Podcasts about Bong hits

Play Episode Listen Later Dec 16, 2021 17:12

Hey everyone, here's a story before the storm. Little red riding hood. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/madeline-bowers/support

Bong Hits and Fairytales

fairy tales happy saturday bong hits

Play Episode Listen Later Dec 11, 2021 29:04

Happy Saturday! Lets take some bong hits and listen to this fun and kinda dark fairytale. Here's to never growing up.

Bong Hits and Fairytales

Play Episode Listen Later Dec 9, 2021 16:44

Hey everyone welcome back to another bong hits and fairytales! I hope you enjoy this brothers grim inspired classic, here's to never growing up!

Bong Hits and Fairytales

fairy tales rapunzel happy saturday bong hits

Play Episode Listen Later Dec 5, 2021 22:54

Happy Saturday everyone. We are going to be telling the story of Rapunzel today! Enjoy and here's to never growing up

Bong Hits and Fairytales

Play Episode Listen Later Dec 2, 2021 28:32

Hey everyone. Today's fairytale is snow white and the seven dwarfs. Enjoy and here's to never growing up! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/madeline-bowers/support

france secrets confessions farmers masturbation remote control pansexual pansexuality teresa lee masturbated bong hits

Camirin Farmer: I First Masturbated with a Remote Control Car

You Can Tell Me Anything

Play Episode Listen Later Dec 1, 2021 57:38

In this episode, Teresa talks to comedian Camirin Farmer (host of Bong Hits pod) about their first time experimenting with masturbation... with their brother's remote control car. We get into the hilarious story and discuss their discovery of their pansexuality and Teresa shares her own sexual awakening story from doing leg lifts in France. Follow Camirin on Instagram at @camirinfarmer.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.

Bong Hits and Fairytales

fairy tales happy saturday bong hits

Play Episode Listen Later Nov 27, 2021 15:30

Happy Saturday everyone! Welcome to another bong hits and fairytales episode! Let's read the princess and the pea, stoner version! Enjoy today's episode. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/madeline-bowers/support

Bong Hits and Fairytales

Play Episode Listen Later Nov 25, 2021 25:36

Welcome to my first rebranded episode of talking with cannabis! This is bong hits and fairytales, our first story this week will be the story of thumbelina. With a 420 friendly twist of course! Enjoy and here's to never growing up! --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/madeline-bowers/support

Spiritual Bong Hits with HotRod (and Casey) 4: The Windshield Whoa!

Play Episode Listen Later Nov 19, 2021 40:10

Yes! You are in for another Spiritual Bong Hit! Casey joins us this round. And an amazing story about his windshield.

man wild spiritual hits highs bong hot rod hmmmm windshields bong hits

Spiritual Bong Hits with HotRod, 3: Bentleys to Bathroom Remodels

Play Episode Listen Later Nov 2, 2021 21:57

We are sharing highs from experiences that cannot be beat by any shortcuts that we humans try to fabricate or take. Chasing and experiencing Whoa moments! Encouraging you to do the same. BTW, if you have a Whoa moment, will you let us know and let us share it? Simply hit us up at the 'Contact Us' page at FriDudes.comDoes God have a sense of humor?Did Jesus tell jokes?Bentley story.HotRod gets an answer for two bathrooms.

jesus christ man wild spiritual hits chasing encouraging bathroom btw highs bong hot rod hmmmm remodel bentleys bong hits

Episode 69: Tanz der Vampire: Bong Hits for Dracula

The #OperaTrash Podcast

Play Episode Listen Later Oct 31, 2021 93:58

The ladies are officially back from two weeks of illness, and they're celebrating with their Halloween tradition, Tanz der Vampire. Learn all about the douchebaggery that tanked the Broadway production, the gloriousness that is Jim Steinman, and settle in for Krista's 'rona saga.

music halloween arts broadway vampires commentary dracula tanz jim steinman bong hits tanz der vampire

Spiritual Bong Hits with HotRod, 2: Getting Ultimate Highs

Play Episode Listen Later Oct 13, 2021 43:50

HotRod, you are helping us lead a new series called 'Spiritual Bong Hits with HotRod, Getting Natural Highs', a fun title for one of the most fun Dudes. Aptly named for you Brother! You love to question. You love Deep, Fringe, pot stirring questions that push people to think and go 'Whoaaaaaaaaaaa!'. HotRod talks finding ultimate highs in Canada, Mexico and beyond, hitting a train and walking away and more...

canada man mexico deep brothers wild spiritual hits dudes highs fringe bong hot rod hmmmm aptly bong hits

Spiritual Bong Hits with HotRod: Getting Natural Highs

"Library Hours" with Reed Brice

Play Episode Listen Later Oct 7, 2021 34:02

HotRod, you are helping us lead a new series called 'Spiritual Bong Hits with HotRod, Getting Natural Highs', a fun title for one of the most fun Dudes. Aptly named for you Brother! You love to question. You love Deep, Fringe, pot stirring questions that push people to think and go 'Whoaaaaaaaaaaa!'. If this is your first episode and you dig, go back to the beginning of season 1, episode 1. Plenty of HotRodisms scattered through those episodes. So my Brother, for this round, we are going to visit your story. Listener needs to better understand your wiring. You and I have been chasing adrenaline, superficial, natural and spiritual highs our whole life. Where would you like to start Brother?That song comes from Dude Nathan Schutes aka Vaquero Gupao, "A Heart Like Mine". We've used it a few moons ago during The Fringe Series. Love that Dude. You know who else has a heart for the Fringe? HotRod! Welcome!

love man deep brothers wild spiritual hits dudes highs fringe bong hot rod hmmmm aptly natural highs bong hits heart like mine

"Library Hours" with Reed Brice Episode 6: Baltimore and “Bong Hits” with Camirin Farmer

Play Episode Listen Later Sep 11, 2021 44:43

What's the Baltimore comedy scene like? How does Trisha Paytas do any of the things that she does? What's sounding? All these questions, and more, will be answered on today's "Library Hours!"This week, Brice is joined by comedian Camirin Farmer (@camirinfarmer), who co-hosts the podcast "Bong Hits" as well as the show "Your Virgo Friend, Camirin" for eternal.tv!All proceeds for the limited podcast series “Library Hours” will go towards an honorarium paid to guests as well as the Los Angeles mutual aid “Solidarity and Snacks” (@solidaritysnax ).(Content warning: swearing, non-gratuitous conversations around sexuality, racism, misogyny, transphobia, drug use.)

los angeles baltimore farmers library snacks solidarity brice trisha paytas bong hits reed brice

