harassed by utterly destroying you. And I
• 1:27:59
  Speaker 1: have done this at work, where I've had somebody that
• 1:28:03
  Speaker 1: decided that they were going to make my life a
• 1:28:06
  Speaker 1: living hell, and and I have systematically entrapped them and
• 1:28:14
  Speaker 1: entangled them and pretty much destroyed their capability of remaining
• 1:28:20
  Speaker 1: in that environment as a result. Like so, it's it's
• 1:28:26
  Speaker 1: a very bad idea to engage in harassment in an
• 1:28:30
  Speaker 1: engineering workplace. I wouldn't recommend anybody do it.
• 1:28:35
  Speaker 2: Having said that, there are there's many a workplace where
• 1:28:41
  Speaker 2: your your artistic UH position, your artistic consideration really won't
• 1:28:51
  Speaker 2: give you any leeway over a narcissist. There's many a
• 1:28:57
  Speaker 2: legal and employment based situation where narcissists don't even have
• 1:29:05
  Speaker 2: to make any effort. They can just accuse you of
• 1:29:08
  Speaker 2: something and it sort of doesn't matter how many for
• 1:29:11
  Speaker 2: D just for D chess games you play, the narcissist
• 1:29:16
  Speaker 2: will win because your employer has has been primed to
• 1:29:22
  Speaker 2: give the win to the narcissist. Like you, you do
• 1:29:29
  Speaker 2: have the intellectual advantage as the artist, but you do
• 1:29:33
  Speaker 2: not have the social advantage. Unfortunately, we live in a
• 1:29:37
  Speaker 2: time where where the narcissists have skewed every legal avenue
• 1:29:50
  Speaker 2: so as to allow the narcissists to win. So, yes,
• 1:29:56
  Speaker 2: you do have the intellectual advantage as artists, but you
• 1:29:59
  Speaker 2: have to to act with this extra level of game
• 1:30:03
  Speaker 2: theory if you really want to win.
• 1:30:07
  Speaker 1: The environment that I did that in was retail, which
• 1:30:12
  Speaker 1: is a mostly female dominated environment. At the level that
• 1:30:17
  Speaker 1: I was at, it is completely controlled by human resources
• 1:30:21
  Speaker 1: departments that are woke as fuck and have been forever,
• 1:30:25
  Speaker 1: And you have to understand the nuances of how documentation
• 1:30:35
  Speaker 1: works in your institution better than the other person does,
• 1:30:40
  Speaker 1: and how the social politics, the expectations regarding work ethic
• 1:30:49
  Speaker 1: and behavior between professional behavior between coworkers or colleagues, what's
• 1:31:00
  Speaker 1: expected by management in order to do what I did.
• 1:31:05
  Speaker 1: And it wasn't as hard as you think. Because narcissists
• 1:31:10
  Speaker 1: can't help themselves. They go on the attack. They don't
• 1:31:14
  Speaker 1: cover their asses, and they're really good at taking down
• 1:31:20
  Speaker 1: people that don't see through their shit, and they're really
• 1:31:24
  Speaker 1: good at taking down people that are They're good at
• 1:31:27
  Speaker 1: taking down normies. They're really good at taking down people
• 1:31:32
  Speaker 1: who don't have a thick skin, right, But they're not
• 1:31:39
  Speaker 1: so good at taking down people who are able to
• 1:31:43
  Speaker 1: use being good at a hospitality and creating an environment
• 1:31:51
  Speaker 1: in which they've built a level of trust and reputation
• 1:31:57
  Speaker 1: with a body of people that cannot be under the
• 1:32:02
  Speaker 1: attackers control, in which in the retail environment is the
• 1:32:06
  Speaker 1: customers right. The narcissists tried to enlist customers in her attack.
• 1:32:12
  Speaker 1: And they were my customers like they were not her customers.
• 1:32:17
  Speaker 1: By that, I mean I was already established as one
• 1:32:23
  Speaker 1: of their favorite helpers when they came into the store,
• 1:32:29
  Speaker 1: you know, So like there there was a lot that
• 1:32:31
  Speaker 1: went into it. I won't go through the whole thing.
