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Politics : Formerly About Advanced Micro Devices -- Ignore unavailable to you. Want to Upgrade?

To: Wharf Rat who wrote (1308077)	7/15/2021 9:45:11 PM
From: Wharf Rat	2 Recommendations Recommended By Brumar89 pocotrader Read Replies (1) \| Respond to of 1584627

Dear Tucker Carlson, Hey Tuck, I just got done watching a segment of your show. You know, the one where you suggest that there should be a camera in every classroom in order to root out…let me get this accurate…”civilization ending poison.” twitter.com I’m going to zig where you thought most teachers would zag. I welcome your Orwellian cameras in my classroom. Frankly, I don’t know many teachers who would object to having people watch what we do. As a matter of fact, I hate to tell you this Tucker Swanson McNear Carlson, but most of us spent the last year having video cameras in our classrooms. See, I think you believe that your suggestion that people see what happens in our classrooms will somehow scare teachers. The truth of it is that we have been begging for years to have people, such as yourself, come into our classrooms. I somewhat famously asked Ms. DeVos to visit a public school before she became Secretary of Education (https://www.huffpost.com/entry/an-introduction-from-public-school-teachers-to-betsy_b_5845e2fbe4b0707e4c8171a3?fbclid=IwAR1RfWaOTchaN8mqE5xzPx6LRnNkcuPGvNrHdPhrNJNQnA7YQDFLSkeqxTk). It’s unclear whether she has yet to set foot in an actual public school classroom, but I digress. I sense that you think you’ll see all of us pinko teachers speaking endlessly about Critical Race Theory leading to…and again, let me get this right, “civilization ending poison.” I’ve been in a lot of classrooms (more than you I am willing to bet) and I think you’re going to be disappointed on that front. What happens in America’s classrooms is teaching and learning. Your “spy cameras” will see teachers and students working together to be better every day. I’ll tell you what I saw on a tour of classrooms not that long ago. I saw a group of kindergartners trying to create bridges over running water with basic classroom supplies in a lesson about collaboration. I saw a high school literature class talking about the character development in The Glass Menagerie. I saw a middle school history class participating in group project where they had to solve problems in a fictional city, with specifics of how they would utilize resources and build public support for their projects. Anyone watching your cameras will see learning…all day every day. For those who watch your “nanny cams” carefully, they’ll see a lot of other things as well. They will see teachers working with students who have vastly different life experiences. They will see students who are fluent in multiple languages working with teachers to become proficient in yet one more language. They will see students who are hungry get their one solid meal a day in the cafeteria. They will see students itching for more fine arts, industrial technology, or world languages to be offered in their school. In my classroom, if we’re being honest, they’ll probably hear some sketchy intonation from my saxophones, and I promise we’re working on it. But for sure, they will see learning…all day every day. To be honest, I’m fascinated by the logistics of your proposal. In a world where school districts are struggling to recruit and maintain teachers, who is going to man your “citizen review boards” (setting aside the fact that public school teachers already answer to publicly elected school boards)? For instance, in my school district I sense you would need well over 500 cameras going every day. Who watches those 500 screens 10 hours a day (I want you watching my 7 am jazz band and my after school lessons)? What qualifications would these “experts” need to know what they were watching for? What happens when they catch a teacher teaching…let me get this right…”civilization ending poison?” Who do they report that to? I’m also curious who will pay for all of this incredible technology. Maybe I missed it, but can you point me to a K-12 institution where Critical Race Theory is being taught? Hell, can you define Critical Race Theory for all of us? I’m sure you’ve got answers to all of these questions. Frankly, I’ve never been able to figure out, instead of dreaming up Orwellian plans to have Big Brother in all of our classrooms, why you don’t round up an army of bright young conservatives to actually step up and teach? Is it because teachers work hard, aren’t paid as much as those with similar educational backgrounds, don’t have support from our elected officials, constantly serve as punching bags for those who don’t understand public education, or is it just because it’s easier to throw rocks at a house than to build one? Here’s the real deal Tuck, I grew up with my mom making me eat your family’s Salisbury Steaks once every couple of weeks (his family makes Swanson TV dinners) for many years. I struggle to take advice on teaching and learning from a guy who makes a steak that, on its best day, tastes like shoe leather that has been left out in a goat pasture for a few weeks. I get that Critical Race Theory is your latest attempt to scare your easily manipulated demographic, but let’s just admit that you don’t know what you’re talking about. With all of that being said, count me on the cameras Tucky. Like many teachers, I’m in the early stages of understanding Critical Race Theory (most of us hadn’t heard about it until you and your people started crying about it), but if you find me teaching it, have one of the Tucker Youth watching your surveillance devices let me know. If Critical Race Theory involves talking honestly about American history, I’m probably doing that sometimes. I spent much of the last six years advocating for a way for teaching to become more transparent, and in the dumbest way possible, you are joining that crusade. Let’s make this happen TV Dinner Boy. Sincerely, Patrick J. Kearney Actual Teacher

To: Wharf Rat who wrote (1308077)	7/15/2021 11:33:16 PM
From: Maple MAGA	1 Recommendation Recommended By Winfastorlose Respond to of 1584627

