Latest / The Late Debate / The Late Debate | 21 July

Transcript

The Late Debate | 21 July · The Late Debate

• 0:00
  Speaker 1: Wait Wait, welcome the wait to base.
• 0:06
  Speaker 2: A good evening.
• 0:07
  Speaker 3: I'm James Macpherson with Caleb Bond and Danika did Georgio.
• 0:10
  Speaker 2: How was your day, Caleb, good day?
• 0:12
  Speaker 4: It would look it was a lovely day in Sydney today,
• 0:15
  Speaker 4: I have to say so, you know, soaked up, a
• 0:17
  Speaker 4: little bit of sun, came in here, did a little
• 0:20
  Speaker 4: bit of work, you know, an honest day, all sedent day.
• 0:23
  Speaker 5: Honest day's work, they go, a hard working man.
• 0:26
  Speaker 1: I know here. I am still here at ten pm
• 0:28
  Speaker 1: at night.
• 0:28
  Speaker 5: I know we're still here. I had a good day too,
• 0:30
  Speaker 5: thank you. I recorded my podcast this morning and then
• 0:34
  Speaker 5: I too spent a bit of time outside. The weather
• 0:35
  Speaker 5: was perfect. I didn't need to wear a jacket today.
• 0:37
  Speaker 5: I just a T shirt on.
• 0:38
  Speaker 3: I think for those outside of Sydney, all Sydney siders
• 0:41
  Speaker 3: got out internet.
• 0:42
  Speaker 2: Clearly it was. It was a glorious day. All right.
• 0:44
  Speaker 2: Here's what's coming up in our show tonight.
• 0:47
  Speaker 3: Our kids are banned from social media, but the number
• 0:49
  Speaker 3: of school teachers posting to Instagram and TikTok has exploded.
• 0:53
  Speaker 2: Is that a good thing?
• 0:54
  Speaker 3: Or are we sending mixed messages? The campaign to erase
• 0:57
  Speaker 3: our history continues, the major UNI is demanding the Albanezy
• 1:01
  Speaker 3: government scrub.
• 1:02
  Speaker 2: The Union jack from our flag.
• 1:05
  Speaker 3: And we'll talk about what Sekir Starma did immediately after
• 1:07
  Speaker 3: resigning as Prime Minister, perhaps the most relatable thing the
• 1:11
  Speaker 3: highly unrelatable leader has ever done.
• 1:13
  Speaker 2: We'll get to all of.
• 1:14
  Speaker 3: That shortly, but first, is learning to shoot guns a
• 1:17
  Speaker 3: good alternative to screen time for our kids? Queensland MP
• 1:22
  Speaker 3: Bob Kata thinks. So he's thrown his support behind the
• 1:24
  Speaker 3: creation of a new government department Outdoor Recreation Victoria, that
• 1:29
  Speaker 3: would teach children as young as twelve to shoot guns.
• 1:33
  Speaker 3: Here's what Bob Kata said. He said, Indeed, it's a
• 1:36
  Speaker 3: great idea. I can think of nothing more fundamentally Australian
• 1:39
  Speaker 3: than teaching your kids or grandkids to go camping, fishing
• 1:43
  Speaker 3: and hunting. Indeed, some of my most memorable moments have
• 1:47
  Speaker 3: been pursuing such activities in the great outdoors. He went
• 1:51
  Speaker 3: on to say, for too long we've been governed by inbred,
• 1:54
  Speaker 3: big city bureaucrats telling us what we can and can't do.
• 1:58
  Speaker 3: I got to admit I think I'm with Bob Catter
• 2:00
  Speaker 3: on this. I'm not sure teaching kids to use guns.
• 2:04
  Speaker 3: Is that controversial. Kids as young as twelve can already
• 2:07
  Speaker 3: get a permit that allows them to shoot guns under supervision.
• 2:10
  Speaker 3: Of course, in New South Wales, South Australia, Victoria and Tasmania,
• 2:14
  Speaker 3: and in Queensland the minimum age is eleven. It gets
• 2:18
  Speaker 3: kids outdoors, it teaches them a new skill and caleb
• 2:21
  Speaker 3: in the event we ever have to defend the country,
• 2:23
  Speaker 3: wouldn't be a bad thing to have young people familiar
• 2:25
  Speaker 3: with guns.
• 2:26
  Speaker 4: Well, indeed, or if you need to defend yourself against
• 2:28
  Speaker 4: a masheti tach attack in Victoria, you know you.
• 2:32
  Speaker 1: Might need a bit of self defense.
• 2:34
  Speaker 4: I like the idea of encouraging kids to get out
• 2:37
  Speaker 4: and commune with nature and to understand.
• 2:40
  Speaker 1: The reality of the world. What are you laughing at me, James.
• 2:43
  Speaker 3: But we're talking about teaching kids to shoot guns and
• 2:45
  Speaker 3: you're out communing with nature.
• 2:46
  Speaker 2: Well yes, don't you probably shooting things?
• 2:49
  Speaker 4: Well yes, go out and shoot foxes and rabbits, communing
• 2:52
  Speaker 4: with nature, and you know, perhaps shoot something that you
• 2:55
  Speaker 4: can then eat and learn some reality.
• 2:58
  Speaker 1: This is so funny, very John Lannon, learn the reality
• 3:03
  Speaker 1: of where food comes from.
• 3:05
  Speaker 4: And you know, yes, kids need to get out and
• 3:07
  Speaker 4: off the screens and whatever. But I think we have
• 3:10
  Speaker 4: a real problem in this country where kids buy and
• 3:12
  Speaker 4: large don't understand the reality of how the world works
• 3:16
  Speaker 4: and how things come to be for them to eat
• 3:19
  Speaker 4: and consume and survive and whatever. And most kids in
• 3:23
  Speaker 4: the city would have no clue where milk and meat
• 3:27
  Speaker 4: and all these things. I mean, you say, where does
• 3:28
  Speaker 4: milk come from? The supermarket? You know, where does state
• 3:32
  Speaker 4: come from? Oh, the butcher.
• 3:34
  Speaker 1: Probably not the butcher these days, the supermarket. You know,
• 3:38
  Speaker 1: get out and learn about.
• 3:40
  Speaker 4: The reality of what farmers have to put up with,
• 3:43
  Speaker 4: which is all of these pests that they have to
• 3:45
  Speaker 4: eradicate in order to feed. You, the reality of having
• 3:49
  Speaker 4: to kill an animal in order to put food on
• 3:52
  Speaker 4: the table.
• 3:53
  Speaker 1: This is real life, and I think there are great.
• 3:56
  Speaker 4: Life lessons for children to learn in getting out in
• 4:00
  Speaker 4: the bush with a gun. Respecting it. You know, this
• 4:04
  Speaker 4: is not a toy. This is not something to be
• 4:06
  Speaker 4: played with. This is a serious tool that canon should
• 4:11
  Speaker 4: be used for legitimate purposes as a tool, and it
• 4:14
  Speaker 4: should be respected.
• 4:15
  Speaker 2: You know.
• 4:15
  Speaker 1: I don't want to go.
• 4:16
  Speaker 4: Full us on this stuff, but it is a tool
• 4:19
  Speaker 4: that has a place in this country and ought to
• 4:21
  Speaker 4: be respected and teaching kids that respect and a few
• 4:24
  Speaker 4: life lessons along the way, I think is a good thing.
• 4:26
  Speaker 5: Any child with a gun in the hand makes me
• 4:29
  Speaker 5: incredibly concerned. I do not like this idea at all,
• 4:33
  Speaker 5: and I think there are far bigger issues with kids
• 4:35
  Speaker 5: right now than Bobcatter saying, oh, we'll give them a gun,
• 4:38
  Speaker 5: go and get them in the great outdoors. I do agree,
• 4:40
  Speaker 5: we've got to get kids off social media and we've
• 4:42
  Speaker 5: got to get them outdoors, and absolutely I would agree.
• 4:45
  Speaker 5: I like the idea of camping, I like the idea
• 4:48
  Speaker 5: of fishing, fantastic, get them out hiking. But there are
• 4:52
  Speaker 5: a plethora of hobbies available to kids right now that
• 4:55
  Speaker 5: do not involve guns, that do not involve what should
• 4:59
  Speaker 5: be illegal in the hands of a child, and illegal
• 5:03
  Speaker 5: in most cases. For example, I had no idea up
• 5:07
  Speaker 5: until today that children as young as eleven or twelve
• 5:11
  Speaker 5: in some jurisdictions can handle a gun.
• 5:14
  Speaker 6: Now.
• 5:14
  Speaker 5: I'm not saying without supervision, okay, I understand that when
• 5:17
  Speaker 5: it's supervised, and there would be a lot of kids
• 5:19
  Speaker 5: who do grow up on rural properties that would be
• 5:22
  Speaker 5: used to this. They would understand that mom and dad
• 5:25
  Speaker 5: work on the farm. They've got guns and they have
• 5:27
  Speaker 5: to go and kill the animals. I understand that, but
• 5:30
  Speaker 5: I don't think that there should be a law saying yep,
• 5:33
  Speaker 5: let's go get them out there and get them out hunting. No,
• 5:36
  Speaker 5: go and find another hobby. I just don't think once
• 5:39
  Speaker 5: you open that door, it's too late. And we already
• 5:41
  Speaker 5: have a youth crime issue in parts of this country.
• 5:44
  Speaker 5: Let's not exacerbate an already increasing problem.
• 5:47
  Speaker 3: I really don't think we've got a problem in this
• 5:49
  Speaker 3: country of young people who have grown up shooting as
• 5:52
  Speaker 3: a sport then going out and committing gun crime.