• 1:32:34
  Speaker 1: But by the end of it she quit an embarrassment
• 1:32:41
  Speaker 1: because she made a fool of herself in front of
• 1:32:45
  Speaker 1: everybody and then couldn't spend it. There was nothing she
• 1:32:50
  Speaker 1: could do. So but any anyway, in any battle like that,
• 1:32:58
  Speaker 1: you know, following every existing rule in the workplace to
• 1:33:04
  Speaker 1: the letter and documenting out the ass are your friends.
• 1:33:10
  Speaker 1: And that's all. That's the only hints I'll give you.
• 1:33:15
  Speaker 1: But yeah, I just, I sincerely doubt that engineers give
• 1:33:22
  Speaker 1: a flying fuck what color or sex or religion or
• 1:33:28
  Speaker 1: race or height or weight or anything their colleagues are.
• 1:33:34
  Speaker 1: They're too focused on the math and the outcome, the design,
• 1:33:41
  Speaker 1: the function, maybe the beauty of the design, but they
• 1:33:50
  Speaker 1: don't really care what you look like. They don't even
• 1:33:52
  Speaker 1: care if you have body odor, unless it's so bad
• 1:33:56
  Speaker 1: that it's intolerable. The busy doing the work, they don't
• 1:34:01
  Speaker 1: have time to think about that shit. But here we
• 1:34:09
  Speaker 1: have more long march. This is this one's interesting recognition
• 1:34:17
  Speaker 1: of gender stereotyping as a determinant of stereotype assimilation and
• 1:34:24
  Speaker 1: contrast effects resulting from subtle bias exposure in stem.
• 1:34:30
  Speaker 2: How fuck does any of this mean?
• 1:34:33
  Speaker 1: Okay, if I if I get that when you have
• 1:34:36
  Speaker 1: to keep off the creutons because I'm on a little
• 1:34:40
  Speaker 1: carbon diet. Now like that, can I get some like
• 1:34:45
  Speaker 1: grilled chicken on that slid? So recognition of gender stereotyping,
• 1:34:54
  Speaker 1: like that's a concept. Recognition of gender stereotyping, which is essentially,
• 1:35:02
  Speaker 1: you know, the the hand out to the butterfly meme.
• 1:35:06
  Speaker 1: Is this gender stereotyping, you know, and and any any
• 1:35:10
  Speaker 1: factor that's taking place in the workplace. So if if
• 1:35:15
  Speaker 1: Susie comes to work in a dress, you know, is
• 1:35:19
  Speaker 1: that gender stereotyping or does it have to be a
• 1:35:22
  Speaker 1: specific color? If it's denim, is that not gender stereotyping? Ye,
• 1:35:29
  Speaker 1: as a determinant of stereotype assimilation, so as a causative
• 1:35:37
  Speaker 1: factor in other words, or a contributing factor in you
• 1:35:43
  Speaker 1: adopting the stereotype as as part of your identity who
• 1:35:50
  Speaker 1: you are. I must wear a bow in my hair
• 1:35:53
  Speaker 1: because I am a girl. And contrast effect, So I'm
• 1:36:01
  Speaker 1: assuming a little bit here, but contrast effects would would
• 1:36:07
  Speaker 1: probably resulting from subtle bias contracts. Contrast effects resulting from
• 1:36:13
  Speaker 1: subtle bias would indicate like maybe differences in gender presentation
• 1:36:22
  Speaker 1: that are dramatically different from each other that result from
• 1:36:28
  Speaker 1: maybe not spoken bias, but maybe somebody being treated a
• 1:36:33
  Speaker 1: little differently because they're not presenting the way someone expects
• 1:36:39
  Speaker 1: them to present. And so what the research title argues
• 1:36:49
  Speaker 1: is that as Susie goes to work in cargo pants
• 1:36:55
  Speaker 1: with tools sticking out of her pockets and and doesn't
• 1:37:03
  Speaker 1: have a hair bow, maybe she has a buzz cut,
• 1:37:06
  Speaker 1: and she feels conspicuous, and she thinks she's being treated
• 1:37:13
  Speaker 1: differently from Julie who shows up in a pink dress
• 1:37:18
  Speaker 1: and a bow in her hair and carries a purse
• 1:37:21
  Speaker 1: and doesn't have any tools, and so she like she
• 1:37:29
  Speaker 1: adopts stereotypical behaviors based on maybe they treat her. Maybe
• 1:37:36
  Speaker 1: she thinks they're treating her like she must be a lesbian,
• 1:37:40
  Speaker 1: so that she starts acting the part. That's basically the
• 1:37:46
  Speaker 1: argument that they're making that it affects her and changes
• 1:37:50
  Speaker 1: her and imposes an identity on her, which sounds a
• 1:37:55
  Speaker 1: little bit like when you're in elementary school and you
• 1:38:00
  Speaker 1: would rather play uh football with the boys than tag
• 1:38:06
  Speaker 1: with the girls or gossiping over by the swing set
• 1:38:11
  Speaker 1: with the girls, and your teacher says, hey, you know
• 1:38:15
  Speaker 1: you might be trans but apparently it's bad when it
• 1:38:20
  Speaker 1: happens in the workplace.