Cheerleader's Free Speech and Apple's CSAM Cybertraps Live 66

The Cybertraps Podcast

Play Episode Listen Later Aug 16, 2021 50:52

In this podcast we are talking about the Supreme Court decision this fall regarding Mahanoy Valley v BL and Apple's new policy on cryptographically scanning files for CSAM content. SCOTUS Decision Mahanoy Area School District v. B.L. (Brandi Levy) SCOTUSblog Language warning Majority [8-1] opinion written by Justice Breyer Facts Levy tried out for varsity cheerleading but was offered a spot on the jv squad Levy was unhappy with the decision. The following weekend, while visiting a Cocoa Hut, she shared two snaps on her Snapchat "story" (24 hour availability) The first was a selfie showing Levy and a friend holding up their middle fingers with a caption reading "Fuck school fuck softball fuck cheer fuck everything." [SCOTUS quotes actual content -- similar to Pacifica] The second just showed a caption that read "“Love how me and [another student] get told we need a year of jv before we make varsity but tha[t] doesn't matter to anyone else?" The message was followed by an emoji with an upside-down smile. Levy's list of Snapchat "friends" [SCOTUS uses quotes, interestingly] included some other cheerleaders. At least one used another cellphone to take pictures of Levy's posts so that she could share them with other cheerleaders and adults. Cheerleading coaches testified that team members were "visibly upset" and that the posts sparked discussion in a coach's Algebra class. Following consultation with the school principal, the coaches concluded that Levy's use of profanity in her snaps was a violation of team and school rules. They suspended Levy for the coming school year. Levy apologized but it made no difference. "The school's athletic director, principal, superintendent, and school board, all affirmed B. L.'s suspension from the team. In response, B. L., together with her parents, filed this lawsuit in Federal District Court." After losing at the trial court and appellate level, the school district filed a writ of certiorari and SCOTUS granted the petition. The precise question: “[w]hether [Tinker], which holds that public school officials may regulate speech that would materially and substantially disrupt the work and discipline of the school, applies to student speech that occurs off campus.” Tinker: students wore black arm bands to protest the Vietnam war and were disciplined. SCOTUS ruled in students' favor but held that "schools have a special interest in regulating on-campus student speech that 'materially disrupts classwork or involves substantial disorder or invasion of the rights of other.'" SCOTUS Analysis Tinker held that students do not lose their rights of freedom of speech or expression "at the school house gate" Hazelwood, however, provides that "special characteristics of school environment" must be considered, including status of school "in loco parentis" Schools may regulate student speech that falls into three categories (1) “indecent,” “lewd,” or “vulgar” speech uttered during a school assembly on school grounds (2) speech, uttered during a class trip, that promotes “illegal drug use" (Morse v. Frederick, "Bong Hits 4 Jesus" (3) speech that others may reasonably perceive as “bear[ing] the imprimatur of the school,” such as that appearing in a school-sponsored newspaper NOTE -- I have some experience in this, as I helped publish an underground newspaper my sophomore year of high school called "The Bullblp"** Tinker also recognized the special interest schools have in regulating speech that "“materially disrupts classwork or involves substantial disorder or invasion of the rights of others" SCOTUS disagrees with Third Circuit as to whether schools lose their additional license to regulate speech simply because it occurs off-campus. Possible examples: "serious or severe bullying or harassment targeting particular individuals; threats aimed at teachers or other students; the failure to follow rules concerning lessons, the writing of papers, the use of computers, or participation in other online school activities; and breaches of school security devices, including material maintained within school computers." Student herself suggested instances in which on/off-campus distinction would not apply: all times when the school is responsible for the student; the school's immediate surroundings; travel en route to and from the school; all speech taking place over school laptops or on a school's website; speech taking place during remote learning; activities taken for school credit; and communications to school email accounts or phones." Those examples might arguably include extracurricular activities, like cheerleading SCOTUS largely punts. Reluctant to detail a specific list of exceptions to the Third Circuit's rule. "Particularly given the advent of computer-based learning, we hesitate to determine precisely which of many school-related off-campus activities belong on such a list. Neither do we now know how such a list might vary, depending upon a student's age, the nature of the school's offcampus activity, or the impact upon the school itself." "Thus, we do not now set forth a broad, highly general First Amendment rule stating just what counts as “off campus” speech and whether or how ordinary First Amendment standards must give way off campus to a school's special need to prevent, e.g., substantial disruption of learning-related activities or the protection of those who make up a school community." Three guidelines: It is rare for a school to stand "in loco parentis" with respect to off-campus speech. Such speech normally falls within the responsibility of the parents Routine regulation of off-campus speech by schools would effectively eliminate free speech for students, which is overly broad. This is particularly true with respect to off-campus speech dealing with core 1st Amendment concepts like politics or religion. Schools will face a heavy burden justifying intervention. Schools, "as nurseries of democracy," have a positive interest in protect unpopular expression by students. "Taken together, these three features of much off-campus speech mean that the leeway the First Amendment grants to schools in light of their special characteristics is diminished." Apply those general principles to the speech by Levy, SCOTUS held: Her speech, while vulgar, did not have any characteristics which would strip it of 1st Amendment protection -- not fighting words, not a threat, etc. The speech was completely off-campus, did not reference any specific individuals or the school, used private equipment, and was intended for a personal audience. While school has a general interest in teaching good manners, school was not standing "in loco parentis" at the time of Levy's speech, and no delegation by Levy's parents to do so in this instance No evidence of "substantial disruption" resulting from Levy's comments. Desire on the part of the school "to avoid the discomfort and unpleasantness that always accompany an unpopular conversation" is not sufficient grounds. Mere apprehension of bad effects of speech does not justify its restriction Reaction / Overviews #2021-06-23 NAESP Statement “Although we respect the court's ruling, we are concerned with the precedence it establishes related to the ability for school leaders to appropriately respond to student actions that interfere with learning and the operations of the school. Furthermore, the vagueness of the decision complicates schools' efforts to regulate off-campus speech given the goal to prevent potential disruption of school activities. However, we are encouraged that the court left open and suggested that educators could take action against some off-campus speech.” #2021-03-04 Biden Administration, Education Groups Back School District in Student Online Speech Case Apple Phone Scanning Articles and Documents In internal memo, Apple addresses concerns around new Photo scanning features, doubles down on the need to protect children Apple announces new protections for child safety: iMessage features, iCloud Photo scanning, more-- Good explainer Expanded Protections for Children Frequently Asked Questions Apple says it will refuse gov't demands to expand photo-scanning beyond CSAM Apple is prying into iPhones to find sexual predators, but privacy activists worry governments could weaponize the feature - Ridiculous fear mongering article. Apple's New ‘Child Safety' Initiatives, and the Slippery Slope No, Apple Isn't Suddenly Spying On Your iMessages—And This One Switch Stops It From Scanning Your Photos A Review of the Cryptography Behind the Apple PSI System - Benny Pinkas - Dept. of Computer Science Bar-Ilan University Concepts iCloud uploads On-phone calculation of hash values iMessages to and from children Requires a phone set up as a "child account" on Apple Family Sharing (and for the user to be under 12 years old). Fundamental problem: No way to independent identify smartphone / tablet users by age Apple fending off concerns about software changes at the request of authoritarian governments

54- Bong Hits for Jesus

What Roman Mars Can Learn About Con Law

Play Episode Listen Later Jul 2, 2021 34:19

This episode contains explicit language quoted from a cheerleader.Recorded on Monday 6/28, Professor Joh walks us through three recent decisions that came in at the end of the term and how they relate to court precedent.California v. TexasMahanoy Area School District v. B.L.Lange v. California

jesus christ california lange bong hits

Bong Hits and Reverse Bear Traps: An Epic SAW Retrospective Part 3

High on Hollywood

Play Episode Listen Later May 19, 2021 55:24

The final games are here. The question is: will Clint and Austin solve Jigsaw's riddle before time runs out or is this "game over" for our intrepid, pot-smoking duo? Find out on High on Hollywood! Play the game to stay alive. Live or die - make your choice. By choosing to survive, are we given an opportunity to speak for the dead? John Kramer's legacy lives on.

live hollywood bear epic reverse retrospective clint traps jigsaw john kramer bong hits

