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Speaker 1: Good morning, Monday, Good Morninging. Don't you think it was

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Speaker 1: a missed opportunity for the members of the congressional delegation

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Speaker 1: and the governor to skip Hegset's visit yesterday Secretary of Defense,

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Speaker 1: last he calls himself the Secretary of War, Pentagon chief

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Speaker 1: whatever it is, rare visit. He was here to you know,

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Speaker 1: scope out a couple of contractors, eb and Anderol that won.

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Speaker 1: The governor always talks up and swear in some new

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Speaker 1: National Guard members. Wasn't that a missed opportunity? Couldn't they

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Speaker 1: put politics aside just for that one visit? Wendy, Yeah, it's.

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Speaker 2: An interesting thing that he chose to visit when the

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Speaker 2: Senate was in session because they're trying to pass the

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Speaker 2: Homeland Security budget, and you know, Homeland Security partner Homeland

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Speaker 2: Security is you know, it's not the Pentagon, but it's

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Speaker 2: the Coast Guard for example, it's you know, on border

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Speaker 2: control of ice up. So the Senate's in session, so

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Speaker 2: at least for the senators, I'm not quite sure about

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Speaker 2: the House. I think the House is in session too,

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Speaker 2: so they have to keep the government open. So I

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Speaker 2: think that's going to be their message that they couldn't.

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Speaker 3: Get home to do that because they're in.

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Speaker 1: The whole host stop. Let me just correct you. They

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Speaker 1: were up in wonsakat cutting a ribbon. Jack reads were cutting.

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Speaker 2: Oh yeah, maybe there were no votes yesterday because the

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Speaker 2: Senate and the Senate in session because they're trying.

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Speaker 1: To you know, these goes. A lot goes into the

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Speaker 1: planning them. You know, you've got to get the ribbon

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Speaker 1: and the scissors. You don't want to upset that he sat.

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Speaker 1: The Secretary of Defense is down at eb and Anderall,

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Speaker 1: which is the one which he always talks about. But

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Speaker 1: you're cutting a ribbon. Couldn't they put politics aside at

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Speaker 1: least for that?

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Speaker 2: Yeah, I want to charge to do both. If I

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Speaker 2: were them, I agree.

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Speaker 3: I thought they'd be back in Washington because they have

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Speaker 3: to vote.

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Speaker 2: In fact, John Suon, the majority leader of the Senate,

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Speaker 2: is is actually being strategic.

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Speaker 3: He's being smart.

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Speaker 2: He's putting the bill on the floor a little early,

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Speaker 2: and he's making the Democrats kill it over and over again,

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Speaker 2: just so that there's they're on the record of not

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Speaker 2: funding homeland security and you know a number of times.

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Speaker 2: So that's the sort of game. That's the games he's playing,

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Speaker 2: But those votes are happening tay Tuesday, right, So maybe

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Speaker 2: I thought they were happening yesterday.

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Speaker 3: But yeah, you're right, they should have done both. He

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Speaker 3: is a Secretary of Defense. I think it's a sexually defense.

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Speaker 2: But because Congress names cap creates cabinet departments and names

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Speaker 2: them officially, but nonetheless, I think you're right.

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Speaker 1: Yeah, it might have been a little embarrassing for these

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Speaker 1: dams to be there. When he said, Tom, what do

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Speaker 1: you say? The end of the EI is over dudes

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Speaker 1: and dresses? Is an exact quote. And by the way, Wendy,

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Speaker 1: what a warm welcome he got from the hard hats

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Speaker 1: and the riveters at e B. No more listen, listen, listen,

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Speaker 1: Wait then you can react. Listen.

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Speaker 4: No more de I, no more dudes and dresses, no

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Speaker 4: more climate change worship, social justice or political correctness, correctness.

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Speaker 1: We're done with all that garbage. What do you think, Wendy,

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Speaker 1: I don't think.

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Speaker 2: I don't think social justice when you want people to

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Speaker 2: have a place to sleep and food to eat and

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Speaker 2: proper schools, is garbage.

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Speaker 1: Talk about that, Tom, I thought he was talking about garbage.

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Speaker 3: He said, social justice is garbage.

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Speaker 1: Hold on, play again, Hold on hold on. So I

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Speaker 1: played again, played again, I.

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Speaker 2: Played too, clock played against Sam, played again.

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Speaker 1: Jeans Hey, Sam, go ahead, all right. So the first

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Speaker 1: I played was from yesterday in Rhode Island.