• 1:38:22
  Speaker 2: Show me a man who decides to become a woman
• 1:38:28
  Speaker 2: but doesn't start wearing dresses and make up and all
• 1:38:32
  Speaker 2: that shit. Show me a woman who decides to become
• 1:38:36
  Speaker 2: a man but doesn't start wearing fucking combat trousers and
• 1:38:42
  Speaker 2: short hair and all that shit. Like it all it
• 1:38:45
  Speaker 2: all comes down to aesthetic presentation. Like I have to
• 1:38:54
  Speaker 2: have to wonder how different this situation would be if
• 1:38:56
  Speaker 2: we could just get it through to people that aesthetic presentation.
• 1:39:01
  Speaker 2: It's not the same as as as biological sex. And
• 1:39:05
  Speaker 2: this is what's being presented to us in in terms
• 1:39:10
  Speaker 2: of presentation. That someone, someone could be born a man,
• 1:39:14
  Speaker 2: but if he if he presents as a woman, then
• 1:39:18
  Speaker 2: he's a woman. Okay, what does that mean. It means
• 1:39:20
  Speaker 2: he wears dresses, it means he wears makeup, It means
• 1:39:25
  Speaker 2: it means he presents as a narcissist. And that's what
• 1:39:30
  Speaker 2: it boils down to. And if a woman wants to
• 1:39:33
  Speaker 2: wants to become a man, in the rare occasion that
• 1:39:39
  Speaker 2: that does happen, she wears short hair that isn't sold
• 1:39:44
  Speaker 2: that much. She wears unrevealing clothing in an attempt to
• 1:39:54
  Speaker 2: present in in that modest way that a man usually
• 1:39:58
  Speaker 2: presents And like, this isn't male and female, this is frankly,
• 1:40:06
  Speaker 2: it's narcissism and autism. Well it's not. It's not even that,
• 1:40:11
  Speaker 2: like like men dress modestly and women dress immodestly, but
• 1:40:19
  Speaker 2: because women have been accustomed to presenting themselves as vulnerable
• 1:40:25
  Speaker 2: and men have been accustomed to presenting themselves as invulnerable.
• 1:40:32
  Speaker 2: And yes, this is largely because women are narcissists and
• 1:40:36
  Speaker 2: men are artists. Not all hashtag not all obviously, but
• 1:40:42
  Speaker 2: this is like and I really feel like this is
• 1:40:48
  Speaker 2: this should be one like like explanation away from snapping
• 1:40:55
  Speaker 2: everyone out of this delusion. And if only it was
• 1:40:58
  Speaker 2: like if it was cave for men to wear a
• 1:41:05
  Speaker 2: lower garment that doesn't have a seam in the middle,
• 1:41:11
  Speaker 2: and that this this was solved all the problems, like
• 1:41:15
  Speaker 2: a skirt does not make a woman like for most
• 1:41:20
  Speaker 2: of human history, men wore garments that in modern parlance
• 1:41:24
  Speaker 2: would be called skirts. For most of human history, there
• 1:41:30
  Speaker 2: was no thing is makeup like it's this this way
• 1:41:35
  Speaker 2: that modern women do doll themselves up. It's not even feminine.
• 1:41:42
  Speaker 2: I know people like people like to look at that
• 1:41:44
  Speaker 2: and say, oh, yeah, women should be feminine like this,
• 1:41:48
  Speaker 2: even traditional conservative women should doll themselves up in this way.