Bong Hits and Reverse Bear Traps: An Epic SAW Retrospective Part 2

High on Hollywood

Play Episode Listen Later May 12, 2021 54:02

Lights on! Austin blinks rapidly as the lights sting his eyes. Still groggy from the drugs, he takes a step. He stumbles. A cord is torn from the shotgun collar which is fastened around his neck. Austin can hear the unnerving sound of the cord winding and he immediately realizes what is happening. "I beat you!" Austin shouts angrily through blubbering tears. "I've beaten your game. What more do you want from me?!" More lights turn on to reveal Clint sitting on a tricycle dressed and painted up to look like Billy the Puppet: "That wasn't your test Austin. It was mine." The games continue and yet they've still only just begun...

bear epic lights reverse retrospective clint puppets traps bong hits

Bong Hits and Reverse Bear Traps: An Epic SAW Retrospective Part I

High on Hollywood

Play Episode Listen Later May 4, 2021 51:01

Clint and Austin wake up in a bathroom that smells like the inside of a rotten whale carcass smothered in moldy butter then left to bake in the sun for three days before birds added their guano to it and a few dead fish fell inside the whale's blowhole. A toy puppet appears out of the shadows and a voice seems to echo from it: “I want to play a game. In the Blu-Ray player before you sits the Saw Collection(™), encompassing the Saw franchise from Saw I to Saw: The Final Chapter. Watch every film in the series before Spiral: From the Book of Saw comes out on May 14th and you might just discover a way out of that bathroom. Otherwise, your location will remain a secret, your bodies will never be recovered nor will anyone hear you scream as you die a slow, oxygen-less death, and this bathroom will become your tomb. Careful: there is more to the series than what you have been given. The answer lies at the beginning and the end. Live or die, gentlemen. Make your choice.”

live bear epic reverse careful retrospective clint traps blu ray spiral from bong hits saw the final chapter

ToD PoD With Camirin Farmer

Truth or Dare

Play Episode Listen Later Apr 24, 2021 47:55

When Ruthie and Catherine got to speak with Camirin Farmer what came up?Psychedelics, mental health, gender identity and parents that just don't understand, plus more. Follow Camirin Farmer on IG @camirinfarmer and Twitter @camiringordynn and listen to her podcast Bong Hits! Follow Truth or Dare on Social Media. @todcomedyshow on Twitter and @truthordareshow on IG. As always the theme music composed by Eric Schackne. Rate, Review, Subscribe! and DOWNLOAD! Email truthordarecomedyshow@gmail.com a truth for us to reveal on the podcast. Wild or mild!

social media wild farmers dare psychedelics bong hits eric schackne

One Year of Chirpin' n' Derpin' - A Bong Hits 4/20

Bong Hits

Play Episode Listen Later Apr 20, 2021 59:38

One of our most deranged episodes. Thank you all for listening, we're very happy to have been making this stupid show for one year! @bonghitspod @collinbaker @camirinfarmer

one year bong hits

Death Penalty Distortion

Advisory Opinions

Play Episode Listen Later Feb 15, 2021 69:14

The Supreme Court on Thursday granted Alabama death row inmate Willie Smith’s request to have his pastor present at his execution, rejecting the state’s claim that having a spiritual adviser present interferes with prison security. Tune in to hear how the Supreme Court’s religious liberty ruling in Dunn v. Smith might affect future death penalty cases. On today’s episode, our hosts also chat about Yuval Levin’s latest piece in National Review on the sorry state of Congress and the New York Times’ 2020 Hulu documentary about Britney Spears. Show Notes: -Dunn v. Smith, federal Religious Land Use and Institutionalized Persons Act, and “Bong Hits 4 Jesus” case Morse v. Frederick. -“Congress’s Day” by Yuval Levin in National Review and “Transcript: Ezra Klein Interviews Yuval Levin About the Future of the Republican Party” in the New York Times. -Framing Britney Spears Hulu documentary. See omnystudio.com/listener for privacy information.

jesus christ future new york times alabama congress supreme court hulu britney spears republican party dunn death penalty morse distortion national review yuval levin bong hits religious land use institutionalized persons act

Morse v. Frederick

5-4

Play Episode Listen Later Jan 26, 2021 40:20

In 2002, a student held up a banner that said “Bong Hits 4 Jesus” at an Olympic torch relay, in full view of his classmates and teachers. When he was suspended, he claimed his banner was protected free speech under the First Amendment. The Supreme Court disagreed. In this episode, your hosts discuss the contours of student free speech, the Court’s puritanical moralizing on marijuana, and the importance of absurdist speech in creating real change. See acast.com/privacy for privacy and opt-out information.

jesus christ olympic games court supreme court first amendment morse bong hits

"Dr. Bong Hits" (w/ Andrew Ti)

Midnight Snack with Michelle Collins

Play Episode Listen Later Nov 26, 2020 44:13

Michelle is back with writer, podcast host, and creator of "Yo, Is This Racist?" Andrew Ti! They talk Disneyland vs. Disney World, the 2020 single life, performative activism, working on ABC's Mixed-Ish, the Challenger explosion, and so much more! Plus, they give their take on a man who doesn't know what to do about his wife's obsession with horse decor...FOLLOW MICHELLE:https://twitter.com/michcollhttps://www.instagram.com/michcoll/Produced by Tracy SorenTheme song by Gabe LopezArtwork by Ben WisemanMIDNIGHT SNACK IS A FOREVER DOG PODCAST:https://foreverdogpodcasts.com/podcasts/midnight-snack

abc disneyland disney world challenger is this racist andrew ti bong hits

Bong Hits 4 Jesus

Advisory Opinions

Play Episode Listen Later Nov 19, 2020 82:58

Rudy Giuliani has come out of retirement for the first time in 28 years to litigate on behalf of the Trump campaign. To say his gears were a little rusty would be the understatement of the century: Giuliani walked into court this week and couldn’t remember the name of the judge, couldn’t remember the name of his opposing counsel, couldn’t remember the meaning of “opacity,” and couldn’t argue the proper standard of review in the case. As our podcast hosts remind us, effective lawyers not only know how to make a constructive argument, but also tailor their advocacy to the humanity of the judge. Giuliani did neither of these things. After catching up on the latest election litigation disputes, David and Sarah discuss imminent lawless action in the context of the First Amendment and two of their favorite television shows. Show Notes: -Morse v. Frederick. See omnystudio.com/listener for privacy information.

jesus christ donald trump first amendment rudy giuliani bong hits

David Abbruzzese: Bong Hits and Bonham

2020'd

Play Episode Listen Later Oct 19, 2020 70:28

Ep 5 Featured Guest: David Abbruzzese (pt.2) David Abbruzzese joins Benny, Siobhán and Cory and talks about being left out of Pearl Jam’s Rock and Roll Hall of Fame induction, “checking out” Guns ‘n’ Roses, playing on the Lost Symphony record and more! David is the former drummer of the iconic American rock band, Pearl Jam. He not only toured in support of the legendary album, “Ten”, but also composed songs and performed on subsequent releases, “Vs.” and “Vitalogy”. David also spent time rehearsing with Guns ‘n’ Roses during the production of Chinese Democracy and continues to create music in multiple projects. Find David on Instagram: @davidabbruzzese1968 - Follow the 2020'd crew: Benny Goodman - Instagram: @thebennygoodman Siobhán Cronin - Instagram: @siobhan_violin Cory Paza - Instagram: @corypaza - For more episodes, merch and more visit 2020-d.com Check out our band Lost Symphony Learn more about your ad choices. Visit megaphone.fm/adchoices

american rock guns hall of fame fame rock and roll roses pearl jam roll hall bonham siobh chinese democracy vitalogy bong hits