• 5:55
  Speaker 5: I'm sure that there's not the star. I'm sure that
• 5:57
  Speaker 5: there is not, but I just don't think that once
• 5:58
  Speaker 5: you start opening the door to that, I don't think
• 6:00
  Speaker 5: we I just don't think we should go there. If
• 6:02
  Speaker 5: it wants so long to do a hobby, there are
• 6:04
  Speaker 5: other things and go on playing game of cricket. You
• 6:06
  Speaker 5: know you've got Bobcatter saying oh, it's fundamentally Australian to
• 6:10
  Speaker 5: to go out and shoot. Well, I think it's fundamentally
• 6:12
  Speaker 5: Australian to go out and play a game of cricket.
• 6:16
  Speaker 4: This could be something that could get kids on the
• 6:18
  Speaker 4: straight and narrow, like kids who are a bit going
• 6:20
  Speaker 4: off the path right, and we say, okay, we'll get
• 6:23
  Speaker 4: you in a group that goes out, whether it's in school,
• 6:26
  Speaker 4: holidays or whatever it is. You go away for a
• 6:29
  Speaker 4: week and you learn about hunting and fishing and camping
• 6:33
  Speaker 4: and these plants and that's edible and that's not edible.
• 6:37
  Speaker 4: I think that'd be a great week for a kid
• 6:40
  Speaker 4: who needs a bit of attention and to feel like
• 6:43
  Speaker 4: they're part of something, because not only does it make
• 6:45
  Speaker 4: them feel like they're part of a club, which of
• 6:47
  Speaker 4: course you absolutely get out of sport, but it gives
• 6:49
  Speaker 4: you an idea that you're part of something much greater
• 6:52
  Speaker 4: than you, which is the rest of the world. Again,
• 6:55
  Speaker 4: that you are one creature amongst all the others in
• 6:58
  Speaker 4: the world. And learning to hunt to supply for yourself
• 7:02
  Speaker 4: for food, if that's part of a program, I think
• 7:06
  Speaker 4: is absolutely part of that.
• 7:07
  Speaker 5: By holding a gun, well, yes, how are they going
• 7:09
  Speaker 5: to be I don't understand how they can be part
• 7:11
  Speaker 5: of something bigger if they're going out holding a gun.
• 7:13
  Speaker 4: Because if you go out and hold a gun and
• 7:15
  Speaker 4: you kill an animal, let's say to deer that you
• 7:18
  Speaker 4: can then butcher up and eat that. He's a life
• 7:22
  Speaker 4: lesson in the reality where food comes from and you
• 7:25
  Speaker 4: doing your bit for the environment, and you know, only
• 7:29
  Speaker 4: taking what you need, et cetera. I mean, you're not
• 7:30
  Speaker 4: going to kill the deba steering at it from a
• 7:32
  Speaker 4: hundred yards away.
• 7:34
  Speaker 3: The other thing with this, you're not giving out guns
• 7:35
  Speaker 3: willy nilly, and kids are just wandering around the suburbs
• 7:38
  Speaker 3: with them.
• 7:38
  Speaker 2: I mean, I hope not for goodness sake. Well it
• 7:42
  Speaker 2: is Victoria.
• 7:43
  Speaker 3: We were at friend's property out in central Queensland and
• 7:47
  Speaker 3: we had the guns out and one of my boys
• 7:50
  Speaker 3: I think it was about nine or ten years old.
• 7:52
  Speaker 3: But I mean calb talked about teaching and respect for firearms.
• 7:57
  Speaker 3: He got some very strict instructions and was under very
• 8:00
  Speaker 3: in strict instructions. He learned to respect it, enjoyed firing it,
• 8:04
  Speaker 3: learned some life lessons.
• 8:05
  Speaker 2: It was good for him.
• 8:06
  Speaker 5: I just think that there are a lot of hobbies
• 8:08
  Speaker 5: that need to be explored in this country and holding
• 8:10
  Speaker 5: a gun is not one of them, and that we
• 8:12
  Speaker 5: do have a social media problem. I agree, but come on,
• 8:15
  Speaker 5: we have the best outdoors in the whole world. We've
• 8:19
  Speaker 5: got a whole backyard.
• 8:20
  Speaker 2: Of it before we move on.
• 8:21
  Speaker 3: I was curious the way the Herald's son reported the
• 8:24
  Speaker 3: initial story on this, and so they had the headline,
• 8:27
  Speaker 3: you know, young people taught to use guns, and then
• 8:30
  Speaker 3: they had a video of the discussion regarding the Bondi shooting,
• 8:35
  Speaker 3: which I thought is drawing a line that just does
• 8:38
  Speaker 3: not exist. The Bondai shooting was not young people who'd
• 8:41
  Speaker 3: taken up guns for sport and five years later started
• 8:44
  Speaker 3: shooting people on the beachet. It is a very different thing,
• 8:47
  Speaker 3: but there was that immediate connection drawn by the Herald's son.
• 8:51
  Speaker 3: I think a lot of people would go straight there,
• 8:53
  Speaker 3: but there's just no valid reason.
• 8:54
  Speaker 4: I think there's often a conflation between the existence of
• 8:57
  Speaker 4: guns and therefore a gun in the hand of a
• 8:59
  Speaker 4: p is going to lead to bad things. Ye, most
• 9:03
  Speaker 4: gun crime is done with illegally held guns that are
• 9:06
  Speaker 4: either stolen or obtained by other nefarious means.
• 9:10
  Speaker 1: Laura Biding.
• 9:11
  Speaker 4: Gun owners in this country by and large are not
• 9:14
  Speaker 4: the issue, and I don't think there is an issue
• 9:15
  Speaker 4: with that and expanding that to children and learning that
• 9:18
  Speaker 4: respect whatsoever. While we're talking about the kiddies, the kiddies
• 9:22
  Speaker 4: we know are banned from the social media in this country,
• 9:25
  Speaker 4: and I think they're still using it anyway, but the
• 9:27
  Speaker 4: law says that they shouldn't be using it. But par
• 9:29
  Speaker 4: Tellia who is using social media, and the Sydney Morning
• 9:33
  Speaker 4: Herald has written a lengthy piece on this today. The teachers, yes,
• 9:38
  Speaker 4: they're all over it now. Teachers, schools, education departments across
• 9:42
  Speaker 4: the country are fast waking up to the fact that
• 9:45
  Speaker 4: social media is basically the easiest way to keep in
• 9:48
  Speaker 4: touch with these students who aren't meant to be on
• 9:49
  Speaker 4: social media but actually are so they're viewing all this.
• 9:52
  Speaker 1: Content and the parents as well.
• 9:55
  Speaker 4: This is a little bit of the stuff that to
• 9:57
  Speaker 4: the Sydney Morning Herald was writing about to day straight the.
• 10:02
  Speaker 6: Post never ever I use the word bro or cuss.
• 10:20
  Speaker 6: I don't want to hear it. No bro, no cuss.
• 10:24
  Speaker 6: The word use is a verd use us now.
• 10:30
  Speaker 4: That Chap the complete teacher who I spoke to on
• 10:33
  Speaker 4: the Bond Reporter and a month or two ago after
• 10:35
  Speaker 4: he put up that video, absolute legend trying to tell
• 10:39
  Speaker 4: these kids you don't say things that use and whatever.
• 10:42
  Speaker 1: That clip went.
• 10:42
  Speaker 4: Viral because of course it was relatable. I mean, parents
• 10:46
  Speaker 4: and teachers alike across the country watch that said. Thank
• 10:50
  Speaker 4: god someone has said it, And I think it's actually
• 10:53
  Speaker 4: a good thing that content like that is being put
• 10:57
  Speaker 4: out there because it can serve as a lessened to kids,
• 11:01
  Speaker 4: and it serves as a bit of a note to
• 11:03
  Speaker 4: parents as well about what may or may not be
• 11:05
  Speaker 4: going on in the classroom, which I don't think is
• 11:06
  Speaker 4: a bad thing. Some of it, as you saw at
• 11:09
  Speaker 4: the beginning of that clip, is sort of you know, funnyer.
• 11:11
  Speaker 1: Meme type stuff.
• 11:12
  Speaker 4: But the reality of the modern world is that if
• 11:16
  Speaker 4: you want to be in touch with people where they are,
• 11:20
  Speaker 4: you have to be on social media. And so it's
• 11:23
  Speaker 4: no surprise to me really that teachers and schools would
• 11:26
  Speaker 4: be in that territory because you can't of doing yourself
• 11:29
  Speaker 4: a disservice if you're not.
• 11:31
  Speaker 3: What service were those videos providing? I mean, leave aside
• 11:35
  Speaker 3: telling nature at the end, who was talking about the
• 11:37
  Speaker 3: way in which our kids communicate. But the first videos
• 11:41
  Speaker 3: we saw there, what purpose do they serve?
• 11:43
  Speaker 4: Well, it just keeps terms in touch with the school.
• 11:46
  Speaker 4: So you know, once upon a time you had the
• 11:48
  Speaker 4: school newsletter, which serves its purpose, and there might be
• 11:51
  Speaker 4: some jokes.
• 11:52
  Speaker 2: Teachers doing dance moves with kids. What what's the purpose?
• 11:55
  Speaker 4: The school newsletter was a rather fixed mediums. You could
• 11:59
  Speaker 4: put a video in the school newsletter, but you might
• 12:01
  Speaker 4: have some jokey stuff in a school newsletters, some joke
• 12:05
  Speaker 4: photos that were taken on a school excursion or whatever
• 12:07
  Speaker 4: that's then distributed out to parents.