• 1:41:54
  Speaker 2: But even that's not like necessarily no tural. When you
• 1:42:01
  Speaker 2: look at the vast majority of human history, people didn't
• 1:42:08
  Speaker 2: dress in those ways. If anything, men wore more revealing
• 1:42:12
  Speaker 2: clothing and it wasn't even for the sake of being seen.
• 1:42:17
  Speaker 2: It was because they had to do fucking farm work
• 1:42:19
  Speaker 2: and ship like that. Like it was never anything to
• 1:42:22
  Speaker 2: do with how you appear. It is really only in
• 1:42:26
  Speaker 2: the last couple of centuries, maybe several centuries, when you
• 1:42:33
  Speaker 2: consider the the history of Romantic chivalry, that it was
• 1:42:40
  Speaker 2: considered normal for women to dress themselves and adorn themselves
• 1:42:48
  Speaker 2: in a narcissistic way. But we've just assumed that that's normal.
• 1:42:53
  Speaker 2: It's not. It's not normal, and it's never been normal.
• 1:42:58
  Speaker 2: It's it's it's people who can get away with presenting
• 1:43:03
  Speaker 2: themselves as victims who can dress in revealing, narcissistic ways.
• 1:43:12
  Speaker 2: And for a lot of human history that was the
• 1:43:14
  Speaker 2: upper class, that was the the aristocracy, especially in Renaissance
• 1:43:22
  Speaker 2: in France and whatnot, where the men and women wore
• 1:43:25
  Speaker 2: huge wigs and you know, heights and whatever it was
• 1:43:33
  Speaker 2: that accentuated their figure, that showed their vulnerability. And yeah,
• 1:43:39
  Speaker 2: this has always been the case, just that people in
• 1:43:42
  Speaker 2: the modern age can't recognize that. That's why women are
• 1:43:47
  Speaker 2: dressing like this and making themselves up like this. It's
• 1:43:51
  Speaker 2: not because it's a natural thing for women to do.
• 1:43:54
  Speaker 2: It's because it's a natural thing for the ruling class
• 1:43:59
  Speaker 2: to do.
• 1:44:00
  Speaker 1: Well, there's another aspect to it, and this is any
• 1:44:08
  Speaker 1: any kind of centrist listening is going to call me
• 1:44:11
  Speaker 1: a misogynist for this, all right. So there is a
• 1:44:16
  Speaker 1: type of a form of information in biology that uses chemistry,
• 1:44:27
  Speaker 1: essentially to to invade post environments. And in the way
• 1:44:38
  Speaker 1: that it does it is by creating or or using
• 1:44:44
  Speaker 1: proteins on its surface that binds to specific vulnerable receptors
• 1:44:53
  Speaker 1: on the host, acting sort of like it's like a
• 1:44:58
  Speaker 1: key that unlocks the door and and the host lets
• 1:45:01
  Speaker 1: the men and uh kind of the way vampire will
• 1:45:07
  Speaker 1: you know, look like it's in trouble, vulnerable and try
• 1:45:12
  Speaker 1: to get in. Get you open your door and let
• 1:45:14
  Speaker 1: them in, right, and then once they're entered, once they've entered,
• 1:45:20
  Speaker 1: they'll use various various ways to affect their environment to
• 1:45:25
  Speaker 1: make it change to suit their needs. Right, And and
• 1:45:30
  Speaker 1: that's that's one biological thing. And I'll explain what it
• 1:45:36
  Speaker 1: is in a bit, But that uses that uses proteins, right,
• 1:45:41
  Speaker 1: women use politics, and women use human instinct as it
• 1:45:50
  Speaker 1: means to do that. So women will accentuate their vulnerability
• 1:45:57
  Speaker 1: because it the receptor in men is their instinctive protectiveness
• 1:46:04
  Speaker 1: of their family and their community and the weak within
• 1:46:08
  Speaker 1: their family and their community. So women will accentuate their vulnerability,
• 1:46:14
  Speaker 1: their neotony right, their parents of sadness, and also their
• 1:46:25
  Speaker 1: appearance of being sexually ripe. Like when women try to
• 1:46:29
  Speaker 1: make their lips look fuller and their cheeks look a
• 1:46:32
  Speaker 1: little redder, and their eyes look a little wider and
• 1:46:35
  Speaker 1: they show off the cleavage. It's to accentuate the fertility, right,
• 1:46:40
  Speaker 1: because that also pulls on men's instinct to reproduce. And
• 1:46:45
  Speaker 1: that's those keys to get in. And then the next
• 1:46:49
  Speaker 1: the next thing, you know, whatever environment they've entered has
• 1:46:54
  Speaker 1: to be altered to suit the woman's sensibilities and desires
• 1:46:59
  Speaker 1: an entry, yes, or she's victim of it. And it's
• 1:47:03
  Speaker 1: that way, whether it's your home a community, a workplace,
• 1:47:10
  Speaker 1: an organization, a hobby community, a professional community, doesn't matter.