EP47: "Sketchy Eddy's Greatest Bong Hits"

Fock Ya Nation

Play Episode Listen Later Sep 25, 2020 46:42

• Subscribe $1.69 a month: www.patreon.com/fockyanation • for exclusive content! Support The Naysch! SKETCHY EDDY takes over the Fock Ya Nation podcast this week to listen to some of his "Greatest Bong Hits" of live stand up and sketches (originally appearing on ROBERTLAND podcast) including: -Live @ UC Santa Barbara (2015) -Intergalactic SoCal Pass (w/ Robert Thompson) -Jeff Dunhamland (w/ Real Rich & Robert Thompson) -Sketchy Eddy's Sticky Stuff -Sketchy Eddy's Covid Immunity -Elbows For Elbros -Sketchy Eddy's Brodeside Horror Stories www.twitter.com/thecassman www.twitter.com/fockyanation Email fockyanation@gmail.com www.fockyanation.com

sketchy real rich bong hits

Can't Fake the Auras

The Stoney Sisters

Play Episode Listen Later Sep 22, 2020 58:28

Smudging with Palo Santo this week cleansing the negative energy away and bringing the good! As usual we prepped with some Dabs of GMO Cookies Crumble by @item_9_labs. AD was skeptical about this strain but it had us on another level and their packaging is on point! Starting real stoney we follow the dabs with some Bong Hits of Sherbert and we spark a joint of Biscotti. This weeks excellence goes out to Ruth Bader Ginsburg she had a lot to do with the reason why we, 2 women, are able to be to provide you this podcast today. Rest in Power RBG. Another shout out to Copperstate Farms for their movement an help in the Last Prisoner Project, we love to see efforts in the Cannabis Community (@copperstate_farms) You'll also hear our review on Earth Plant Based Cuisine in Phoenix 1325 Grand Ave, Unit 7, Phoenix, AZ 85007 https://www.earthplantbased.com/temp-home (@earthphx) September Equinox & Libra Season is here and the energy is shifting, starve the ego & feed the soul. We went through the work of Virgo Szn and now we move into balance. We finish out this episode with a joint of Sherbert and if you're here, you are most likely interested in learning with us and believe in the things we discuss. Today we focus on the Auras, the natural energy of our body. Although this will be a 2 part series this episode focuses on a little background. We are all on this planet, in these bodies to experience ourselves and get to know ourselves on this journey. Reminder: @CannahealAZ launched on Instagram DM if your are interested in CBD Tincture or Salves. Stoney Stories are still live, this week we share from Joe Shmoe. Send your #StoneyStory, questions, or comments to StoneySisters93@gmail.com and check out our instagram to see how your #StoneyStory can be featured @TheStoneySisters Subscribe, Follow, Leave a Review ✌

starting fake ruth bader ginsburg auras dabs libra season biscotti palo santo smudging cannabiscommunity last prisoner project salves sherbert grand ave bong hits virgo szn joe shmoe

Gentlemen & Bong Hits!

church gentlemen guy ritchie happening now bong hits

Play Episode Listen Later Jul 12, 2020 8:24

Guy Ritchie's "The Gentlemen", The Church of What's Happening Now & More

Bong Hits for Jesus!

Great Moments in Weed History w/ Abdullah and Bean

Play Episode Listen Later May 14, 2020 55:05

A weed-fueled stoner prank escalated to the highest court in the land after a student in Juneau, Alaska used the opportunity of the olympic torch passing through town to unfurl a banner reading "Bong Hits For Jesus." What makes this a truly great moment in weed history is not just the way Joseph Frederick thumbed his nose at an oppressive high school and its humorless principal, but the years he spent afterward, defending his personal liberty and the free speech rights of all students in the United States. Along the way, he'd face police harassment, multiple arrests, and a series of courtroom battles that led all the way to the Supreme Court. Where the Justices repeatedly had to say and hear the words Bong Hits for Jesus. Visit our sponsors at Tweedlefarms.com and use promo code greatmoments for a discount on quality CBD products!

united states jesus christ supreme court alaska cbd justices juneau bong hits

ASS Coronas Bonus No. 2 (aka "Bong Hits")

The Adam Sank Show

Play Episode Listen Later Mar 15, 2020 19:12

As the Coronapocalypse continues, Ryan stops by Adam's apartment for a rare visit, and the two pigs clumsily record a quickie. Things devolve quickly after Adam does an on-air bong hit, has a major choking attack, and returns to the airwaves high AF. Will the listeners find any of this entertaining? We'll see Visit www.adamsank.com

comedy sex lgbtq funny podcasting comedians lgbt trans queer drag af lesbian drag race coronas sank rpdr coronapocalypse bong hits

Oscars, Red Carpet + Bong Hits for Bong

Chicks in the Office

Play Episode Listen Later Feb 10, 2020 90:11

CITO Merch > http://bit.ly/citomerch. Justin Bieber's new song/video 'Intentions' (5:56-11:50). Zendaya and Jacob Elordi spotted kissing (12:18-22:02). Demi Lovato seen out with Machine Gun Kelly (24:18-28:35). 'Friends' reunion special coming to HBO Max (31:44-39:53). Full Oscars and red carpet recap (42:16-1:26:47). Follow us on Instagram @chicksintheoffice and on Twitter @chicksintheoff + subscribe to our Snapchat show > http://bit.ly/thegroupchat & our YouTube > http://bit.ly/CITOYOUTUBE.

friends oscars snapchat hbo max justin bieber demi lovato zendaya red carpet quavo machine gun kelly mgk bong hits

Ep. 3 Bong Hits For Jesus

Angry Algorithms / @AngryAlgorithms

Play Episode Listen Later Jan 31, 2020 58:46

Our first studio guest, we sit down with Front man Stephen Piemonte from the band Bong Hits for Jesus. From small beginnings to hanging with Snoop Dogg take the ride with us.

jesus christ front snoop dogg bong hits

Bong Hits & Bad Weather

star wars comedy snow skiing whistler snowboarding bad weather winter season bong hits

Play Episode Listen Later Nov 26, 2019 66:18

Bob and Paul get together to strategize on how to stay entertained during the slowest start to a Winter Season in Whistler since 2003.