Yellowstone Park - State of Fear by Michael Crichton Yellowstone Park, he explained, was the first wilderness to be set aside as a natural preserve anywhere in the world. The region around the Yellowstone River in Wyoming had long been recognized for its wondrous scenic beauty. Lewis and Clark sang its praises. Artists like Bierstadt and Moran painted it. And the new Northern Pacific Railroad wanted a scenic attraction to draw tourists west. So in 1872, in part because of railroad pressure, President Ulysses Grant set aside two million acres and created Yellowstone National Park. There was only one problem, unacknowledged then and later. No one had any experience trying to preserve wilderness. There had never been any need to do it before. And it was assumed to be much easier than it proved to be. When Theodore Roosevelt visited the park in 1903, he saw a landscape teeming with game. There were thousands of elk, buffalo, black bear, deer, mountain lions, grizzlies, coyotes, wolves, and bighorn sheep. By that time there were rules in place to keep things as they were. Soon after that, the Park Service was formed, a new bureaucracy whose sole job was to maintain the park in its original conditions. Yet within ten years, the teeming landscape that Roosevelt saw was gone forever. And the reason for this was the park managers – charged with keeping the park in pristine condition-had taken a series of steps they thought were in the best interest of preserving the park and its animals. But they were wrong. “Well,” Bradley said, “our knowledge has increased with time… ” “No, it hasn’t,” Kenner said. “That’s my point. It’s a perpetual claim that we know more today and it’s not borne out by what actually happened.” Which was this: the early park managers mistakenly believed that elk were about to become extinct. So they tried to increase the elk herds within the park by eliminating predators. To that end, they shot and poisoned all the wolves in the park. And they prohibited Indians from hunting in the park, though Yellowstone was a traditional hunting ground. Protected the elk herds exploded, and so much of certain trees and grasses that the ecology of the area began to change. The elk ate the trees that the beavers used to make dams, so the beavers vanished. That was when the managers discovered beavers were vital to the overall water management of the region. When the beavers disappeared, the meadows dried up; the trout and otter vanished; soil erosion increased; and the park ecology changed even further. By the 1920s it had become abundantly clear there were too many elk, so the rangers began to shoot them by the thousands. But the change in plant ecology seemed to be permanent; the old mix of tress and grasses did not return. It also became increasingly clear that the Indian hunters of old had exerted a valuable ecological influence on the park lands by keeping down the numbers of elk, moose and bison. This belated recognition came as part of a more general understanding that Native Americans had strongly shaped the “untouched wilderness” that the first white men saw – or thought they were seeing - when they first arrived in the New World. The “untouched wilderness" was nothing of the sort. Human beings on the North American continent had exerted a huge influence on the environment for thousands of years – burning plains grasses, modifying forests, thinning specific animal populations, and hunting others to extinction. In retrospect, the rule forbidding Indians from hunting was seen as a mistake. But it was just one of many mistakes that continued to be made in an unbroken stream by park managers. Grizzlies were protected, then killed off. Wolves were killed off, then brought back. Animal research involving field study and radio collars was halted then resumed after certain species were declared endangered. A policy of fire prevention was instituted, with no understanding of the regenerative effects of fire. When the policy was reversed, thousands of acres burned so hot the ground was sterilized, and the forest did not grow back without reseeding. Rainbow trout were introduced in the 1970s, soon killing off the native cutthroat species. And on and on. And on. “So what you have,” Kenner said, “is a history of ignorant, incompetent and disastrously intrusive intervention, followed by attempts to repair the intervention, followed by attempts to repair the damage caused by the repairs, as dramatic as any oil spill or toxic dump. Except in this case there is no evil corporation or fossil fuel economy to blame. This disaster was caused by the environmentalists charged with protecting the wilderness, who made one dreadful mistake after another – and, along the way, proved how little they understood the environment they intended to protect.”

To: Wharf Rat who wrote (1308077)	7/15/2021 11:34:11 PM
From: Maple MAGA	1 Recommendation Recommended By Winfastorlose Read Replies (1) \| Respond to of 1584627

"Let’s remember where we live, Kenner was saying. We live on the third planet from a medium-size sun. Our planet is five billion years old, and it has been changing constantly all during that time. The Earth is on its third atmosphere. The first atmosphere was helium and hydrogen. It dissolved early on, because the planet was so hot. Then as the planet cooled, volcanic eruptions produced a second atmosphere of steam and carbon dioxide. Later the water vapor condensed, forming the oceans that cover most of the planet. Then, around three billion years ago, some bacteria evolved to consume carbon dioxide and excrete a highly toxic gas, oxygen. Other bacteria released nitrogen. The atmospheric concentration of these gases slowly increased. Organisms that could not adapt died out. Meanwhile, the planet’s land masses, floating on huge tectonic plates, eventually came together in a configuration that interfered with the circulation of ocean currents. It began to get cold for the first time. The first ice appeared two billion years ago. And for the last seven hundred thousand years, our planet has been in a geological ice age, characterized by advancing and retreating glacial ice. No one is entirely sure why, but ice now covers the planet every hundred thousand years, with smaller advances every twenty thousand or so. The last advance was twenty thousand years ago, so we’re due for the next one. And even today, after five billion years, our planet remains amazingly active. We have five hundred volcanoes and an eruption every two weeks. Earth quakes are continuous: a million and half a year, a moderate Richter 5 quake every six hours. Tsunamis race across the Pacific Ocean every three months. Our atmosphere is as violent as the land beneath it. At any moment there are one thousand five hundred electrical storms across the planet. Eleven lightning bolts strike the ground each second. A tornado tears across the surface every six hours. And every four days a giant cyclonic storm, hundreds of miles in diameter, spins over the ocean and wreaks havoc on the land. The nasty little apes that call themselves human beings can do nothing except run and hide. For these same apes to imagine they can stabilize this atmosphere is arrogant beyond belief. They can’t control the climate. The reality is, they run from the storms." Michael Chrichton – State of Fear – p.618 - 619