• 1:47:22
  Speaker 1: Even your locker rooms and bathrooms, even men's locker rooms
• 1:47:25
  Speaker 1: and bathrooms. And women will go into a men's bathroom
• 1:47:31
  Speaker 1: because the line for the ladies is too long, and
• 1:47:33
  Speaker 1: then they'll bitch about the fact that there are men
• 1:47:36
  Speaker 1: in there with their dicks exposed using the urinals, like
• 1:47:43
  Speaker 1: I didn't want to see that. Well, you went into
• 1:47:45
  Speaker 1: the men's restroom, lady, that's what's in there. Okay, there
• 1:47:49
  Speaker 1: are penises in the men's restroom. That's where you go
• 1:47:53
  Speaker 1: to take your penis out at pee the urinal. So
• 1:47:57
  Speaker 1: don't go in there if you don't want to see
• 1:47:59
  Speaker 1: a penis, Like, that's reasonable argument, right. Similarly, locker rooms
• 1:48:05
  Speaker 1: women sued. They used the legal end of vulnerabilities. You
• 1:48:11
  Speaker 1: can't keep me out of there, that's discrimination, and they
• 1:48:14
  Speaker 1: used the argument that it was workplace discrimination because there
• 1:48:17
  Speaker 1: were reporters. They sued for access to men's locker rooms,
• 1:48:20
  Speaker 1: and then they bitched that there were naked men in there.
• 1:48:22
  Speaker 1: Men's locker rooms where the showers are like where you
• 1:48:27
  Speaker 1: take your clothes off and get wet and soap up
• 1:48:30
  Speaker 1: and rinse off. You're supposed to be naked in the shower.
• 1:48:35
  Speaker 1: You don't get clean in the shower if you're not naked, right,
• 1:48:38
  Speaker 1: women complained, Then one reporter sued to get in there.
• 1:48:43
  Speaker 1: Another reporter complained that the men were harassing her by
• 1:48:47
  Speaker 1: being naked in their naked environment. Right. So that is
• 1:48:52
  Speaker 1: the act of using being an obligate enter in environmental parasite.
• 1:49:03
  Speaker 1: I'm going to go in and use this space, and
• 1:49:05
  Speaker 1: you can't stop me. I have these keys to get
• 1:49:08
  Speaker 1: in that bind to your instincts and to your legal
• 1:49:13
  Speaker 1: precedence that you allowed me to have. But once I
• 1:49:17
  Speaker 1: get in there, I'm going to redesign that environment to
• 1:49:19
  Speaker 1: suit my interest, not yours, even though it's your environment. Right.
• 1:49:23
  Speaker 1: So the biological thing that I described that does that
• 1:49:26
  Speaker 1: is a virus, an infectious disease. What we're looking at here,
• 1:49:36
  Speaker 1: all this funding, all this money that's being spent, all
• 1:49:41
  Speaker 1: of these examples of long march through the Institution for
• 1:49:48
  Speaker 1: Feminism and woke ideology for diversity, equity and inclusion, which
• 1:49:55
  Speaker 1: is essentially intersectional feminist cultural Marxism. It's all one thing, right,
• 1:50:02
  Speaker 1: it is. This is why Elon Musk calls all of
• 1:50:10
  Speaker 1: this the woke mind virus because it uses your natural
• 1:50:18
  Speaker 1: compassion for the vulnerable against you, as it means as
• 1:50:23
  Speaker 1: an inroad into your intellect in your spaces and your organizations,
• 1:50:32
  Speaker 1: your hobbies, your professions, your way of thinking, your personal opinions.
