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      <title>Build a Dyson Sphere by Spencer Bazsika</title>
      <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f</link>
      <description>But who will pay for it?</description>
      <language>en-us</language>
      <pubDate>2018-02-15 16:23:39 UTC</pubDate>
      <lastBuildDate>2026-02-05 10:57:16 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Gender Inequality 3</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/232975246</link>
         <description><![CDATA[<div>Title: Gender Gap in Education cuts both ways.<br>Reaction: I think the problem shown in this piece is a pretty bad problem that all countries are facing, however, I think that the problem is caused by genetics. Because our male ancestors (hunter-gatherers) tended to be more physically active as a part of their job, hunting, they tended to begin preparing for the levels of physical fitness required to do such tasks. This leads to them being more social to help cooperation and more playing to help either stimulate intellect or fitness, and competitively to help further catalyze this process. The article says that boys are falling behind in all areas except for math, mostly because they prefer to talk and play video games rather than to read. I think the solution to the problem is to make school curriculum more accessible for boys by accounting for the inherit differences of development between boys and girls.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-19 16:22:24 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/232975246</guid>
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      <item>
         <title>Gender Inequality 1</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/232975333</link>
         <description><![CDATA[<div>Title: How to stop sexism and raise a son who respects women.<br>1.&nbsp; Culture is making children more misogynistic and girls more of a push over.&nbsp;<br>Support 1: Children are taught to emphasize the existence of Gender by gendered pronouns.&nbsp;<br>Support 2: Children are shown by Child psychologists&nbsp; to create crude stereotypes&nbsp; of things they learn exist if they are not properly educated on it. For example, Gender.<br>Evidence: The evidence in this article being used is Logos and Ethos. This is shown by the large amount of psychologists being cited, experts in this field, and the logical appeal using gender equality index across countries and then pointing to societies with better equality.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-19 16:22:37 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/232975333</guid>
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         <title>Gender Inequality 2</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/232976090</link>
         <description><![CDATA[<div>Title: The Fight for Fair Pay in Women's Sports isn't over.<br>A. Purpose: To show that the pay in Men's and Women's hockey is not equal and how we can fix it. <br>B. Use of Negative Connotation terms. "Wrong side of History."<br>C. Pathos<br>D. This term supports the pathos argument as no one wants to be looked back on as ignorant, thus, to remain as respected by posterity as possible, they should just support the women in this</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-19 16:24:33 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/232976090</guid>
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         <title>Racial Tension 3</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235203933</link>
         <description><![CDATA[<div>Title: Mason City Schools respond to another racist incident.<br>Reaction: While I think racism at school from officials (the teacher, and the second person mentioned in this article) and agree that the aforementioned teacher should be educated about their word choice. I don't think the video of the student should be punished. While the content of the video itself was offensive, the body language of the student and the surrounding students indicates that the statement was facetious. I just don't feel comfortable getting news from this particular news site. I just get the feeling that they think Pepe the Frog is a hate symbol (which it really isn't.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-26 03:33:47 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235203933</guid>
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         <title>Racial Tension 2</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235207976</link>
         <description><![CDATA[<div>Title: The Long, Painful History of Police Brutality.<br>A: The purpose of the test is to show that the mission of BLM has been going on for 50 years now and still has not been accomplished.<br>B. Imagery, it shows BLM signs today compared to Civil Rights signs in 1963<br>C. Ethos<br>D. The signs support the Ethos claim because a well respected organization, the Smithsonian, is bringing in Black Activists from 50 years ago and comparing their actions to the actions of current activists today, and showing that the mission of the contemporary activists are actually like that of those of the past.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-26 03:59:33 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235207976</guid>
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      <item>
         <title>Racial Tension 1</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235209376</link>
         <description><![CDATA[<div>Title: I'm black and I just went to a reunion at my Confederate loving high school<br>Claim: This school allows students to spew pro-white racism but doesn't allow black pride.<br>Evidence 1: Western Civilization Teacher states that those who overreact to the flag are actually the racists that make everything about race.<br>Evidence 2: White classmate is allowed to go up to the front of the class and talk about how racism didn't exist anymore.<br>Evidence Type: Anecdotal</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-26 04:09:09 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235209376</guid>
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         <title>School Discipline 1</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235307296</link>
         <description><![CDATA[<div>Title: How to discipline students without turning school into a prison<br>The purpose of the text is to explain how schools will be able to account for minority students and not turn school into an authoritarian dictatorship.<br>Support 1: No Tolerance Policies help reinforce the idea that certain students are not welcome due to the way they're treated<br>Support 2: Students are being sent into a School-to-Prison pipeline due to the large punishments for minor infractions.<br>Evidence Type: Use of experts and their research to forward their claim.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-26 12:31:06 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235307296</guid>
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      <item>
         <title>School Discipline 2</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235308429</link>
         <description><![CDATA[<div>A. The purpose of the text is to highlight the difference in suspension rates of minority students to the norm.<br>B. Negative Tone<br>C. Pathos<br>D. The negative tone of the students being punished, presumably for not being normal, would result in an empathetic reaction in the audience, which is supported by the chart which appears to have the highest concentration in Asian dense and African dense areas.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-26 12:35:30 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235308429</guid>
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      <item>
         <title>School Discipline 3</title>
         <author>spencer_bazsika</author>
         <link>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235409809</link>
         <description><![CDATA[<div>Title: Does suspending kids work?<br>Reaction: I agree with this article, that suspension often doesn't work. This is because the suspension itself is considered the punishment, but being removed from a despondence inducing creativity killing center would be considered a plus. Also, taking people out of school would result in academic stagnation in most, if not all, courses. This only worsens the problem as the missing of important content would encourage cheating, which would most likely be another suspendable offense, resulting in a terrible snowball effect.</div>]]></description>
         <enclosure url="" />
         <pubDate>2018-02-26 15:28:40 UTC</pubDate>
         <guid>https://padlet.com/spencer_bazsika/etmgazm6dl5f/wish/235409809</guid>
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