The Doomed & Stoned Show - Harsh My Buzz (S5E12)

DoomedandStoned

Play Episode Listen Later Apr 28, 2019 160:55

THE DOOMED & STONED SHOW -Season 5, Episode 12- "Don't harsh my mellow, man" they used to say a lot in the '70s. We've all experienced a little rain on our parade rained on, gotten salt rubbed into the wound, that kind of thing -- whether from an micromanaging boss, a disgruntled customer, or the sudden call from a collection agency for a debt you didn't know you had. You know the feeling well. As a wise philosopher once said, "It's a bittersweet symphony this life. Trying to make ends meet, you're a slave to the money then you die." When someone wants to come along and harsh your buzz, it's time to "let the melody shine, let it cleanse [your] mind," and Doomed & Stoned has just the right medicine. Here are some of the seedier songs in the doom-stoner catalog -- beastly tunes and caustic tracks from Dopethrone, Electric Wizard, Eyehategod, High on Fire, Primitive Man, Weedeater, and more. Give ear... PLAYLIST: INTRO (00:00) 1. Thou - "Sweet Leaf" (Black Sabbath cover) (00:25) HOST SEGMENT I (06:23) 2. Down - "Hail The Leaf" (07:10) 3. Eyehategod - "Medicine Noose" (10:40) 4. Alice in Chains - "Junkhead" (14:03) 5. High on Fire - "Fertile Green" (19:10) 6. Shepherds Crook - "Earthworm" (23:29) HOST SEGMENT II (27:48) 7. Demonsmoke - "Junkie" (28:42) 8. Dopethrone - "Kingbilly Kush" (34:02) 9. Bizarre Lizard - "Weed Will To Power" (37:18) 10. Ape Vermin - "Abominable Hashmen" (41:22) 11. Dopefight - "Widows Smoke" (47:31) 12. Bong Goblin - "Swamp Human" (49:46) HOST SEGMENT III (56:43) 13. Green Asylum - "Kingdom of Dope" (58:39) 14. King Bolete - "Green Witch" (1:06:24) 15. Bongtower - "What's Wrong With You" (1:12:02) 16. Electric Wizard - "Dopethrone" (1:18:40) HOST SEGMENT IV (1:29:16) 17. Fistula - "Lightbulb Smoker" (1:30:54) 18. SKUNK - "Black Hash" (1:36:39) 19. Chubby Thunderous Bad Kush Masters - "Krones Of The Kiln" (1:41:23) 20. Stone Elk - "Smoke And Hail" (1:44:28) 21. Weedeater - "Weed Monkey" (1:49:49) 22. Lady Lizard - "Smoke Halo" (1:57:26) HOST SEGMENT V (2:03:30) 23. Spliffripper - "Chief Kief" (2:05:51) 24. Tronald - "Obelisk Ov Hash" (2:09:07) 25. Primitive Man - "When Getting High Is Not Enough" (2:14:04) 26. Blackwitch Pudding - "Bong Hits and Lust" (2:22:00) HOST SEGMENT VI (2:32:50) 27. Dopethrone - "Scum Fuck Blues" (2:35:37) *if you dig the music, please support the bands. Together, we keep the underground strong and the music rumbling in these heavy times. -------------------- Many of you have asked if there is a way to support the show, so I've recently created a Patreon page at patreon.com/billygoate. Funds raised will go directly into the show for much needed equipment upgrades, as well as Soundcloud hosting fees (necessary for unlimited uploading privileges), software licenses, and purchases of digital music. Become a monthly 'High on Fiver' patron today and receive an exclusive 2-hour bonus show of new music and rare discoveries: https://patreon.com/doomedandstoned. Thank you so much for your support! You are the fuel that keeps this podcast lit and burning strong week after week. -------------------- Album reviews, band interviews, exclusive debuts, and more at www.DoomedandStoned.com. --------------------