• 1:50:40
  Speaker 1: You're the innermost sanctum of your internal monologue, and demands
• 1:50:47
  Speaker 1: that you change all of that to suit the sensibilities
• 1:50:54
  Speaker 1: of the intersectional feminist cultural Marxist. And if you don't,
• 1:51:03
  Speaker 1: it punishes you, makes you sick. And if you do,
• 1:51:07
  Speaker 1: it punishes you, makes you sick. And and and women
• 1:51:16
  Speaker 1: have spent the last two hundred years behaving like an
• 1:51:21
  Speaker 1: infectious virus instead of the other half of two partnered
• 1:51:29
  Speaker 1: halves of the human race. And this is this is
• 1:51:33
  Speaker 1: where we are now, we are spending If you go
• 1:51:37
  Speaker 1: through this whole list, like almost all of it, almost
• 1:51:42
  Speaker 1: every single entry is a long march through the institution entry.
• 1:51:47
  Speaker 1: When it's not, you get a few things that are
• 1:51:52
  Speaker 1: even more ridiculous, like and it's it's it's hard to
• 1:52:00
  Speaker 1: find them. But I read through a lot of this previously,
• 1:52:05
  Speaker 1: and there were things like studies on studies on this
• 1:52:11
  Speaker 1: or that little gender issue where they barely barely related
• 1:52:17
  Speaker 1: it to stem and it was mostly just gibberish. So
• 1:52:25
  Speaker 1: basically they were getting their bullshit funded and they were
• 1:52:28
  Speaker 1: getting their long march through the institution funded. This is
• 1:52:32
  Speaker 1: a virus. This is the action of an obligate, you know,
• 1:52:39
  Speaker 1: and pregender parasite. Where does this money come from? Taxes?
• 1:52:47
  Speaker 1: Who pays the most taxes without getting anything back? Men?
• 1:52:54
  Speaker 1: This is women systematically using the government to rip off men,
• 1:53:03
  Speaker 1: to make a mass transfer of men's earned income to
• 1:53:10
  Speaker 1: women for the purpose of engaging in this long march
• 1:53:13
  Speaker 1: through the institutions. So I'm not going to go through
• 1:53:20
  Speaker 1: the whole list, like you can tell like as I'm
• 1:53:22
  Speaker 1: scrolling here, this is a long, long list, but it
• 1:53:32
  Speaker 1: can be found. Let me see if I can the well,
• 1:53:39
  Speaker 1: I don't know if I think I have the link
• 1:53:40
  Speaker 1: to the page, the main page that we're reading that
• 1:53:43
  Speaker 1: we read the first page of I have the link
• 1:53:45
  Speaker 1: to that in the description, And if you click on
• 1:53:49
  Speaker 1: the word terminated there, it takes you open link to
• 1:53:54
  Speaker 1: this page and you kind of have to dig around
• 1:53:59
  Speaker 1: in here. But as you go through, there's different questions
• 1:54:05
  Speaker 1: and answers. You go through the different pages and there
• 1:54:10
  Speaker 1: will be a link that that says which items are
• 1:54:15
  Speaker 1: being discontinued, the list of items that are being discontinued,
• 1:54:23
  Speaker 1: and it's a it's a spreadsheet file here it is. Yeah,
• 1:54:33
  Speaker 1: so is there publicly available of lists? This is it
• 1:54:36
  Speaker 1: download the lists c SB and it's it's a big list.
• 1:54:41
  Speaker 1: So there you go. But next week we'll continue. We're
• 1:54:49
  Speaker 1: we're not going to continue with that long march to
• 1:54:52
  Speaker 1: the institutions. Will continue by going to page two of
• 1:54:58
  Speaker 1: this and looking at some of the things, some of
• 1:55:00
  Speaker 1: the other demands that the National Organization for Women thinks
• 1:55:06
  Speaker 1: the federal government should not stop holding minute gunpoint to fund.
• 1:55:16
  Speaker 1: So with that, I don't think I have any other
• 1:55:19
  Speaker 1: super chats or super chows. I don't have any rumble rants.
• 1:55:25
  Speaker 1: So thanks you guys for going through that sledge with
• 1:55:28
  Speaker 1: me and listening to me rant. Thanks everybody for listening.
• 1:55:35
  Speaker 1: Thanks very much Brian for facilitating this and everybody else
• 1:55:40
  Speaker 1: that works in the background to make HBr talk happen.
• 1:55:43
  Speaker 1: And good night all. We will see you next Thursday. Goodnight, guys,