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Instead of using binary language like "girls versus boys" when splitting into teams, try using inclusive language such as "party people," "everyone," "humans," "y'all," "friends," or "family." Consider the intersections of gender, race, and sexual orientation, especially when working with young people developing their identities. As educators, we should prepare ourselves to be responsive to our students' developmental stages and growing identities, particularly when teaching literature. Expect pushback when challenging the status quo with equitable practices and policies. This resistance indicates that you are making progress in shifting established norms.

The speaker expresses gratitude for the introduction and acknowledges the applause for the FBI. They mention speaking three years ago and how time has passed. They praise the organization for their efforts in inclusivity, diversity, equality, and justice. The speaker refers to their previous speech as a love letter to the ADL and states that the FBI is still deeply in love with them.

The speaker emphasizes the importance of providing ongoing care and keeping the door open for individuals to change their decisions. It is crucial to support young people, let them know it's okay to change their minds, and continue engaging with them. People may need time to disclose their experiences, and it is essential to offer continuous support even if they are not ready to face their trauma. Ongoing care is vital in these situations.

The speaker expresses confidence and reassurance, stating, "We're gonna be fine. We are all in this together." The speaker meets a lawyer from Pittsburgh who admires their consumer protection work, referencing work previously done at ADT. Overwhelmed, the speaker asks someone to take something from them. The speaker then interacts with a student named Charlotte from Freeport, whose school mascot is the Yellow Jackets. The speaker asks Charlotte to deliver a message to her homeroom teacher, Mr. Galot: "Thank you for being a teacher," attributing the message to the vice president. The speaker praises Charlotte as a leader. The speaker then interacts with others, including a teacher, expressing gratitude and encouragement.

Our children, including LGBTQ Americans, are important to our nation's future. It is crucial that we treat everyone in our country with care and respect. This administration wants to assure LGBTQ Americans, especially children, that they are loved, heard, and supported.

Children, especially kids of color, are reaching out to me for support. They want me to stand up for them, and I'm ready to take action. I’ve never truly worked for those in power; I’ve just pretended to respect them out of fear. But now, it’s about the kids. I’m willing to bring any issues to the district and the news, ensuring anonymity for those who share with me. I’m here to protect good people and do my job. I feel blessed today, and having worked in various high schools has helped me build a strong network of friends. Let’s make a difference together.

Using inclusive language is important to ensure that everyone feels included, valued, and empowered. It's necessary to be mindful of our communication and avoid assuming things. Instead of using terms like parent, mom, or dad, it's better to use more inclusive terms like grown ups or families. This simple adjustment can make a big difference in making sure that no one feels unseen. The speaker is open to making more videos on this topic because they believe it is crucial.

Equity work is still happening on campus. There have been renamings, revisions, and recalibrations of news.

Speaker 0 describes how, despite preparing for defeat and despondency amid trauma from a campaign of terror, their heart would break and then be restored. They leave spaces feeling full, abundant, hopeful, joyful, and strong, noting “there’s something in the water in Minnesota” and that “you all are truly built different.” The message is that Minnesota is not the poster child for chaos and terror, but rather “the blueprint for the power of radical love,” and for “true solidarity and the linking of arms.”

The speaker states they attempted to communicate something and acknowledges the other person's job. They claim to be looking out for everyone.

The speaker discusses changes to a DEI policy, including the establishment of a CDO presence on campus. The speaker prefaces their explanation by requesting honesty and expressing confidence that the listener will not reveal the information shared.

The speaker says the best way to communicate is to be real and talk about what people care about. They admire that the host's voice and show are about the listeners. The speaker believes people want to feel seen, heard, and part of a community, especially now. They are glad to be on the show.

In a playful exchange, Speaker 0 asserts identity through a self-character lens: “I’m I’m a character. I’m my own character.” They declare, “Maybe I’m the main character, though,” signaling a sense of personal centrality. Speaker 0 also jokes about humility, adding, “I’m maybe the one of the most humble people.” The mood is light and introspective, focusing on how each person can feel like their own protagonist. Speaker 1 responds, “We all get you we all get,” reinforcing that the group understands this self-referential idea. In a moment of affection, Speaker 0 tells the group, “We like you, Sandy,” and then questions status within the group: “We like For Jim? We like you more than any of these other ones.” The dialogue crescendos with a humorous line: “Oh, shit. Am I the star in your own,” suggesting a shared recognition of who occupies the “main character” role. The exchange concludes with Speaker 0 affirming the self-centering motif: “You are your own you are your own.” Overall, the speakers explore themes of self-identity, humility, mutual understanding, and fondness within the group, highlighting the idea that each person can feel like the protagonist of their own story while expressing affection toward Sandy.

Language changes. To lead diverse groups, leaders must understand those groups. Everyone possesses different knowledge.

The speaker pledges to use their voice to uplift and educate their community about racism, anti-blackness, and violence. They commit to loving their Black neighbors the same as their White neighbors.