• 12:09
  Speaker 1: Now they're just doing it in a video form on
• 12:11
  Speaker 1: social media. What's the difference.
• 12:12
  Speaker 3: My problem with this is the mixed messages. So we're
• 12:14
  Speaker 3: telling kids you cannot use social media, it's bad for you.
• 12:17
  Speaker 3: Then teachers are recording kids posting it to social media,
• 12:21
  Speaker 3: but telling those kids, no, you can't look at it.
• 12:23
  Speaker 3: So you can't have it both ways. Don't our teachers
• 12:25
  Speaker 3: have a responsibility to if we're going to agree we
• 12:28
  Speaker 3: don't want our kids on social media, don't create social
• 12:31
  Speaker 3: media videos with kids in them and then tell them
• 12:33
  Speaker 3: they can't watch them. Well, surely that's confusing.
• 12:36
  Speaker 5: Well well, firstly, I would think though that they would
• 12:38
  Speaker 5: have to get permission to post children on social media,
• 12:42
  Speaker 5: so assuming that the parents are all on board with this. Secondly,
• 12:45
  Speaker 5: to Caleb's point, the kids are seeing these videos on
• 12:48
  Speaker 5: social media, it's not that hard to do that we've
• 12:51
  Speaker 5: spoken about. The statistics suggests that the social media ban
• 12:53
  Speaker 5: has been an abject failure at this point. And thirdly,
• 12:57
  Speaker 5: I think it's a wonderful way to connect with your
• 12:59
  Speaker 5: student because it kind of puts you, puts the teacher
• 13:02
  Speaker 5: on their levels and you've got no see. I don't
• 13:06
  Speaker 5: because it makes you a relatable teacher. As a child
• 13:09
  Speaker 5: in the classroom, you would rather go to a class
• 13:12
  Speaker 5: with a teacher that you know is engaging, is fun,
• 13:15
  Speaker 5: and is personable, not a teacher who is a boring
• 13:18
  Speaker 5: bank clerk and is going to sit there and lecture
• 13:21
  Speaker 5: at you and not give you a fun class. You
• 13:23
  Speaker 5: might not be the best at maths, but if you've
• 13:25
  Speaker 5: got a fun maths teacher who teaches you little dancers
• 13:28
  Speaker 5: to try and learn basic mathematics, absolutely fantastic. And I
• 13:32
  Speaker 5: also think it helps children who are shy in the classroom,
• 13:35
  Speaker 5: who are scared to ask questions, scared to put your
• 13:37
  Speaker 5: hands their hands up. When you've got that kind of
• 13:39
  Speaker 5: a teacher that is personable, you're more likely to engage
• 13:43
  Speaker 5: with them and more likely to ask a.
• 13:45
  Speaker 3: Lot of kids I don't just ask is there any
• 13:46
  Speaker 3: middle ground between a bank clerk and someone who's got
• 13:50
  Speaker 3: TikTok dance moves everywhere.
• 13:52
  Speaker 2: Yes, there is a middle ground.
• 13:53
  Speaker 1: There is there is.
• 13:54
  Speaker 4: His name's Anthony Albanizia, and now he's the prime to
• 14:00
  Speaker 4: doing social media content.
• 14:01
  Speaker 5: But I also think that we do live in a generation,
• 14:03
  Speaker 5: whether we like it or not, where kids are engaged
• 14:07
  Speaker 5: more than ever with social media. Okay, they know how
• 14:10
  Speaker 5: to use it from a young age. We know that
• 14:12
  Speaker 5: that they can use phones, whether that's right or wrong,
• 14:15
  Speaker 5: but they know how to use it. So they do
• 14:17
  Speaker 5: think there needs to be a level of genuine engagement
• 14:20
  Speaker 5: that's going to be up to date with technology and fun.
• 14:25
  Speaker 5: And I think it's great.
• 14:26
  Speaker 4: I think it's for the parents. I think parents don't
• 14:29
  Speaker 4: have minded either, and that's really the test. I mean,
• 14:33
  Speaker 4: you know, if there's an uprising of parents who go
• 14:36
  Speaker 4: to the P and C and say, well, I'd rather
• 14:38
  Speaker 4: this school wasn't doing that, each school can deal with
• 14:41
  Speaker 4: that on.
• 14:41
  Speaker 1: A case by case basis.
• 14:42
  Speaker 4: But I suspect by and large that the parents are
• 14:45
  Speaker 4: quite happy to see this stuff on social media because
• 14:47
  Speaker 4: it's keeping them in touch with the school and the
• 14:49
  Speaker 4: school community.
• 14:50
  Speaker 5: And they can see what's going on in the classroom.
• 14:52
  Speaker 5: They can see how their kid interacts. They can see
• 14:54
  Speaker 5: how their kid has fun.
• 14:56
  Speaker 3: They're conecting doing TikTok dance moves, but it's fun.
• 15:00
  Speaker 5: That was very John Calta, that was very That was
• 15:03
  Speaker 5: like John Travolter Saturday Night Fever. It was like the TMO.
• 15:08
  Speaker 5: John Travoltaw.
• 15:09
  Speaker 2: I'm a parent.
• 15:09
  Speaker 3: I'm impressed my kids are getting good marks, not that
• 15:12
  Speaker 3: the teacher's got dance moves. But what about what a
• 15:15
  Speaker 3: conflict of interest? Because this article talked about the fact
• 15:18
  Speaker 3: that some teachers are few to be clear, but some
• 15:22
  Speaker 3: their videos have become so popular they're making more money
• 15:25
  Speaker 3: from advertising on social media hours a teacher, so they're
• 15:29
  Speaker 3: quick teaching. But to get to that point, they've used
• 15:32
  Speaker 3: their classroom, they've used their public school. Some of them
• 15:35
  Speaker 3: have used school kids as content to then go and
• 15:39
  Speaker 3: pursue another career.
• 15:41
  Speaker 5: Games fix of that, if you could make more money
• 15:44
  Speaker 5: in a different avenue than your current job, wouldn't you
• 15:47
  Speaker 5: say that's absolutely fantastic.
• 15:49
  Speaker 3: But I'm asking what are the ethics of using the
• 15:51
  Speaker 3: public education system kids?
• 15:53
  Speaker 5: But I don't think it's got anything to do.
• 15:54
  Speaker 2: With them yourself a online career.
• 15:56
  Speaker 5: Well, a lot of these people when they start out
• 15:58
  Speaker 5: doing these videos, I don't think a lot and go, ah,
• 16:00
  Speaker 5: now how am I going to monetize this one today?
• 16:03
  Speaker 5: They're probably just thinking this is really fun, this is cool,
• 16:05
  Speaker 5: and then suddenly you go viral. All it takes is
• 16:07
  Speaker 5: one video to go viral, James, and suddenly you're an
• 16:10
  Speaker 5: Internet sensation.
• 16:11
  Speaker 2: I'm that convinced you're not.
• 16:12
  Speaker 5: Then well you are the TMO John Travolta, so of
• 16:16
  Speaker 5: course you're not. Now, look, let's stay on the kids theme.
• 16:20
  Speaker 5: How would you like your kids to be taught in
• 16:23
  Speaker 5: the classrooms by robots? No, I'm not even joking, because
• 16:27
  Speaker 5: there is a school or a district in New York
• 16:30
  Speaker 5: City that's actually trialing this.
• 16:32
  Speaker 1: Would you believe robots won't be doing tiktoks? Will they?
• 16:35
  Speaker 5: Well? No, this is Sally. Everybody, Well please meet Sally.
• 16:39
  Speaker 5: It is a fifty thousand dollars robot that the Salamanca
• 16:44
  Speaker 5: City School District will be paying for as part of
• 16:47
  Speaker 5: an AI overhaul. Now, these robots will remain seated in position,
• 16:53
  Speaker 5: but will be able to move their arms and their hands.
• 16:57
  Speaker 5: The humanoid teacher also uses natural conversation and facial expressions
• 17:01
  Speaker 5: and real time interaction as part of its teaching process.
• 17:05
  Speaker 5: That's according to the tech company Now The Salamacer City
• 17:10
  Speaker 5: School District Superintendent Mark Billia acknowledged the move was exciting
• 17:14
  Speaker 5: but also a little bit nerve racking. Not everyone is
• 17:17
  Speaker 5: open to much change in education. Well, I would say
• 17:21
  Speaker 5: that this isn't just a small change. This is a
• 17:23
  Speaker 5: pretty big change and one that I do not agree with.
• 17:26
  Speaker 5: How on earth can you possibly have a robot in
• 17:29
  Speaker 5: charge of a classroom. We don't need a new generation
• 17:32
  Speaker 5: of robots as it is. If you've got a robot,
• 17:34
  Speaker 5: they can't assess the mood of the students. They can't
• 17:37
  Speaker 5: see visually students needs. Therefore, they can't help individual kids
• 17:44
  Speaker 5: in the classroom. How are they supposed to assess a
• 17:47
  Speaker 5: child's performance? How are they supposed to know if a
• 17:49
  Speaker 5: child needs help when they're just sitting there, moving their
• 17:52
  Speaker 5: arms around and their hands. I worry about this. I
• 17:58
  Speaker 5: think that this is a disaster. Need human interaction. You
• 18:01
  Speaker 5: need the empathy that comes with being a teacher. You
• 18:04
  Speaker 5: need the firmness that comes with being a teacher, and
• 18:07
  Speaker 5: a robot is not going to give you either of those.