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Speaker 2: Let me just play it again.

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Speaker 1: You just played take notice from Wendy. Now look at

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Speaker 1: the professor, Tom, no more dudes in dressing. So that

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Speaker 1: was in Rhode Island and Maine. He said the same thing,

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Speaker 1: but it was extended out. So that's when I played

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Speaker 1: the main quote the professors.

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Speaker 3: Not even the Rhde Island quote.

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Speaker 2: He's fourteen years old.

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Speaker 3: He doesn't have to pick a fight. He is the

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Speaker 3: Secretary of Defense. He's made policy decisions.

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Speaker 2: Those policies from former adminstrations to buy administration, the oboministration

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Speaker 2: are over.

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Speaker 3: The Trump administration has done across the board they have.

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Speaker 3: They got elected, they won the election. They can do that.

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Speaker 2: I mean, that's it. That's politics, that's policy. But he

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Speaker 2: doesn't have to be a fourteen year old about it.

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Speaker 1: But professor, but he was warmly received by the hard hats.

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Speaker 1: It's like a bucket of red over there, and.

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Speaker 2: That they laughed at that, because you don't have to

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Speaker 2: do that to be an effective civilian leader of our military.

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Speaker 1: I'll telegraph that to them. I'll send Andrew down and

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Speaker 1: tell him that Professor Shuler was disappointed that the hard

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Speaker 1: hats that he'd be cheered that. I'll tell him that.

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Speaker 2: Yes, I think it's a nasty, unnecessary thing to say,

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Speaker 2: you're on record record, I am.

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Speaker 3: Won the election.

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Speaker 2: You got rid of policies. You don't have to make

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Speaker 2: fun of people. You're done. You know, if you thought you.

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Speaker 3: Won, and you thought you won the.

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Speaker 2: Quote unquote war against all the stuff, why are you

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Speaker 2: still talking about it?

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Speaker 1: Well, he's on tour, he's on to it's like a stuff.

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Speaker 2: Can't he talk about national defense instead of kicking on

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Speaker 2: other stuff? Well, actually, we have the world's greatest national defense.

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Speaker 3: How about he talks about how great they are.

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Speaker 1: He came in to talk about E B and and

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Speaker 1: er Roll, which I'm surprised the governor didn't, you know,

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Speaker 1: put differences aside at least to go talk up and Roll,

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Speaker 1: because that's all he talks about. That and the C Glider.

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Speaker 2: The interesting thing is, I think McKey has faced up

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Speaker 2: to the tru administration. I think he's positioned himself to

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Speaker 2: say we're not going to do that, or we're going

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Speaker 2: to be you know, we're not going to do the

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Speaker 2: things we don't believe in.

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Speaker 3: He's been consistent on that.

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Speaker 2: But if he goes to see accept then when Helena

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Speaker 2: Folks starts campaigning for real, which she has not yet done,

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Speaker 2: then she can use it against him in the primary.

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Speaker 2: So and you know it depends on the President's of

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Speaker 2: Parole ratings. But you know, McKee has a pretty good

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Speaker 2: record on being a Democrat versus Republican president. And I

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Speaker 2: think he didn't he didn't think the benefit outweighed that,

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Speaker 2: you know, the potential costs.

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Speaker 1: Yeah, McK you think mcke should have gone to the

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Speaker 1: swearing inn at least that's what I think, because they

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Speaker 1: swore the religions, he said, the new recruits in National

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Speaker 1: Guard they swore the religious to him, they said the governor.

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Speaker 2: Well, I can see that. I can see strategically where

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Speaker 2: you know, you got to make choices. And you know

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Speaker 2: he's he's I mean, McKee, we were talking about nineteen

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Speaker 2: percent approval and IWS got a different poll. You know,

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Speaker 2: he says he doesn't think about the polls. But with

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Speaker 2: Chkarchi deciding not to run and Labor is sitting on

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Speaker 2: the sidelines now, like they're sort of, you know, not

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Speaker 2: out there yet, and Helena folks not actively campaigning.

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Speaker 3: He has become a contender again in like a week

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Speaker 3: two and it.

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Speaker 2: Helps that Alvidi decided, according to their story, on his

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Speaker 2: own to leave.

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Speaker 3: Now.

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Speaker 1: That's what he told me when he was on with

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Speaker 1: his first interview when asked, asked the dot by the way,

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Speaker 1: I hear Helena told the governor to take a pill yesterday?

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Speaker 1: Did you hear that?