Speaker 0 opens by saying that things are not easy, setting a tone of difficulty and strain. Speaker 1 asserts a transformative expectation: the world will be changed; they, and others watching, are going to change the world. The image of “these birds” is introduced as the agents or symbols of that change, framed as something that will alter the world for the better. The discourse reinforces the idea of progress through others’ actions, with the assertion that “these birds are gonna change the world” and “they’re gonna change the world.” The conversation continues with a sense of optimism about change that extends beyond the present moment. Speaker 1 repeats that the world, and the watchers, will see this transformation and that the world will help bring about the change. The repetition emphasizes a collective belief that change is imminent and observable to those who are paying attention. The phrase “For the better” appears to underscore the intended direction of this change, aligning it with improvement and progress. There is a contemplation of past or ongoing pain and trauma. Speaker 1 notes that “they have this trauma and this pain,” and remarks that “there’s no coming back from this,” signaling a sense of irreversibility or lasting impact. Yet, despite this declaration, the speaker maintains that “but they’re gonna change the world,” framing the adversity as a catalyst for future impact rather than as a terminal state. The dialogue then uses the provocative image of “empty pens” as another vehicle for change, again asserting that “they’re gonna change the world.” There is an honesty about doubt, as Speaker 1 counters an implied lack of faith with an assertion that “We have faith in that,” positioning belief in the transformative power as a shared conviction, even in the face of skepticism. The repeated commitment to the idea of change is underscored by the insistence that the world will continue to watch and assist in this process. Towards the end, Speaker 1 remarks that “you don’t cause pain like this,” implying a distinction between the kinds of pain experienced and their visibility. The closing line asserts that the world is watching and will keep watching, concluding that “This is gonna change the world. The world’s gonna help.”

The speaker states it is difficult to work with serenity because they are attacked daily from every part of the landscape. The general press is aggressive, the health authorities are aggressive, and the government is not supportive. Despite these difficulties, the speaker insists that they must persevere because the issue is important. The speaker then transitions to asking about a return to Keel University.

I encourage staff to move away from binary language like "girls versus boys" when splitting into teams. Instead, use inclusive language such as "party people," "everyone," "humans," "y'all," or "friends and family." Considering the intersections of gender, race, and sexual orientation is important, especially when thinking about sexuality as a developmental reality. As educators, we should prepare ourselves to be responsive to our students' developmental stages and growing identities. Expect pushback, as it often indicates that you're challenging the status quo and shifting practices and policies towards equity.

The speaker acknowledges that the world is changing and that their country will soon become a minority white European country. They emphasize that this change will not affect how they operate or their focus on delivering economic benefits. Instead, they believe it is important to treat those who are afraid of change with respect.

Speaker 0 addresses someone directly as "babe," conveying a sense of intimate familiarity and emotional intensity. The opening line, "It's you, babe," establishes the beloved as the central focus of the statement, signaling that the speaker is directed toward this person and that their presence matters deeply in the moment. The following phrase, "And never suck a fall away that you move, babe," continues the affectionate address, pairing the term "babe" with a suggestion about movement and action connected to the beloved, though the exact meaning of "never suck a fall away" is obscured by phrasing, it clearly centers on the beloved's motion and their impact on the speaker. The speaker then adds, "And I could try to rub, but it will be always late," which introduces a personal attempt at closeness or comfort—symbolized by "rub"—that the speaker believes will always arrive too late. This line communicates a sense of urgency tempered by inevitability, suggesting that any effort to bridge distance or provide support may not occur in time to alter the situation as the speaker desires. Continuing, the speaker reiterates the beloved’s significance with "You're the babe. Just waiting." This repetition reinforces the identification of the beloved as the essential, cherished figure, while the phrase "Just waiting" implies a state of anticipation or longing, as if the beloved is poised and ready, yet the speaker remains in a moment of waiting or expectation. The closing line, "You know I'll never be the same," asserts a lasting transformation tied to the relationship or the encounter described. It indicates that the speaker perceives a fundamental change in themselves stemming from this connection, one that persists beyond the immediate moment and alters their sense of self. Overall, the passage centers on an intimate, emotionally charged exchange with a beloved, emphasizing affection, a sense of imminent yet delayed closeness, and a lasting personal transformation prompted by the beloved’s presence and the dynamic between them. The language conveys vulnerability, longing, and a conviction that the speaker’s identity will be altered by the experience.

The speaker discusses the importance of affirming language and practices in education, particularly in the past year. They mention that their organization focuses on this type of work rather than healthy relationships. The speaker also mentions their coworker, Lisa Shelby, who is the director of the organization. In an interview, Lisa Shelby confirms that their organization offers a pathway to racial literacy class in certain New Jersey schools, taking advantage of the fact that parents cannot opt their children out of this course.

Teachers strive to make a difference, and attendees are present because they believe in each other and envision a brighter future for everyone. The speaker references the concept of "Minnesota nice," suggesting that people in Minnesota are generally considered kind. The speaker hopes that they and Tim embody this quality.

The speaker pledges to use their voice to uplift and educate their community about racism, anti-blackness, and violence. They commit to loving their Black neighbors the same as their White neighbors.