• 18:09
  Speaker 4: I reckon a robot would be pretty firmer I don't
• 18:11
  Speaker 4: suspect they'd be too soft to the touch to you,
• 18:14
  Speaker 4: and you said about moving their arms and hands. Hello,
• 18:19
  Speaker 4: you're welcome the classroom, Dodds. Yeah, but you know what,
• 18:25
  Speaker 4: I actually think this is a good idea, and I'll
• 18:27
  Speaker 4: tell you why, because if it is programmed correctly, I shouldn't.
• 18:31
  Speaker 3: Say that's a big eff I shouldn't say.
• 18:33
  Speaker 4: It's Sally, so Sally the clanker. I if she is programmed.
• 18:39
  Speaker 1: Good, there there she is. I mean, what a gorgeous
• 18:42
  Speaker 1: looking creature.
• 18:44
  Speaker 2: All right?
• 18:44
  Speaker 1: If she was whatever more attractive than some of the
• 18:50
  Speaker 1: teachers I had back in the day.
• 18:53
  Speaker 4: If she was programmed correctly, you know, she might be
• 18:56
  Speaker 4: talking to kids about gender pronouns and how climate change
• 19:00
  Speaker 4: and is.
• 19:00
  Speaker 1: Going to burn the world to a cree cup and
• 19:02
  Speaker 1: all this sort of stuff.
• 19:03
  Speaker 4: You know, it might actually be a way to get
• 19:05
  Speaker 4: some of this ideology out of the classroom. If this
• 19:09
  Speaker 4: thing is just you know, did sit focused on teaching
• 19:12
  Speaker 4: the curriculum as it should be taught.
• 19:14
  Speaker 1: It may be a good way to get all this
• 19:16
  Speaker 1: bars out of the class.
• 19:17
  Speaker 3: Okay, so you raise some actually really important points, because
• 19:21
  Speaker 3: we're all aware with chat gpt ET cetera. That they've
• 19:24
  Speaker 3: all got guidelines so they can't talk to people about
• 19:27
  Speaker 3: certain subjects that might encourage them down dark paths.
• 19:30
  Speaker 2: And we've all read stories about how.
• 19:32
  Speaker 3: Those guidelines have somehow been breached by the AI in
• 19:37
  Speaker 3: the event that a robot teacher talks about things that
• 19:40
  Speaker 3: ought not be discussed in the classroom.
• 19:43
  Speaker 2: If I'm the parent, who.
• 19:44
  Speaker 3: Do I sue? Do I sue the school? Do I
• 19:46
  Speaker 3: sue the robot manufacturer? Who's responsible?
• 19:50
  Speaker 5: That is a very good question. So it comes from
• 19:52
  Speaker 5: the robotics company, real robotics. I wonder what you do
• 19:55
  Speaker 5: because now correct me if I'm wrong, because I remember
• 19:57
  Speaker 5: we had a story like this about a woman who
• 20:01
  Speaker 5: sued Was it a woman who sued a I recently
• 20:05
  Speaker 5: in America?
• 20:06
  Speaker 1: Was it for what?
• 20:08
  Speaker 5: Can't we talk about something? On the Late Debat?
• 20:10
  Speaker 4: There was a case I think recently where some parents
• 20:13
  Speaker 4: were suing a company because their child was basically convinced
• 20:16
  Speaker 4: to commit suicide.
• 20:20
  Speaker 2: Okay, yeah, that's right.
• 20:21
  Speaker 1: So they're going directly after the company.
• 20:23
  Speaker 5: So then I would suggest that inn as to your question,
• 20:26
  Speaker 5: that you could you'd have to see the company.
• 20:27
  Speaker 3: Right Like, as a parent, I'm not particularly convinced that
• 20:30
  Speaker 3: a robot is going to remain within the guidelines that
• 20:32
  Speaker 3: I'm told have been preprogrammed. Here's another thing. How does
• 20:36
  Speaker 3: a robot police behavior in the class?
• 20:40
  Speaker 5: And that's what I'm saying to you.
• 20:41
  Speaker 2: The robot laser eyes this behavior.
• 20:45
  Speaker 4: Forget the robot about Barnaby Joyce down, It'll be the
• 20:49
  Speaker 4: teacher with the laser eyes burning holes.
• 20:52
  Speaker 5: The robot cannot read the room. So how are you
• 20:55
  Speaker 5: supposed to help How are you supposed to help a
• 20:58
  Speaker 5: child who has special nets? It's how are you supposed
• 21:01
  Speaker 5: to help a child who is struggling with your matt with?
• 21:04
  Speaker 4: What program these things program for specific purposes?
• 21:13
  Speaker 5: Because because there's no empathy, it doesn't have a heart.
• 21:16
  Speaker 5: It's not a beating heart. I can't tell what's going
• 21:19
  Speaker 5: on some people.
• 21:21
  Speaker 4: And this is, by the way, I don't actually think
• 21:23
  Speaker 4: this is a good idea. I'm being somewhat flippant in
• 21:25
  Speaker 4: what I have seen in the last few minutes. But
• 21:28
  Speaker 4: but but to be serious, though, there are a lot
• 21:32
  Speaker 4: of people I think it's really sad. But a lot
• 21:34
  Speaker 4: of people who treat chat, GPT or whatever service they use.
• 21:39
  Speaker 1: As a genuine friend and have a closer connection. Don't laugh.
• 21:43
  Speaker 1: I know.
• 21:45
  Speaker 4: They have a closer connection with their chatblot than they
• 21:49
  Speaker 4: do any real human beings.
• 21:51
  Speaker 1: What you want to hear and that that is also true.
• 21:54
  Speaker 5: And you can program it not be biased, but to the.
• 21:58
  Speaker 4: Point of whether or not it has any empathy and
• 22:01
  Speaker 4: all this sort of stuff. I mean, we're already at
• 22:03
  Speaker 4: a level where robots and chatbots are programmed to have
• 22:07
  Speaker 4: empathy and these sorts of things. So it is not
• 22:10
  Speaker 4: beyond the realms of possibility that a robot teacher could
• 22:13
  Speaker 4: fulfill those roles. I'm not saying it's good, but it's
• 22:16
  Speaker 4: not beyond the realms of possible.
• 22:17
  Speaker 5: No, that is true, actually, because sometimes when I use
• 22:19
  Speaker 5: chat GPT not as a mate. Here we preface. Let
• 22:23
  Speaker 5: me just preferce, I do.
• 22:24
  Speaker 1: Knows in a relationship chat.
• 22:26
  Speaker 5: With chat chat daddy. No, definitely not. I'm definitely not
• 22:30
  Speaker 5: in a relationship with chat. But sometimes chat will I'll
• 22:34
  Speaker 5: put a question in and Chat will answer PI, Dannka.
• 22:37
  Speaker 5: That is a wonderful question to be asking, Oh, how
• 22:41
  Speaker 5: does it know my name?
• 22:41
  Speaker 3: The weird thing about this right is we've had this
• 22:43
  Speaker 3: massive discussion right around the West about how too much
• 22:47
  Speaker 3: screen time is robbing our kids interpersonal skills. Yes, and
• 22:50
  Speaker 3: now that put a robot at the front side.
• 22:52
  Speaker 5: That's why I said, we do not need another generation
• 22:55
  Speaker 5: of robots.
• 22:56
  Speaker 3: What's funny is the principle or the education official in
• 22:59
  Speaker 3: Chat of this experiment. He actually told the media and
• 23:02
  Speaker 3: I quote, the robot will encourage students to think for themselves.
• 23:07
  Speaker 1: That's pretty good.
• 23:08
  Speaker 5: I don't think it will.
• 23:09
  Speaker 4: Well anyway, Tomorrow Night will bring you more details on
• 23:13
  Speaker 4: Danika to Georgio and lesbian relationship with Sally.
• 23:16
  Speaker 1: Robots.
• 23:18
  Speaker 4: Well, you know you're already into Chat. I mean, Sally
• 23:20
  Speaker 4: the Robot's just the next step, isn't it.
• 23:22
  Speaker 5: No, Okay, the other one that said that Sal was
• 23:25
  Speaker 5: a good looking bet.
• 23:27
  Speaker 1: I'm not into the robots.
• 23:28
  Speaker 5: Wow, just getting we don't know and we don't want
• 23:31
  Speaker 5: to know what goes on your life. Let's just move
• 23:33
  Speaker 5: on from the topic. We know too much already, it's
• 23:36
  Speaker 5: in the daily match.
• 23:38
  Speaker 4: Let's keep going, all right. Let's move from that to flags,
• 23:41
  Speaker 4: shall we. Because the national flag is in the sights
• 23:46
  Speaker 4: of the Australian Manufacturing Workers Union.
• 23:48
  Speaker 1: They don't like the national flag. That says got to go.
• 23:52
  Speaker 4: And this is ahead of the Labour national Conference which
• 23:55
  Speaker 4: is being held in Adelaide from Thursday, Thursday, Friday Saturday.