105: Dr. Nancy Patterson

BG Ideas

Play Episode Listen Later Apr 8, 2019 39:31

Dr. Nancy Patterson is an associate professor of Education at BGSU. In this episode, Dr. Patterson discusses her research “But I Wanna Say What I Wanna Say: Ohio Student and Teacher Perspectives on the First Amendment.” In her research, which she worked on in Spring 2018 while an ICS Faculty Fellow, Dr. Patterson interviewed K-12 students and their teachers about the first amendment and its place in the classroom. Transcript: Jolie Sheffer: Welcome to the BG Ideas podcast, a collaboration between the Institute for the Study of Culture and Society, and the School of Media and Communication at Bowling Green State University. Jolie Sheffer: I'm Jolie Sheffer, an Associate Professor of American Culture Studies and Director of ICS. Jolie Sheffer: This is the second of two episodes featuring the ICS Spring 2018 Faculty Fellows. ICS is proud to sponsor Fellowships to promote the research and creative work of faculty here, at BGSU. Those who receive awards are freed from one semester of teaching and service to devote unimpeded time to the projects they have proposed. These projects must be of both intellectual significance and social relevance in hopes that their work will generate conversations across disciplines, and engage both academic and broader community audiences. Jolie Sheffer: Today we are joined by Dr. Nancy Patterson, a Professor of Education in the School of Teaching and Learning in the College of Education and Human Development. Dr. Patterson earned her PhD in curriculum and teaching from the University of Arizona. Her research areas center on democratic classroom and school pedagogies, and academic freedom and equity in assessment. Dr. Patterson is here to discuss her current project, entitled, But I Want To Say What I Want To Say, Ohio Student And Teacher Perspectives On The First Amendment. Jolie Sheffer: Dr. Patterson has conducted interviews with K-12 students as well as their teachers for this project. Her work is informed by current case law about First Amendment protections and her interviews focus on interpretations of the First Amendment and free speech in Ohio classrooms. Jolie Sheffer: I'm very pleased to welcome Dr. Nancy Patterson to the program as one of ICS's Spring 2018 Faculty Fellows. Thanks for joining me, Nancy. Nancy Patterson: Thank you. What an honor. Jolie Sheffer: We're very excited to have you here. Can you talk a little bit more about the project you're working on and how it began? Nancy Patterson: Oh. It probably began when I was seven. I don't know when I... I've always had a... I'm from an educator family, and I always have had a strong sense of voice and choice in our family and felt that when I was in school. I think I really needed more. Some people become teachers because they have a favorite teacher. I became a teacher because I needed a favorite teacher. Nancy Patterson: I've been in education for many years. When I began at BGSU... Actually, when I began as a PhD candidate to create my dissertation project, it was all about inquiry and student engagement with content and flipping the way we teach so that students experience something first, label it afterwards, and discuss it, rather than teaching and lecturing students in a classroom. I've had that going on a lot, for a long time, in my professional career and in my personal life. Nancy Patterson: And then, once I came to BGSU, I began training teachers and visiting many classrooms. It's always been a strong commitment of mine to use best practices. It's interesting that we know these things work with students, yet we don't find them in the field as readily as you would think, or as frequently. Not so common. So, that's where the project emerged from. Nancy Patterson: I've done previous studies with teachers and was very concerned about teacher self censorship. I did some Ohio studies where I found, in fact, that testing and standards were having a chilling effect on teachers' abilities to make their own curricula decisions. So, we always thought teachers were the gatekeepers, but the gate has slammed shut a little bit since No Child Left Behind in 2001. Nancy Patterson: So, emerging from studies of teachers and having a sense and learning over the years that there aren't many studies done with adolescents because of the difficulty of getting permission, that's when the idea started to germinate. So, I work with so many teacher candidates a year, I really wanted to get back in the classroom and visit with students. Nancy Patterson: I planned it quite carefully so that it would have a full year so that I'd be able to really dig in and not just do survey research, have conversations. That's why ICS was a good match for me. Jolie Sheffer: One of the things that, as you know, part of the mission of ICS is to encourage collaboration across traditional disciplines. Your work is very much centered in teacher education, but you're also drawing on First Amendment case law, as well. Could you talk a bit about what you found compelling about putting these in conversation with each other and the ways in which maybe the existing scholarship on teaching of social studies hadn't necessarily addressed in the same way that you do? Nancy Patterson: It started because I was trying to find out what protections the law would provide for teachers who were teaching about controversy. The case law was dismal, not good support in the current configuration, or past configuration of the Supreme Court since the '70s. There haven't been rulings in favor of teacher rights. Teachers are defined as agents of the state. So, it actually has a huge impact on teachers, what the law says. Superintendents and principals use those laws in similar ways for high schools. I primarily addressed high school. We're in a culture where people get sued so frequently, and schools are political places. Of course, the administrators pay attention to what is okay to do with students. Jolie Sheffer: Some of the case law that you have referred to is really quite interesting and funny. Could you talk about some of those key moments that, at least maybe earlier moments, in '68 and at other times, have really expanded or clearly created conversations around what kinds of speech are protected and what are the limits of that in schools? Nancy Patterson: Right. As I read along, the limitation piece became really very critical. You wouldn't think that students would care about case law, but when I walked in high schools, right away I started telling stories. One of the stories that caught everyone's attention was the Bong Hits 4 Jesus case. That case was an interesting, I think, probably, period piece like some of them, if they'd be retried today, there might be different findings. But the students were really interested that a young man put up a sign that said Bong Hits 4 Jesus on a big banner in front of a lot of students coming back from, I think it was an Olympic event, because it was Salt Lake Olympics in that year, in 2005, coming up. And so, the Olympic torch was coming through town and the students were just coming back from that event. Busloads of high school students saw the sign. Nancy Patterson: The speech was limited at the Supreme Court level. The biggest argument was that students can't promote illegal drug use, and there were conversations about whether or not he was doing that. That's a case that lit up the students. It's also interesting for adults to talk about. I do believe that there may be different decisions in the current context. But it still stands, as does the famous Tinker case from 1968. Jolie Sheffer: Tell us a little bit about that case. Because that's in a moment of great student activism. Nancy Patterson: It was similar to today. Jolie Sheffer: Yeah. How did that case, what issues did it bring to public attention, and how did the courts decide where the boundary is for what is protected and what isn't protected speech? Nancy Patterson: As far as I know, it's one of the four Supreme Court cases involving student First Amendment rights, and it was the earliest one. I believe that Mary Beth Tinker, one of the defendants, is still giving tours. In fact, she's speaking at a social studies conference later this year with us. Nancy Patterson: It continues to have an impact. It was foundational for teacher and student rights because these four seventh graders won their case. Their parents obviously filed the case for them. They wore black armbands with peace signs to school. They were asked not to come back with those arm bands. They did. They were suspended. Jolie Sheffer: And this was protesting the Vietnam War? Nancy Patterson: This was in 1965, I believe the case began. It wasn't settled until '69. So, yes, it was war protest symbols. The Court upheld their right to do such as long as it was disturbing the educational environment. The famous quote that we all continue to live by is that teachers and students don't leave their First Amendment rights at the schoolhouse gate. Nancy Patterson: The students really resonated with that, too, especially in the current context with taking in knee in high school. So, that wasn't only an NFL thing. It happened on soccer fields. I learned from my interviews that it happened during the half time with band members. So, that sort of has ignited youth. Jolie Sheffer: Yeah, we really are in a moment where, I think for a long time the rhetoric has been that students are apathetic. But you can't say that in the current moment with the taking a knee, with the Parkland students and walking out of school against violence and things. So, with this backdrop, with all of your interviews of current high school students, how do they understand their free speech rights? Nancy Patterson: I did a sorting activity with, I think, 28 focus groups of four to six students. I put their First Amendment rights out on the table. I assured them about Tinker, that the First Amendment rights were, in fact, their rights. And, I asked them which one they felt was most important. Speech was, hands down, everyone's first choice. Perhaps because... They told me it's because they use it all the time. They don't feel like their religious freedoms are threatened. They don't really care about newspapers, which is a whole different topic. They are very adamant about their love of that freedom. I know that it's only increasing their awareness of it, because they have such freedom on social media, which for how long, we do not know. It's probably the next thing that'll be litigated as far as limitations. Nancy Patterson: They not only... They see it as their conversations that they have with each other. But they also argued that they would prefer to have more time in classrooms to deliberate. They seemed to enjoy our conversation so much. Jolie Sheffer: Tell us about how the process of you being part of these schools and having access to these students, how did you go about that? I can imagine one might think that administrators would be wary about having you come in to talk about this. What was your process and how was your experience of working with students, teachers, and administrators on this project? Nancy Patterson: I think that's a great question. That's how the year unfolded in the beginning with me very conscious of the access. Any researcher is challenged by getting access, especially to adolescents. I was very heartened by the welcomes I had. I believe it's because I have relationships with teachers across the state because I'm a methods professor and I maintain those relationships. Nancy Patterson: I initially approached my students who are now my colleagues who are now teachers, and they know me. I think