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Speaker 3: Can you confirm that I did not hear that?

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Speaker 1: No, No, I didn't he Speaking of Helena and the pills,

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Speaker 1: she said, well, she said a few things that last year. Well,

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Speaker 1: when less time around, it was when I found out

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Speaker 1: about it, I took action. Then this year it's I

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Speaker 1: inherited the problem. Now, yesterday she was rattling off statistics, Well,

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Speaker 1: when I took over, we actually cut the rate of opioids. Now,

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Speaker 1: wonder that may may be true. Should we demand proof

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Speaker 1: of these all these statistics she's rattling around from CBS.

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Speaker 1: Should we say, let me see your numbers to verify

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Speaker 1: if Helena actually cut opioid distribution going out the door

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Speaker 1: by what she say, forty percent? You got that cute up,

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Speaker 1: Tom This is herm with Tera yesterday. Should we should

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Speaker 1: we ask? Okay, you know we had no reason to

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Speaker 1: mistrust you, but should we verify? Like Reagan used to sy.

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Speaker 5: No, it's so important. And this is an example where

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Speaker 5: the governor always puts politics over everything else. It's politics

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Speaker 5: crazy season every session. I share with people that under

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Speaker 5: my watch when I took over in twenty fourteen, that

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Speaker 5: the crisis was raging. Under my watch, we had an

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Speaker 5: almost forty percent reduction in opiods that we dispensed because

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Speaker 5: we did more than anyone in the country. I'll give

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Speaker 5: you two quick examples. We cut off over six hundred

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Speaker 5: pill mill docks that we knew were pumping bad prescriptions

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Speaker 5: into the system. Sadly, those patients could walk down the

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Speaker 5: street when we stopped them and get them at other stores,

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Speaker 5: but we cut them off. We had the biggest drug

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Speaker 5: take back the country's ever seen. Also, under my watch,

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Speaker 5: we walked away from two billion dollars in cigarette sales.

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Speaker 1: The cigarette stuff we know about. But under her what

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Speaker 1: she said, while she was number two when the crisis

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Speaker 1: was created, then she became number one? Is that a

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Speaker 1: fair way to look at Wendy. She was on the

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Speaker 1: executive team that created crisis, isn't it Well.

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Speaker 2: I mean, I think the issue here is that she's

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Speaker 2: run before and she's running now, and it's to me

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Speaker 2: there are parallels between the bridge and the opiate crisis

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Speaker 2: for the royal and voting community, which.

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Speaker 3: Is we don't know the complete story. We don't have

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Speaker 3: a neat story about ALVD.

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Speaker 2: It's not McKee's fault. He was want governor essentially we

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Speaker 2: all know, kind of shut out by Gina Romando. So

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Speaker 2: it's really ALVD and the bridge, you know. And I

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Speaker 2: don't think Governor mcke should go after inspectors all the time.

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Speaker 2: It sounds like he's trying to push the blame off.

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Speaker 2: You should say, listen, I didn't I wasn't involved here,

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Speaker 2: but I'll get to the bottom of it. But we

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Speaker 2: don't know about that, and we don't know really what

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Speaker 2: Helena Folks knew and what actions she took as an

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Speaker 2: executive to start to really combat the opiate crisis.

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Speaker 3: We don't have any like you said, we.

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Speaker 2: Don't need documentation, we don't have any emails, we don't

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Speaker 2: have any memos. So this has been a problem for

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Speaker 2: years and she's had four years to prepare to run again,

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Speaker 2: and I feel like the answer still isn't there, Like

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Speaker 2: it's still every time she speaks about it, we still

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Speaker 2: say they will what about this and what about that,

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Speaker 2: which is exactly what we're still going to be doing

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Speaker 2: about the bridge. So McKee's doing well now, but that

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Speaker 2: bridge is still.

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Speaker 3: Going to be an issue, you know, one of two

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Speaker 3: big traffic.

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Speaker 2: Jams, you know in the in the sprint in the summer.

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Speaker 2: You know, when Cape traffic really explodes, that's going to

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Speaker 2: be something he's going to explain it. Can't keep blaming inspectors.

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Speaker 2: She can't keep saying that bureaucracy took care of it.

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Speaker 2: So I think there's going to be these two issues

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Speaker 2: that people going to care about, and whoever wins that

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Speaker 2: primary is going to person who can better manage the

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Speaker 2: issue right, better manage the messaging.

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Speaker 1: Let's go to academics. You see, Harvard's going to cut

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Speaker 1: back on the number of a's because of great inflation.