• 23:59
  Speaker 4: I believe it is poor old Adelaide having all these
• 24:01
  Speaker 4: people inflicted upon them, but I'm sure the local pubs
• 24:04
  Speaker 4: and bars and restaurants will enjoy it. So enjoy Adelaide,
• 24:07
  Speaker 4: great part of the country, of course. But the AMWU
• 24:11
  Speaker 4: has put out this new document they call the Union
• 24:14
  Speaker 4: blue Print for Action, in which they write, we need
• 24:17
  Speaker 4: to strip away the constant reminders of the old ruling
• 24:20
  Speaker 4: class and colonial empire. Symbols of oppression like the Union
• 24:24
  Speaker 4: jack on our flag and defensive colonial statues must be
• 24:28
  Speaker 4: removed from public life. A fair country should not celebrate
• 24:32
  Speaker 4: the very symbols used to commit violence and disposition against
• 24:37
  Speaker 4: its first peoples. So the Australian Manufacturing Workers' Union, which
• 24:42
  Speaker 4: I think would be more concerned with the recession of
• 24:46
  Speaker 4: manufacturing in this country, is instead coming out with all
• 24:50
  Speaker 4: these edicts saying, well, you know, why don't we change
• 24:52
  Speaker 4: the national flag. I'm sure they'll do a great deal
• 24:55
  Speaker 4: to improve manufacturing in Australia, don't you reckon?
• 24:58
  Speaker 3: Imagine paying your union fees and then your union comes
• 25:01
  Speaker 3: out with this kind of rubbish. But as of Thursday,
• 25:03
  Speaker 3: when the Labour Party have their national conference. This is
• 25:06
  Speaker 3: the sort of stuff that Anthony Albanezia will be hoping
• 25:09
  Speaker 3: to keep at arm's length.
• 25:10
  Speaker 2: Yeah, because I think.
• 25:11
  Speaker 3: If most Australians find out about things like this, they'll
• 25:14
  Speaker 3: be absolutely outraged. And who are the Union to say
• 25:17
  Speaker 3: what's fair and so on and so forth to try
• 25:20
  Speaker 3: and remove the Union jack when the majority of Australians
• 25:22
  Speaker 3: are very happy with Australia Day, they're very happy with
• 25:25
  Speaker 3: the national flag, they're very happy with the anthem, and
• 25:28
  Speaker 3: yet there's this continual push to undermine all of our
• 25:31
  Speaker 3: national institutions and the same people complain about social cohesion
• 25:35
  Speaker 3: being fred Well, I think.
• 25:36
  Speaker 5: There's only one symbol of oppression in this country and
• 25:38
  Speaker 5: that is the Union movement themselves. I mean, part of
• 25:40
  Speaker 5: the problem is is we don't know which flag it
• 25:42
  Speaker 5: is at the moment, because we've got the Prime Minister
• 25:44
  Speaker 5: out there every day standing in front of three flags.
• 25:47
  Speaker 5: But remember when sixty percent of us voted no to
• 25:50
  Speaker 5: this sort of division, and it's like you've got unions
• 25:53
  Speaker 5: going off on their own pathway. You've got various states
• 25:57
  Speaker 5: around the country they're also going off forging.
• 25:59
  Speaker 4: There WU wants to bring back the Voice. Don't forget
• 26:02
  Speaker 4: we found that out a couple of weeks together.
• 26:04
  Speaker 5: That's a good point. And this is what I mean.
• 26:05
  Speaker 5: They're all going in their pathways ignoring the will of
• 26:08
  Speaker 5: the people. And where are they getting their their research
• 26:12
  Speaker 5: and data from that? This is what every day ossie's want.
• 26:15
  Speaker 5: When you're in the middle of a cost.
• 26:17
  Speaker 3: They're concerned with their ideological agenda, which they will drive
• 26:20
  Speaker 3: regardless of what the pub They.
• 26:22
  Speaker 5: Will literally shove it down your throat. When we're in
• 26:23
  Speaker 5: middle of a cost of living crisis. Still we're in
• 26:26
  Speaker 5: the housing crisis. We've got record migration and the unions go, oh,
• 26:29
  Speaker 5: what's the bright idea today, let's change the Australian flag.
• 26:32
  Speaker 5: But even a couple of weeks ago, remember the a
• 26:34
  Speaker 5: b C did that that episode of one of their
• 26:38
  Speaker 5: their their their.
• 26:39
  Speaker 2: Documentary the Kids, when they had kids.
• 26:41
  Speaker 5: They went into a classroom and they had kids designing
• 26:44
  Speaker 5: the Australian flag.
• 26:45
  Speaker 4: Sorry, I should just it was the a c TU,
• 26:47
  Speaker 4: not the a WU that said they supported the Voice,
• 26:51
  Speaker 4: which is the Council of Trade Unions that the representative
• 26:54
  Speaker 4: body of all the.
• 26:56
  Speaker 5: But I just think that these ideas. They just they
• 26:58
  Speaker 5: just work off vibes. That's all it is. There's no
• 27:00
  Speaker 5: fact to it. There's no fact or decision making as
• 27:03
  Speaker 5: to why they want to make these silly decisions. It
• 27:05
  Speaker 5: says all you know what, that's what some people on
• 27:08
  Speaker 5: the left have said, let's just sco off the vibe
• 27:10
  Speaker 5: of that and give it a whirl and see if
• 27:12
  Speaker 5: people back it.
• 27:13
  Speaker 4: And at the same time, you've got the Electoral Commission
• 27:15
  Speaker 4: now wants to render or said they've said they will
• 27:17
  Speaker 4: rename the electorate of Gray in South Australia, who was
• 27:21
  Speaker 4: named for Sir George Gray, who served as governor in
• 27:26
  Speaker 4: South Australia and in sitting in their name it O'donahue,
• 27:29
  Speaker 4: after Luisa O'donahue, who.
• 27:31
  Speaker 1: Was an Indigenous campaigner.
• 27:33
  Speaker 4: But the Electoral Commission did a public consultation an eighty
• 27:40
  Speaker 4: percent of people wrote in and said no, leave it
• 27:43
  Speaker 4: as Gray, but instead the Electoral Commissioners said, the other
• 27:47
  Speaker 4: twenty percent were really persuasive in their submissions, so we're
• 27:51
  Speaker 4: going to change it even though people told us they
• 27:53
  Speaker 4: didn't want it. And what really annoys me about all
• 27:57
  Speaker 4: of this is, you know what, there's no reason that
• 27:59
  Speaker 4: another point in time, if there is another electric created
• 28:03
  Speaker 4: that it couldn't be named after Louicha Odona Hue or
• 28:06
  Speaker 4: any other Indigenous figure in this country.
• 28:09
  Speaker 1: But it's sort of the removal of.
• 28:11
  Speaker 4: One part of history in replacing it with another. It's
• 28:14
  Speaker 4: the same thing as taking down statues. Surely we should
• 28:17
  Speaker 4: be able to be mature enough to acknowledge the achievements
• 28:22
  Speaker 4: of colonial Australia and its figures, and also acknowledge the
• 28:26
  Speaker 4: achievements of Indigenous Australia and Australia.
• 28:28
  Speaker 5: Absolutely, But I feel like the left only see it
• 28:31
  Speaker 5: one way because they've been tearing down colonial figures that
• 28:34
  Speaker 5: they get taught all sorts of random crap in the
• 28:38
  Speaker 5: classroom when it comes to our colonial history, and you know,
• 28:43
  Speaker 5: no wonder kids are growing up in these culture wars.
• 28:46
  Speaker 5: It's a huge problem.
• 28:47
  Speaker 3: That the irony of the Australian Electoral Commission wanting to
• 28:50
  Speaker 3: change the name of that electric despite doing a public
• 28:54
  Speaker 3: consultation and finding eighty percent of people opposed, is they
• 28:56
  Speaker 3: only have one job, and that's to uphold democracy right.
• 29:01
  Speaker 2: Opposite that, can you believe?
• 29:03
  Speaker 3: I tell you something else I couldn't believe today, and
• 29:06
  Speaker 3: that's reading about a change in leadership with the terror
• 29:11
  Speaker 3: group Hamas, as reported by the UK Telegraph. Now, I
• 29:15
  Speaker 3: suppose it's news that Khalil al Haya is the new
• 29:19
  Speaker 3: leader of the terrorist organization we know as Hamas. But
• 29:23
  Speaker 3: reading this article in the Telegraph, you can see the
• 29:25
  Speaker 3: headline there. If we can just go back to the
• 29:27
  Speaker 3: headline for a second, it says Hamas's new leader lost
• 29:31
  Speaker 3: four sons to Israeli bombs. Now that immediately got my
• 29:35
  Speaker 3: attention because I thought, what sort of article is this.
• 29:38
  Speaker 3: It sounds like a puff piece for a terrorist organization,
• 29:41
  Speaker 3: And I got to say I was not disappointed. And
• 29:44
  Speaker 3: almost one thousand word article only used the word terrorist
• 29:49
  Speaker 3: or terrorist group twice in a thousand words. Typically it
• 29:53
  Speaker 3: just referred to Hamas as a group, and basically it
• 29:57
  Speaker 3: humanized Harmas when that's the last thing and we should
• 30:00
  Speaker 3: be doing in the West. Let me read you a
• 30:02
  Speaker 3: couple of portions. The article said the new leader, who
• 30:06
  Speaker 3: has lost multiple relatives to Israeli strikes, took the post
• 30:11
  Speaker 3: after an unusually fraught contest talking about the Hamas election.
• 30:16
  Speaker 3: Just note there he lost multiple relatives to Israeli strikes.
• 30:21
  Speaker 2: But here's what's interesting.
• 30:22
  Speaker 3: The article not once mentions the Harmas slaughter of twelve
• 30:26
  Speaker 3: hundred Israelis on October the seven, which is why those
• 30:29
  Speaker 3: strikes from Israel took place. The article goes on to
• 30:33
  Speaker 3: talk about the Hamas election process.
• 30:35
  Speaker 2: Have a look at this.