otherwise, it might have been very difficult. I try to... A colleague of mine who was helping me conduct the research tried to help me contact some districts where I didn't know teachers and we couldn't get in. Nancy Patterson: Also, I was concerned about our relationship with the local school district here, and particularly and especially, and the first thing I did was to contact our superintendent and ask for a meeting and explain the study. I was required to do that legally. I think I would have done it anyway. But federal law requires that I have approval, especially with minors. So, the access worked out pretty well. Out of the twelve I contacted, seven schools, five districts invited me in. I was well rewarded, because the students obviously loved the topic. The students obviously have great interest and concern, lots of great ideas. It was different than a survey, so I had... I think it was relationships with people. The study was all about that. Jolie Sheffer: In all of these conversations that you had, what were some of the most salient issues or themes that came up for the students? Nancy Patterson: Yes. I interviewed teachers, as well. I knew what the teachers were going to say. I've studied teachers in their environments for many years. But, wow, the students were surprisingly communicative. They may not know what their rights are, which is not really on them, it's on us, on the teachers. But once they did, they were very interested in giving their opinion. So, I would say valuing speech above all. Being afraid of getting in trouble or just not actually ever having thought about how to access their rights to free speech. That was the second one. Some quite severe self censorship. They don't know who to talk to. They haven't learned how to use their rights. They seem not to have much agency. Nancy Patterson: First of all, you have to know about them, and then you have to know creative and respectful ways to use them. So I think that's the fear of adults, that they'll just say whatever they want. I want to say what I want to say. But they're not going to. I think they're going to say what they need to say. They just need a little bit of help from adults. Nancy Patterson: And then, there was a lot of... I've already referenced the knowledge, the need to know thing. They need more avenues and more practice at using these various skills. Nancy Patterson: We also had more than one set of students, probably at a couple of different schools, talking about their teachers also self censoring. So teachers not being able to say who they were, teachers not having time to promote deliberative discussion, evidence based argument. They would like to see their teachers have a little more freedom, as well. Which was an interesting observation on their part. Jolie Sheffer: That was one of the things that really interested me, that really caught my attention in your talk, about students really want to learn how to have civil discourse about contentious issues. Nancy Patterson: Yeah. They don't want to get in trouble. Jolie Sheffer: But they don't want to... Right. They're not looking for an excuse to just mouth off. They're looking to learn how to work through the issues that the grown ups are also struggling to talk about. Nancy Patterson: I did have a very rare example of someone who thought it was unfair that they weren't allowed to use profanity. But in general, they were reasonable requests. Nancy Patterson: One example is of a cell phone policy in a particular school. One student was saying we should have more freedom to use our cell phones, and another student was saying, well, why do you need your cell phone? We have what we need and we can use our cell phones outside of school. The student's response was, okay, maybe it's not that we want complete and total freedom with our cell phones, but we would just like to be able to present our argument. Very mature. And that's a responsible expectation we don't get to have everything we want, but we should be able to have the freedom to ask and some kind of a pathway. Jolie Sheffer: Another thing that I found really interesting is you talked about how discussion about First Amendment rights and debate and all of that doesn't happen equally for all students. Could you talk a bit about how our current educational practices provide room for some students to get training in this, and other students get left behind? Nancy Patterson: Yes. This is a tragedy and it was very apparent. I interviewed mostly students of American government. Either they had had it, or they were in it. The reason I did that was because I thought they would have some grounding and a little bit of prior knowledge. I wanted to speak with older students who had more experience with school. So, I would go for a day and I would have all government students. Very often, they all had the same teacher. So I would, inevitably, work with an AP group of students. So, I would say out of the seven schools, there were four AP classes that I talked to. It might have been one or two focus groups. Usually, the AP classes, also, they're overrepresented in my study because those are the students that stepped up and volunteered. They were... Jolie Sheffer: AP is advanced placement? Nancy Patterson: Advanced placement. Students can elect to be in these classes. Some schools have an application process for you to be in it. Ultimately, they take a test in the spring that's a very intensive written test about inquiry and use of documents. So they're training for that all year. They take that test in the spring, and it can award them college credit. It's a very serious group of students, but they... They had more practice talking, you could tell that. And they had more content knowledge. They had more examples from history of people who have acted. So, all of the things that I found that were problems that students were suggesting were the five things that I came up with. The AP students seem to have overcome those. Nancy Patterson: I haven't finished my data analysis yet, and I really should stress that these are preliminary findings. But, I do believe there's probably some significant difference, not a good word to use, because it's not a... Jolie Sheffer: No. We're not talking statistically. Nancy Patterson: Yeah. We're not. But I think the urban, the rural, and the suburban schools, the students will... I'll see some differences. I don't know exactly what those are yet, but probably similar to the AP advantage. Jolie Sheffer: What you've kind of inferred from that is student not in the AP track, their time is being taken up with more conventional testing, much more, leaving less time for this kind of inquiry? Nancy Patterson: I think so. The AP students, I believe that they can use their AP exam to exempt them from the state test. I think it's also a cultural difference, not necessarily all about the testing. But it's a way we track students. Sometimes that's important and sometimes that's good. But I think with something as critical as your First Amendment rights and the foundations of your work that you're doing as a citizen, everybody needs to get that in a consistent way. Nancy Patterson: I don't just mean learning your First Amendment rights. I mean practicing speaking and practicing petitioning and practicing the skills. Nancy Patterson: Maybe the students that aren't in AP know their rights, they just have less practice. Jolie Sheffer: In exercising. Nancy Patterson: In exercising them. Mm-hmm (affirmative). Jolie Sheffer: The media has rather extensively covered issues of free speech and First Amendment rights on college campuses. But we don't hear it the same way about K-12. How have some of these issues affected the ways in which younger students understand the right to free speech, and teachers? What are the lessons they're taking from the more high profile examples and, how does it operate differently within high schools? Nancy Patterson: Well, they're minors, so they are far more protected, and I think that's legitimate. That's entirely appropriate. But then, again, maybe not so much difference because a freshman college student was, a very short time ago, a high school senior. I think that the college studies are predictive of what's happening in high school, and I think the college studies... I think the studies I've read of surveys of high school students probably need to take a look at what's going on with the college data. The questions that are being asked in college, I used some of them in high school, and I think they're really good. Would you shout down a protester? Who has the right in that situation? Nancy Patterson: The finding from the recent Brookings study, that 19% of college students in a national survey think that violence is appropriate to silence uncomfortable or offensive topics. Those studies informed what I looked at. I think we should pay very careful attention to them. Perhaps the Knight Foundation needs to expand what it's doing in high schools. I'm going to ask them. Nancy Patterson: They've done longitudinal surveys and I think we need to get that out. The Museum First Amendment Center is also doing some really good work of the general population. We're hearing from the general population, we're hearing from college students, we're hearing from high school students that maybe across those three databases there could be some more vetting of questions and more publicity of those findings. Jolie Sheffer: It is quite interesting in your role, you've been to high school students who, before too long, will be college students thinking about these things. But you're also seeing working with college students becoming teachers who will be going back into high schools to teach. Nancy Patterson: Right. Among the 19% are people who want to be teachers, I'm sure. Jolie Sheffer: Really, these are conversations that we're having them separately, but it's really part of a single system and we're trying to train people to be engaged citizens and yet, we're, ourselves, often uncomfortable having these conversations. So, yeah. How can we expect the students to do better? Nancy Patterson: Right. And those 17, 18 year olds are caught because they're just... they're not quite minors. Maybe we can do something to work with early voting in more deliberate ways. I think a lot of times, that's what happens in schools. The students say, well, I can't do anything yet. Well, that's not true in any sense. They can be involved in public policy. Jolie Sheffer: Well, that is one of the things that you said. Some students, in responding to your questions, thought that they didn't have First Amendment rights yet. Nancy Patterson: Yeah. Indeed. I'm not sure where that's coming from. That's a huge misconception. Jolie Sheffer: But there is a sense that, for some students, this sense that they are kind of outsiders to political engagement until they hit that birthday, in some ways. Nancy Patterson: Yeah, that's strange. Because they're driving, they're doing all kinds of things as young adults. They're young leaders. I like the model of First Amendment schools. I've heard about it, I've never visited one. I'm not sure how active they are. But in my view, that kind of a school wouldn't hide any of these things. Not that schools are purposefully hiding from students or denying them, but it's just a lack of emphasis on the democratic practices that we should practice in school. John Dewey talked about it years ago, democracy in education. I do believe that schools mirror society, society mirrors schools. Is our society what we want to see in schools? Is there a way that schools can drive the agenda of democratic practices and activism more? Nancy Patterson: I think it's scary