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Speaker 1: Have you done that, You've got too many a's, You're

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Speaker 1: going to cut it back to la I.

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Speaker 3: Read the story and I thought, you know, I'm trying to.

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Speaker 2: Keep up, but I thought they were going to implement

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Speaker 2: a pluses Harvard's going to cut the number of a's,

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Speaker 2: but then add A plus as an option.

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Speaker 1: Let's listen together, Let's listen.

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Speaker 6: Harvard faculty committee is proposing a sweeping change to its

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Speaker 6: grading system that would limit the number of A grades

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Speaker 6: award to undergraduate According to the Harvard Crimson the committee

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Speaker 6: recommended capping a's at twenty percent for every class, with

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Speaker 6: flexibility for up to four additional a's per class, and

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Speaker 6: the plan aims to curb great inflation.

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Speaker 1: You know what's going to happen here. One day. I

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Speaker 1: could see it coming. You know, the Asian community, Asian

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Speaker 1: Americans already screaming about the missions up at Harvard. This

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Speaker 1: would be another issue.

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Speaker 2: Well, so you know, when I first started teaching, was

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Speaker 2: just thirty years ago, the idea was you had twenty

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Speaker 2: percent a's, right, you had thirty percent c's and Brown

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Speaker 2: has a system where you know, to get below that

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Speaker 2: you get an n C no credit for the class,

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Speaker 2: and I'll actually.

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Speaker 3: Call it an S.

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Speaker 2: So you know that balance, right, and then basically about

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Speaker 2: forty five to fifty percent bs.

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Speaker 3: That was that was a goal. That was what you

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Speaker 3: always taught. That was the goal.

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Speaker 2: You know, but you have places like Harvard and you

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Speaker 2: know Brown and the Allen Princeton and you r I

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Speaker 2: and you know problems college and wrote on college we

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Speaker 2: have exceptional students, and people work hard, and sometimes there

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Speaker 2: are more people who do well than twenty percent.

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Speaker 3: That's my issue with a CAP.

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Speaker 1: Don't you see it? Though? An ethnic issues they're fighting already.

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Speaker 1: The Asian Americans say, you don't let enough of us in.

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Speaker 1: We bring it, we bring it to the table, and

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Speaker 1: why don't you let us in? And on the other

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Speaker 1: side says, well, so that's all would be filling every seat.

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Speaker 1: Don't you see this coming?

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Speaker 2: No, I don't understand the connection, and I'm not being

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Speaker 2: I just don't understand the connection between Asian students and

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Speaker 2: CAPPING as well.

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Speaker 1: Asian students are already suing Harvard and other schools. They say,

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Speaker 1: you're not letting enough of us in. We bring the goods,

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Speaker 1: here's the grades, here's the SAT says everything you want,

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Speaker 1: more of us should be getting in. So consequently, if

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Speaker 1: you're going to start to dole out only a certain

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Speaker 1: number of A's high performing students, I could just see

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Speaker 1: this coming down the road. They're going to scream and

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Speaker 1: yell that we're not getting enough a's because of your plan.

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Speaker 1: I just see it coming.

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Speaker 2: I don't think that's going to be limited to any

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Speaker 2: one demographic group.

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Speaker 1: I think, you know, well, I only mention that because

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Speaker 1: they're the ones suing.

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Speaker 2: But I mean, in the fact of the community, it

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Speaker 2: doesn't make sense to me, like, well, if a student

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Speaker 2: really works hard and they do well and they understand

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Speaker 2: the material, you know, then they then they're going to

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Speaker 2: get an A.

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Speaker 3: You know, do you want to make a problem harder?

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Speaker 2: I don't understand the sort of telling faculty to cap it.

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Speaker 2: You know, we don't have pluses and minuses at Brown,

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Speaker 2: and faculty for many years have had conversations with the

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Speaker 2: university and the deans and the students. And you can

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Speaker 2: imagine where students who are on the edge of a

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Speaker 2: B plus or an A, they're going to want no B.

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Speaker 3: Pluses, they want the A.

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Speaker 2: This is strategically smart on the part of students, right.

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Speaker 2: I want B pluses because then I can say, well,

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Speaker 2: you aren't really an A, you're a.

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Speaker 3: B plus And I had them in college. So you know,

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Speaker 3: that's the problem. We can't put pluses and minuses.

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Speaker 2: So you got a lot of people who are naturally.