• 30:36
  Speaker 3: The election process began in January and was repeatedly interrupted
• 30:40
  Speaker 3: by the wars in Iran and Lebanon, and by continuing
• 30:43
  Speaker 3: Israeli operations in Gaza. If you didn't know what Hamas
• 30:48
  Speaker 3: did on October seven, twenty twenty three, you'd think, gee,
• 30:51
  Speaker 3: those is Raeli's interrupting democracy in Gaza.
• 30:54
  Speaker 2: The article goes on.
• 30:56
  Speaker 3: To say that this new terror leader, his eldest son, Asama,
• 31:00
  Speaker 3: daughter in law, and three grandchildren were killed in the
• 31:02
  Speaker 3: bombing of the family home during the twenty fourteen war. Now,
• 31:07
  Speaker 3: it makes no mention of the fact that the twenty
• 31:09
  Speaker 3: fourteen war began when Hamas kidnapped and slaughtered three Israeli teenagers.
• 31:14
  Speaker 3: That was the beginning of.
• 31:16
  Speaker 2: That fifty two day war.
• 31:19
  Speaker 3: Israel punished Hamas severely as you would expect. The article
• 31:23
  Speaker 3: continues like that, I could show you more quotes, we
• 31:25
  Speaker 3: don't have time, but I don't like the way it's
• 31:28
  Speaker 3: centered suffering amongst Hamas leaders as if there's a moral
• 31:34
  Speaker 3: equivalent between their suffering and that of the Israelis. Hammas
• 31:37
  Speaker 3: leadership bought suffering upon themselves and asking the public to
• 31:42
  Speaker 3: feel sorry for them, I think is abhorrent.
• 31:44
  Speaker 5: Sorry, I just wanted to have to check that because
• 31:46
  Speaker 5: he said twenty fourteen war. They were Yeah, Osama, daughter
• 31:50
  Speaker 5: in law and three grandchildren were court were killed in
• 31:53
  Speaker 5: the bombing of the family home during the twenty fourteen war.
• 31:56
  Speaker 5: That's not October. Are you just talking Aboutober seven?
• 32:01
  Speaker 3: Well, both this article refers to his leadership of her
• 32:03
  Speaker 3: Mass now and the fact that his election to the
• 32:06
  Speaker 3: leadership of her Mass was interrupted by Israeli bombing in Gaza,
• 32:11
  Speaker 3: Israeli bombing Gaza because of what Hamas did on October seven.
• 32:15
  Speaker 3: Then it goes on to talk about how he's also
• 32:17
  Speaker 3: lost relatives, not just in this latest conflict, but back
• 32:20
  Speaker 3: in twenty fourteen.
• 32:21
  Speaker 2: Right, Well, they kidnapped.
• 32:23
  Speaker 3: Three Israeli teenagers, shot them dead, then Israeli went Israel
• 32:28
  Speaker 3: went in to retaliate.
• 32:30
  Speaker 2: But there's no mention of.
• 32:31
  Speaker 5: Look, I disagree with you on this. I mean, we've
• 32:33
  Speaker 5: seen some shocking examples of antie Israel bias over the
• 32:36
  Speaker 5: past couple of years, but I don't think this is
• 32:38
  Speaker 5: one of them. This, to me is just a factual
• 32:40
  Speaker 5: out factual did not include facts.
• 32:44
  Speaker 4: What are you talking about in a thousand words if
• 32:47
  Speaker 4: you're going to put everything, how do you have not.
• 32:50
  Speaker 3: How could you have a one thousand word article about
• 32:52
  Speaker 3: Hamas and say nothing about October seven because you.
• 32:55
  Speaker 4: Have to live under a rock if you don't know
• 32:57
  Speaker 4: that October seven a lot.
• 32:58
  Speaker 2: Of people live under Roxley days. Have you seen appropriate?
• 33:02
  Speaker 5: But you know? Okay? An example of an actual piece
• 33:04
  Speaker 5: that I would say is biased with what the New
• 33:06
  Speaker 5: York Times did when the Ayatola was killed, and that
• 33:09
  Speaker 5: then their headline was hardline cleric who made a run
• 33:12
  Speaker 5: a regional power. That is biased. This is just a
• 33:16
  Speaker 5: basic factual play by play of Khalil A Hayar's life.
• 33:21
  Speaker 3: Is you want to generate sympathy for Arabish it is
• 33:23
  Speaker 3: James the.
• 33:26
  Speaker 2: Four Sons to James.
• 33:28
  Speaker 4: The Telegraph is probably the last remaining conservative newspaper in England.
• 33:34
  Speaker 2: Right, That's why I was saying, disappointed and read that.
• 33:36
  Speaker 4: And having read the entire report and you've read out
• 33:39
  Speaker 4: three paragraphs of it, it is a factual report of
• 33:44
  Speaker 4: what has happened, and the context of what you read
• 33:47
  Speaker 4: out about the debts, which are directly related. I think
• 33:51
  Speaker 4: a pertinent information to him becoming leader of Hamas. It
• 33:56
  Speaker 4: goes on following the paragraphs you read to then detail
• 33:59
  Speaker 4: into actions that the United States have had that Jared
• 34:02
  Speaker 4: kush Us and Steve Witkoff have had in their negotiations
• 34:06
  Speaker 4: with Hamas, and how they directly used this stuff as
• 34:11
  Speaker 4: part of the negotiations. So I think it is entirely
• 34:14
  Speaker 4: relevant to the fact that the US is part of
• 34:18
  Speaker 4: this war, that this guy is now the leader of Hamas,
• 34:22
  Speaker 4: that the US is a major part of negotiations and
• 34:25
  Speaker 4: will be in future on anything that happens in the
• 34:28
  Speaker 4: Middle East. I don't think any of it served to
• 34:31
  Speaker 4: humanize him, having read the article, and I'd be fully.
• 34:34
  Speaker 1: With you if I thought that's what I read. But
• 34:37
  Speaker 1: the article was not designed to humanize him.
• 34:39
  Speaker 4: It was a factual report of what has happened and
• 34:42
  Speaker 4: the context of what that means for him now being
• 34:46
  Speaker 4: the leader with other Western nations that will deal with him.
• 34:50
  Speaker 4: I did not read anything in that article that made
• 34:53
  Speaker 4: me think it was a puff piece to humanize the
• 34:55
  Speaker 4: new leader of Hamas at all and.
• 34:57
  Speaker 3: Even Bok about the election process in Gars are being
• 35:00
  Speaker 3: interrupted by is continuing Israeli options.
• 35:03
  Speaker 5: It's true, but it's true. True, It's true though, but
• 35:06
  Speaker 5: that's not offensive to Jews in any way. It's just
• 35:09
  Speaker 5: a fact of what has occurred. And I also don't
• 35:11
  Speaker 5: think about talking about the election process in itself as
• 35:13
  Speaker 5: anything controversial. It's a play by play of what has
• 35:16
  Speaker 5: occurred over the last couple of months. I disagree, and
• 35:19
  Speaker 5: I think that both Caleb and I are very quick
• 35:22
  Speaker 5: to point out the bias in the media when it
• 35:24
  Speaker 5: comes to anti it comes to being anti Israel pro Palestine.
• 35:27
  Speaker 5: But this is just not one of them.
• 35:28
  Speaker 3: Your point about very negotiations, that's about two thirds of
• 35:31
  Speaker 3: the way through the article.
• 35:32
  Speaker 2: They got it.
• 35:33
  Speaker 5: They've got to establish who this guy is, and it's my.
• 35:37
  Speaker 3: Point, but they don't refer to him as a terrorist leader.
• 35:40
  Speaker 3: They don't refer to him as someone who's slaughtered twelve
• 35:43
  Speaker 3: hundred Jews by invading Israel. They refer to him as
• 35:46
  Speaker 3: a grieving father. And we're supposed to feel sorry for
• 35:49
  Speaker 3: this term.
• 35:50
  Speaker 4: I don't mean the intention of the article is not
• 35:53
  Speaker 4: to make you feel sorry for him. It is to
• 35:55
  Speaker 4: incorrect you as to why he would want to lead
• 35:57
  Speaker 4: that organization.
• 35:58
  Speaker 1: I think it is informed as to who this man is.
• 36:02
  Speaker 4: It's not saying, oh, he's a wonderful chap and we
• 36:04
  Speaker 4: should all now love him. It's simply saying, this is
• 36:07
  Speaker 4: the context of this guy. This is his involvement with Hamas.
• 36:10
  Speaker 4: He's now risen up to this position that will obviously
• 36:14
  Speaker 4: inform things he does as the leader of HAMAS. This
• 36:17
  Speaker 4: is the interactions he's had with the United States, which
• 36:19
  Speaker 4: has been directly related to these things that have happened
• 36:22
  Speaker 4: to his family.
• 36:23
  Speaker 1: I think it's all just pertinent information.
• 36:25
  Speaker 3: Can ask you a question to Nika, Yes, do we
• 36:27
  Speaker 3: feel sorry for Kirstarmer?
• 36:29
  Speaker 5: No? I don't see another. And now, if you want
• 36:33
  Speaker 5: a real example of a boring bank clerk, ladies and gentlemen,
• 36:36
  Speaker 5: Kirs Starmer is certainly the village idiot of them all.
• 36:39
  Speaker 5: Let's lighten the mood, shall we go from one extreme
• 36:42
  Speaker 5: to another? Kiir Starmer, of course, he resigned. His last
• 36:45
  Speaker 5: day was yesterday. Andy Burnham who was elected to that
• 36:48
  Speaker 5: role unelected by the people of the UK, but by
• 36:51
  Speaker 5: his own party of course, and he is now the
• 36:53
  Speaker 5: prime Minister of the UK. So what did Kios Starmer
• 36:56
  Speaker 5: do after giving his final speech to the nation. Well,
• 37:00
  Speaker 5: he went down to the pub, didn't He had a
• 37:02
  Speaker 5: couple of pints here he is. I mean, what else
• 37:05
  Speaker 5: would you be doing after you've just resigned and you've
• 37:07
  Speaker 5: said you're goodbyes said see you lad to your service.