to give kids power. Jolie Sheffer: Yeah. What are some of the... Think about what works well, what are some of those best practices that you've seen with teachers trying to foster free speech? What are some of those best examples of strategies, methods, pedagogical practices that really do get students thinking critically and learning to exercise their rights? Nancy Patterson: There are so many. I think over time, the numbers of programs and nice models have amassed. The Ohio Council for the Social Studies is behind this agenda. We try to provide... promote and provide professional development for teachers that is grounded in these types of best practices. But there's a program from the Center For Civic Education that's historic, a couple of them that have been around for a long time. One's called We The People. I like it because it involves all students in a particular government class. You cannot cherry pick. But the students learn Constitutional principles and they participate in state hearings, and they can win. Findlay High School wins regularly in Ohio. They'll be in DC next week, or in Virginia, I believe. That's not something just for AP students. That's for all kids in a particular class. So I like those kinds of programs. Nancy Patterson: Project Citizen teaches younger students how to identify public issues and identify stakeholders, try to build public policy. That's in a petition piece. Something's wrong here with our government, how do we use government to fix it? Nancy Patterson: I think just, they're not whole scale changes, but just on a day-to-day basis, giving half of the time in your class to an interactive activity of some sort. There are many different kinds of discussion strategies that work. I love one called Structured Academic Controversy where students are put in quads. So, it's not a tradition debate format where six kids can be involved. But, it's a debate format where every person in your classroom is involved. It's more of a discussion and argument analysis activity. Students become an expert on opposite sides of a controversial topic. They end up having to argue the opposite side of the issue. Nancy Patterson: It's not exciting, I've found. I've noticed over the years that I've taught it to method students, it completely chills out the emotion in an argument so you can get to the argument. The emotions go away. Jolie Sheffer: Right. So it isn't just about winning or being louder, but you actually have to think through every... there are complexities and what's the other side [crosstalk 00:28:47] Nancy Patterson: And it's an old thing. I mean, we've known about it since the late '60s. I think that teachers know these things. When I talk to teachers, they said, we don't need more professional development on how to have an active classroom or to teach civic education, we need the time to do it. Unfortunately, that's a huge policy issue for education nationally. Jolie Sheffer: Yeah. Can you talk about some of their... What teachers have said to you about what they feel is taking time away from that? Nancy Patterson: They have much to cover. I've seen their standards. I've been involved in their standards. The studies I've done about assessment in Ohio and nationally have shown that these tests have a chilling effect on teachers. They default to a more sage on the stage approach to delivering information. But we've also done studies that have shown that students don't remember that kind of teaching, so maybe the short term regurgitate it for the test, and there hasn't been any deep shift in their schema or the ways they think. Nancy Patterson: I've also met teachers how managed to do that anyway, in spite of the test. They use an inquiry based model and their students still do well. That was one of our Ohio studies that I did with a friend. We found that giving students time to deliberate in class, they perform well on tests anyway. I think it's some kind of a test paranoia, perhaps, on the part of some of us. The test is there, you have to teach to it. Well, really, the curriculum is there and when you teach to that, the test just comes. Jolie Sheffer: You've talked about teachers sort of censoring themselves a lot or feeling nervous about sharing personal views or political opinions or things like that. Now that, in this era of social media awareness and constant connectivity, do teachers talk specifically about that as a complicating factor and how they navigate what they share when they're increasingly visible and sometimes targeted for personal opinions shared on social media? So, how does social media fit into some of this stuff? Nancy Patterson: I know what we do at the College of Education. There are too many cases of people losing their jobs, so we advise our students to take their profiles down entirely. However, I've seen, and I follow my former students who are now my colleagues, and I see healthy Twitter feeds and I see all kinds of good things going on. When I taught AP with one of my students at BG High School, that's when I started to tweet because it was great to be in touch with the students. Nancy Patterson: I think that you can use it to make connections. That whole idea of addressing controversial topics is a different thing. That's just a regular professionalism habit to be adult on your social media. I think maybe things are changing a little bit. People are learning better how to use it responsibly. But, for certain, the courts are not supporting teachers in the teaching of controversy. Nancy Patterson: I have been advised by the General Counsel of the National Education Association, I did a special issue on academic freedom a number of years ago, and he contributed an article. His suggestion was the courts are not favorable right now. They're calling teachers agents of the state. There's a case called Garcetti, a whistle blower case that's been used against teachers in numerous court cases. He and others are recommending that what teachers should do is work at the local level to make sure the school board supports the teaching of controversial topics, make sure everyone's informed when you're doing these things, that you have the support of your administration. Nancy Patterson: There are schools, there are many schools, that are doing these things successfully. It's just extra work for the teacher and extra care, which I always encourage my students to consider how important that is. It's worth the extra work. I saw a lot of good things happening with teachers. But they're just so busy, too. They're really constrained by time, as well. Jolie Sheffer: I like... you are an active Twitter user. In terms of reaching the students, what kinds of conversations do you see happening on Twitter? And, how does social media allow for them to communicate and work through some of these ideas about free speech and their rights maybe differently than they do in the classroom? Nancy Patterson: Nobody follows me, so I have no idea. [inaudible 00:33:56] The students I worked with at the high school a few years ago, they said that it's just so much work to get a good tweet that gets retweeted. I am not the best person to answer. I also think that Snapchat's where it's happening, and I don't do that. I've tried. My nieces have tried to help me. Jolie Sheffer: It's hard to keep up with the constant... Nancy Patterson: It's a lot. Jolie Sheffer: ... change of where those conversations are happening. Nancy Patterson: I was really committed to the voice of students in this study and I wanted people to know. So when I have an important thing I think that can contribute, that's when I get on social media. We'll see what happens. I've been off for a year and I know how quickly things change as far as how we communicate. We'll see what happens with my method students in the fall. The last time I was in the classroom, I wasn't really tweeting. Jolie Sheffer: As you know, ICS is invested in fostering conversation outside of academia as well as within BGSU. At your talk, you had teachers and students of education here, you had community members. Nancy Patterson: I had some high school kids. Jolie Sheffer: You had high school kids there. What are some of the questions, the broader questions you're trying to raise with your work? Why do you think this is such an important and relevant topic now? Nancy Patterson: Something happens entropy wise. I think we devolve as cultures, and history shows this, into lack of attention toward the human rights of all people. But I also think there's... while there's this entropy that takes us down into war and conflict and injustice, there's also something in the human spirit that sparks this generation, or any generation, to react against that. I think the message is that we have possibly overcomplicated education to the point where it's not meeting its intended purpose of building a healthy society, creating a happy and safe and prosperous democracy. I believe that education is the foundation for that. So, the awareness is democracy in schools needs work. It's always something that needs to be defended in each generation and maintained. It's like a garden. It'll go wild in two days with a lot of rain, so we just have to be vigilant. Nancy Patterson: I think the students are speaking pretty loudly. I also don't think it's that difficult to do, it's just somebody tending that garden and getting in there and doing a little bit of elbow work, a little bit of hard work. Jolie Sheffer: Any lessons you'd like to... From what you've learned and what you've been thinking about and researching and studying, any lessons you would want to share or pieces of advice that you want to give to current students or to future teachers out there based on what you know? Nancy Patterson: Yes. I think it has to be a community of learners that gets this done together. The students have shown us that they can get things done. History has shown us that youth and all different types of groups of people can achieve things together. I think that we need to take care of our organizations that work toward those goals. I think our social studies teachers should help each other out and be part of our local organizations. Nancy Patterson: I hope we have a swing back. People are not joiners anymore and these are not issues that affect a few people. I think that's the work. I don't know how to mobilize people. I hope that we have plenty of time to do that, in which to do that before we lose some sense of civility for... It's going to be hard to get back if that goes away. And if a generation of youth is communicating in a way that we don't understand, we're going to lose them. Nancy Patterson: I would love to get back to you on that when I've pondered my data. I do have two wonderful veteran teachers. One of them stepped up on the night of the study, came up to me and said, I'd really love to help you. I would also encourage anyone who hears this, I have so much data and so much information, if anybody's interested in helping fund further studies or help us analyze the current data, there is so much to do. Jolie Sheffer: Right. Thank you so much, Nancy. It's a pleasure talking to you and hearing more about your project. Jolie Sheffer: Our producer is Chris [Krivera 00:39:15]. Special thanks to the College of Arts and Sciences and the Bowling Green High School Center for the Performing Arts who hosted Nancy's talk. Thank you.

Post Park Day Bubba-Death Bong Hits

Play Episode Listen Later Mar 4, 2019 51:03

Mateo just got back from Japan with stories of skiing in the BIRCH TREES.

death japan comedy park bubba skiing whistler snowboarding shit talk park day bong hits dream living birch trees blackcomb

Episode 4: Bong Hits and Opening Weekend