• 37:09
  Speaker 5: There he is with Angela Rayner sorry Rachel Reeves rather
• 37:15
  Speaker 5: having a puff of her vape while they're just standing
• 37:18
  Speaker 5: around the pub. I don't blame him for going to.
• 37:22
  Speaker 4: Say, if you've just been deposed, as I've just been
• 37:24
  Speaker 4: deposed as Prime minister, I'd be going to the pub
• 37:27
  Speaker 4: for a part two. I think famously, when when was
• 37:32
  Speaker 4: it Tony Well, because we know when Tony Abbott was
• 37:34
  Speaker 4: deposed as Prime Minister, they had a big party in
• 37:37
  Speaker 4: Parliament House, and I think Jamie Briggs did himself for
• 37:40
  Speaker 4: a mischief and broke it to the marble table, didn't he.
• 37:42
  Speaker 4: And I think there's a there's a story about Kevin
• 37:45
  Speaker 4: Rudd when he was deposed as Prime minister. So either
• 37:48
  Speaker 4: Radal Gillard and they went down to the cellar at
• 37:52
  Speaker 4: at the Lodge and basically drank the joint dry.
• 37:55
  Speaker 1: Before they live.
• 37:57
  Speaker 4: You know, I sympathized, Why did you if you had
• 38:00
  Speaker 4: the opportunity.
• 38:01
  Speaker 2: Of course you would.
• 38:02
  Speaker 3: I think that's the most relatable and human we've seen
• 38:05
  Speaker 3: k so wooden and cardboard line.
• 38:08
  Speaker 5: Yeah, yeah, exactly. Even him in a shirt as well,
• 38:12
  Speaker 5: I was a bit bit jarring. I've never seen him
• 38:13
  Speaker 5: look so like normal before.
• 38:15
  Speaker 3: We'll get used to seeing a promise a shirt because
• 38:18
  Speaker 3: I promise that's all he's going to wear, no tie.
• 38:21
  Speaker 2: To see him in a long suit well shirt.
• 38:24
  Speaker 4: I saw a woman rocking up to number ten, either
• 38:26
  Speaker 4: last tight or this morning, who was wearing a suit
• 38:29
  Speaker 4: and tie. I thought Jesus over compensation for Andy Byrne.
• 38:33
  Speaker 4: But I just want to note as well that I
• 38:35
  Speaker 4: did see some of the you know, center right media
• 38:39
  Speaker 4: in the UK over idle members of criticizing Sakia for
• 38:44
  Speaker 4: going out and having a beer afterwards and saying it
• 38:46
  Speaker 4: was a bat Really there's I saw some stuff on
• 38:50
  Speaker 4: X It's like, seriously, the guys allowed to have a beer.
• 38:54
  Speaker 4: He's just been deposed as Prime Minister of all the things.
• 38:57
  Speaker 4: It was kind of along the lines of, you know,
• 38:59
  Speaker 4: other people are the cost of living crisis.
• 39:01
  Speaker 1: It's a bad look going.
• 39:03
  Speaker 5: On I'm all the kids of all the thinky a start,
• 39:05
  Speaker 5: I know, I know has done having a b Yeah,
• 39:09
  Speaker 5: that's it, all.
• 39:10
  Speaker 2: Right, We're going to go to a break.
• 39:11
  Speaker 3: When we come back, we'll look at what's making headlines tomorrow,
• 39:13
  Speaker 3: including an incredible story on the front page of Tomorrow's
• 39:16
  Speaker 3: Australian about some of these people who joined ISIS and
• 39:19
  Speaker 3: now want to come back to our country.
• 39:22
  Speaker 2: We'll show you that after this welcome back to the program.
• 39:31
  Speaker 3: Let's take a look at what's making headlines tomorrow in Caleb,
• 39:35
  Speaker 3: most of the newspapers tomorrow are all celebrating our Commonwealth
• 39:38
  Speaker 3: Games team.
• 39:39
  Speaker 1: Indeed they are. I'll give you one example of it.
• 39:41
  Speaker 4: On the front of the Advertiser tomorrow Hearts of Gold,
• 39:44
  Speaker 4: Nina Kennedy and the Aussie team ready to top medal
• 39:48
  Speaker 4: table in Glasgow. And don't forget they could have been
• 39:51
  Speaker 4: topping the middle table in Victoria. But never mind, we've
• 39:56
  Speaker 4: paid for the privilege of someone else to get that.
• 40:00
  Speaker 1: Commonwealth Games.
• 40:01
  Speaker 4: But also at the top there, Madra on the men today,
• 40:04
  Speaker 4: you might remember.
• 40:05
  Speaker 1: We brought you this story a few weeks ago.
• 40:08
  Speaker 4: Tony Modra, of course, legendary Adelaide Crow's player who had
• 40:13
  Speaker 4: a crash in his cattle truck and was off to
• 40:17
  Speaker 4: hospital in a serious condition. Whill he's on the mend
• 40:20
  Speaker 4: and he's posted some new photos on social media looking
• 40:24
  Speaker 4: pretty well, I have to say. And he's posted on
• 40:28
  Speaker 4: Instagram saying SA Ambulance Server, South Coast District Hospital and
• 40:32
  Speaker 4: Flinder's Medical Center saved my life, put me back together
• 40:36
  Speaker 4: with a few titanium plates and got me home. I'm
• 40:39
  Speaker 4: getting out and about a bit now and slowly catching
• 40:42
  Speaker 4: up on everything I missed over the last month. I'm
• 40:44
  Speaker 4: so humble to learn how many people were cheering these
• 40:47
  Speaker 4: incredible medical teams on and our family too. I'll never
• 40:50
  Speaker 4: be able to thank everyone enough. And the only reports,
• 40:55
  Speaker 4: of course were that he were in a pretty bad way,
• 40:58
  Speaker 4: you know, life threatening injuries.
• 41:01
  Speaker 1: You know, a godra as they call him.
• 41:03
  Speaker 4: He was pretty fearless on the football field and clearly
• 41:06
  Speaker 4: pretty fearless in life as well, because to be able
• 41:10
  Speaker 4: to pull through that, and in those photos, you know,
• 41:12
  Speaker 4: you wouldn't know that he'd been through anything.
• 41:15
  Speaker 1: Really, he looks pretty fit and well.
• 41:17
  Speaker 4: I'm sure he feels not quite as good, but you
• 41:20
  Speaker 4: know what an amazing effort from him, and of course
• 41:22
  Speaker 4: the hospital staff and everyone around who's got him through this.
• 41:25
  Speaker 3: It's funny how much sport means to people like You're
• 41:29
  Speaker 3: at Adelaide Crow support. I couldn't care less about the Crows.
• 41:31
  Speaker 3: It's North Melbourne all the way. But I distinctly remember
• 41:35
  Speaker 3: Tony Modra as being the most incredible player to watch.
• 41:38
  Speaker 3: And I've not thought about Tony Modra for the longest
• 41:41
  Speaker 3: time because he retired so long ago. But the moment
• 41:44
  Speaker 3: I heard he was in a critical condition in hospital,
• 41:47
  Speaker 3: automatically you feel this sense of empathy and sympathy for
• 41:50
  Speaker 3: someone you've never met before, you haven't thought of in
• 41:53
  Speaker 3: the longest time, but in that period of your life,
• 41:55
  Speaker 3: because they were so brilliant on the sporting field, they
• 41:58
  Speaker 3: kind of mean.
• 41:59
  Speaker 5: Something to you and it's a it does because you
• 42:01
  Speaker 5: feel like you know them. And I think Tony Modri
• 42:03
  Speaker 5: used to play for the Dockers at Fremantle, didn't hear, Yeah,
• 42:05
  Speaker 5: that's right, I remember because he was a very big
• 42:07
  Speaker 5: star in Western Australia. In Perth especially, it's such a
• 42:11
  Speaker 5: smaller community that I remember everyone when Madra mad at
• 42:15
  Speaker 5: one point, so you do feel like you know the player.
• 42:17
  Speaker 5: And look, it's really wonderful to hear that he is
• 42:19
  Speaker 5: on the men, because it wouldn't have just been very
• 42:21
  Speaker 5: difficult for him, but also for his family as well.
• 42:24
  Speaker 5: Let's take a look at tomorrow's Australian Assie Isis bro shock.
• 42:27
  Speaker 5: Doctor g hads not dead. One of the nation's most
• 42:30
  Speaker 5: infamous Islamic state fighters. The Perth born pediatrician dubbed Doctor
• 42:35
  Speaker 5: G had widely presumed to have been killed in Syria
• 42:38
  Speaker 5: nearly a decade ago, is alive in prison in an
• 42:40
  Speaker 5: Iraqi jail and one of thirteen Australian men linked to
• 42:44
  Speaker 5: the terror group hoping to be released and returned home
• 42:47
  Speaker 5: only weeks after the controversial return of ten Isis brides
• 42:50
  Speaker 5: and their children from Syria. The Labor government is understood
• 42:52
  Speaker 5: to be aware that Tarik Cumley, the former Adelaide playboy
• 42:55
  Speaker 5: turned Isis savior, is locked inside a high security bagged
• 43:00
  Speaker 5: we had prison undergoing interrogation by the country's elite counter
• 43:03
  Speaker 5: terrorism judiciary. Well, you know, it's not like Tony Burke
• 43:06
  Speaker 5: has been able to guarantee that we won't see any
• 43:08
  Speaker 5: of these people back in Australia. I guess we'll wait
• 43:12
  Speaker 5: and see.
• 43:13
  Speaker 3: Why are they not making immediate laws to guarantee that
• 43:15
  Speaker 3: we don't see these.
• 43:16
  Speaker 5: People, Well, why don't they do it with the ice bribes.
• 43:19
  Speaker 3: In the gy I presume I'm presuming he will argue
• 43:22
  Speaker 3: that he was a non combatant, He was providing medical
• 43:25
  Speaker 3: aid and assistance, and he will argue that that's his
• 43:29
  Speaker 3: reason for him to be allowed back to Australia.
• 43:31
  Speaker 2: But whether you were shooting guns.
• 43:33
  Speaker 3: Or providing medical assistance to a terror group, you're still
• 43:36
  Speaker 3: involved in a terrorist.
• 43:37
  Speaker 5: One hundred percent. So we'll wait and see. Also on
• 43:40
  Speaker 5: the front page, crisis riddled Alice Like the Middle East,
• 43:45
  Speaker 5: Alice Springs has become a conflict zone like the Middle East,
• 43:47
  Speaker 5: as Aboriginal people from remote areas of the nation abandoned
• 43:50
  Speaker 5: their dilapidated home communities. According to testimony to a parliamentary inquiry,
• 43:57
  Speaker 5: ARA MET leader Graham Smith told a committee of Labor,
• 44:00
  Speaker 5: Liberal Nationals and independent MPs in his hometown of Alice
• 44:03
  Speaker 5: Springs that a lot of the visitors coming into town
• 44:06
  Speaker 5: are here because of the unmet needs in the bush.
• 44:09
  Speaker 5: They flood into the service centers which is Alice Springs,
• 44:13
  Speaker 5: and then we've got a melting pot of a mixture
• 44:15
  Speaker 5: of tribes well, you know, these are the people that
• 44:19
  Speaker 5: are on the ground and the Alis, they know exactly
• 44:21
  Speaker 5: what's going on. But this is this has been going
• 44:23
  Speaker 5: on for years, and the politicians are too scared to
• 44:26
  Speaker 5: touch it.
• 44:26
  Speaker 4: And he says, you know, it's like the Middle East,
• 44:28
  Speaker 4: and here we are worried about all these people like
• 44:30
  Speaker 4: this isis doctor. It would have shame he still alive
• 44:34
  Speaker 4: in the Middle East. We have in our own backyard
• 44:38
  Speaker 4: what you could probably fairly call atrocities going on, and
• 44:42
  Speaker 4: we turn a blind eye because, oh, you know, we
• 44:44
  Speaker 4: don't want to interfere in indigenous communities because it might
• 44:46
  Speaker 4: be perceived as racist.
• 44:48
  Speaker 1: I think it is. The racist thing is not doing
• 44:50
  Speaker 1: anything about it.
• 44:51
  Speaker 5: I agree, And just very quickly. Liberal battle for presidency
• 44:54
  Speaker 5: presidency rages in side state divisions. South Australian Liberal president
• 44:57
  Speaker 5: and Santa Leah Blythe has not ruled out running against
• 45:00
  Speaker 5: her conservative factional ally Alexandtik for the state's party presidency,
• 45:04
  Speaker 5: amid a bit of brawl over the direction of the
• 45:07
  Speaker 5: decimated division and growing concerns about one nation's growing influence
• 45:11
  Speaker 5: in your home state. There Caleb, Fight night coming up,
• 45:14
  Speaker 5: Fight Night, Bring it.
• 45:15
  Speaker 2: On, eh, all right, we're going to go to a break.
• 45:17
  Speaker 3: When we come back at Grandma gets a massive shock
• 45:20
  Speaker 3: when she picks up her government issued number plates.
• 45:24
  Speaker 2: That's next. Well.
• 45:29
  Speaker 3: A Chinese robotics company has staged the world's first ever
• 45:33
  Speaker 3: robot mixed martial arts fight. It drew a huge crowd,
• 45:37
  Speaker 3: including Chinese movie stars.
• 45:50
  Speaker 2: Highly entertaining. Here's what I don't get right.
• 45:53
  Speaker 3: This company is trying to promote how good are our
• 45:55
  Speaker 3: humanoid robots. I mean, look at them fight, and we're
• 45:58
  Speaker 3: going to make ten thousand of these things.
• 46:00
  Speaker 2: Make you feel safe?
• 46:01
  Speaker 5: To me, Well, I lost its head.
• 46:04
  Speaker 2: Because it was kicked on the head by a robot.
• 46:06
  Speaker 5: And lost its head. I mean, if people are actually
• 46:08
  Speaker 5: paying to watch that, he's still going, and he's still
• 46:10
  Speaker 5: going like they look like they're having a stroke.
• 46:14
  Speaker 1: I tell you what I've never had.
• 46:16
  Speaker 4: I've never really been into boxing or combat sports, but
• 46:21
  Speaker 4: I reckon after a few beers that would go so hard.
• 46:26
  Speaker 4: I would pay good money to go and watch clankers
• 46:30
  Speaker 4: fight each other, because you know what, if we're going
• 46:33
  Speaker 4: to have them and unfortunately would seem a reality of
• 46:35
  Speaker 4: the world that we are. Now, that's a pretty good
• 46:41
  Speaker 4: and he's picking up and.
• 46:42
  Speaker 1: Going decapitated a head.
• 46:44
  Speaker 4: I mean, where else do you get that kind of
• 46:46
  Speaker 4: entertainment that is that is magnificent. I'll tell you what
• 46:50
  Speaker 4: else is rather entertaining. And though I'm not sure, sefty
• 46:53
  Speaker 4: six year old Florida grandmother Nancy Dello.
• 46:57
  Speaker 1: Streeto saw it quite this way.
• 46:58
  Speaker 4: She went to pick up her new number plates from
• 47:01
  Speaker 4: the government in Florida, got to change them on her
• 47:04
  Speaker 4: motive vehicle, and this is what they gave her. She
• 47:08
  Speaker 4: was issued the number is quzi A five to five,
• 47:11
  Speaker 4: which looks suspiciously like squeeze ass. And she can't believe
• 47:18
  Speaker 4: what's been given. How could that pass inspection? She said,
• 47:21
  Speaker 4: I went ballistic.
• 47:23
  Speaker 1: Now if that.
• 47:23
  Speaker 4: Wasn't good enough, and this was actually foretold in Seinfeld, as.
• 47:33
  Speaker 2: I don't know, doesn't belong to me.
• 47:34
  Speaker 6: I'm not the ass man. I think there's been a mistake.
• 47:38
  Speaker 2: What's your name again, Cosmo Kramer?
• 47:40
  Speaker 6: Cosmo Kramer, you are the ass man.
• 47:45
  Speaker 4: It happened in Seinfeld, now it's happened in real life.
• 47:47
  Speaker 1: Is it life imitating art or the imitating art?
• 47:51
  Speaker 5: That's how would you be that seventy six year old
• 47:54
  Speaker 5: grandmother would squeeze ass on the back of the car.
• 47:57
  Speaker 5: Then everyone's going to be Yeah, they would be.
• 48:01
  Speaker 4: That's mortified hanging on, but that will be worth money something.
• 48:04
  Speaker 5: That's it.
• 48:04
  Speaker 2: Now.
• 48:05
  Speaker 5: We brought you the story of Keirs Darma over in
• 48:07
  Speaker 5: Britain and obviously the MP's are in the world. They're
• 48:09
  Speaker 5: ride at the moment. I have a look at these
• 48:11
  Speaker 5: two who seem to have forgotten their way around Downing
• 48:14
  Speaker 5: Street already.
• 48:15
  Speaker 1: Are you delighted with your jobs?
• 48:18
  Speaker 4: We have a veteran and we have one of the
• 48:20
  Speaker 4: high flyers of the Labor Party mere to Fumbuler and.
• 48:23
  Speaker 1: There they are, they walking out, They walk out the
• 48:25
  Speaker 1: wrong way. Whoop?
• 48:27
  Speaker 5: See's walking out the wrong way? After they had just
• 48:29
  Speaker 5: been given promotions as they're as part of Andy Burnham's
• 48:32
  Speaker 5: new cabinet. But they were having some sort of public hallucination.
• 48:36
  Speaker 2: Good metaphor for the Labor Party generally UK.
• 48:38
  Speaker 4: Is it not the best and brightest, you know, being
• 48:43
  Speaker 4: to get promotions? I mean, how many times would they
• 48:45
  Speaker 4: have been to number ten and they've gotten the right way?
• 48:48
  Speaker 4: Maybe they were just going to see Larry the Cat.
• 48:51
  Speaker 4: Larry the Cat, who's the chief mouser.
• 48:53
  Speaker 1: He's now seen.
• 48:54
  Speaker 4: I don't know how many prime ministers at number ten.
• 48:58
  Speaker 4: Maybe he was just a little down the way and
• 49:00
  Speaker 4: they thought they'd go and give them a pat and
• 49:02
  Speaker 4: say sorry, mate, you've got another boss to worry.
• 49:04
  Speaker 3: Indeed, that's all we've got time for tonight. We'll see
• 49:07
  Speaker 3: you tomorrow stick around. Up next is to readA Pannahy
• 49:09
  Speaker 3: show good Night.