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Speaker 3: Pushed up into A and also pushed up from C

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Speaker 3: to a B.

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Speaker 2: So this great impatience is everywhere. But this is more

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Speaker 2: flexibility would be better, I think.

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Speaker 3: For all of us, because there are a lot of.

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Speaker 2: Students who are working hard and it's not just you walk.

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Speaker 3: In and you breathe and get an agrofessor.

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Speaker 1: Let me jump back in, what did you ever give anybody?

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Speaker 1: Enough me?

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Speaker 3: I have failed students?

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Speaker 1: Yes, failed? Now how do you fail the kiddic brown

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Speaker 1: They're supposed to be the best? They got in but

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Speaker 1: they failed.

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Speaker 3: No, no, no NC. It's called NC no credit. It

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Speaker 3: means they didn't pass the class. So do I do I.

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Speaker 2: Let students know in the middle of the semester you're

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Speaker 2: in trouble. Here.

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Speaker 3: Do I meet with them?

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Speaker 2: Do I reach out to them and say, this is

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Speaker 2: a class you should be passing. Let's work together. I do,

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Speaker 2: But sometimes things go south?

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Speaker 1: So yes, let me ask you. Let me let me

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Speaker 1: ask you this. What's up a student? Would I be?

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Speaker 1: What type of grade do you think I would get

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Speaker 1: in your class?

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Speaker 3: It all depends on what class you took. All I

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Speaker 3: all I ask of my student is that they come

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Speaker 3: to class. Do the reading.

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Speaker 2: I give in class exams with handwritten I always have

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Speaker 2: and it's not multiple choice. You actually have to write

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Speaker 2: out answers. So you know that's a good way in

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Speaker 2: my opinion. Still of testing. So look, am I the

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Speaker 2: most popular professor Brown?

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Speaker 1: I am not read these reviews. Let's read what is that?

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Speaker 1: Let's do my professor? Great processor?

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Speaker 3: Yea?

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Speaker 1: How will you do on that? Break by professor?

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Speaker 5: That?

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Speaker 2: Next?

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Speaker 3: We'll do that next week.

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Speaker 1: We'll reading when you're gone, we read what a you're got?

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Speaker 1: By the way, professor, what grade would you give me

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Speaker 1: because I challenge you in class? Would you be fair

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Speaker 1: to me? Or would you would you harbor a little

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Speaker 1: bit of Oh I don't like that guy? Here's what

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Speaker 1: reasonab me? Sometimes I would be in yeah, be honest.

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Speaker 2: No, no, I would be honest. So here's the I

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Speaker 2: do blind grading, which means that when you take the test,

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Speaker 2: you give me your ID number on the test, but

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Speaker 2: not your name. So when the teaching assistant, so I

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Speaker 2: do have some assistance creating bigger classes grade when we

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Speaker 2: great exams. I don't know who you are, so I

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Speaker 2: find assistance.

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Speaker 1: Have you lifting over there? You can't? I want you

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Speaker 1: to do it? So as your legislative politics class? What

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Speaker 1: I uh, well, do you think I would do there?

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Speaker 2: I think that if you do the reading and you

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Speaker 2: come to lecture, you'll do fine.

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Speaker 1: I don't get a great as for extra time. I

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Speaker 1: would as fresh. Let's have a learning disability. I am

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Speaker 1: front about you the title Actually time, I'm entired. You

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Speaker 1: let them do oral presentations?

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Speaker 2: You mean no, you have If I'm teaching a class

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Speaker 2: of seventy or ninety kids, you know that.

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Speaker 5: Well.

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Speaker 2: I asked them to make presentations as teams so they

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Speaker 2: learn how to work together as a team. So and

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Speaker 2: then the whole class votes on their proposals so we

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Speaker 2: can all but listen.

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Speaker 3: You know we've got.

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Speaker 2: Elettronic technology now where they submit their their papers.

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Speaker 3: All schools have this in a learning manage.

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Speaker 1: Wants to and that, No, it's got to be in person.

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Speaker 1: Do you hear that? Tom? Yeah? All right, we got

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Speaker 1: to go one more thing. But you know, to answer

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Speaker 1: my question, assuming I challenge you in class and I

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Speaker 1: present well written, look, I could write you know, I'm

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Speaker 1: going to go I'm going to be good. What would

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Speaker 1: you grade me fairly? What do I have to worry

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Speaker 1: about you?

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Speaker 2: No? No, no, no, you can ask anybody if anything they

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Speaker 2: I think they think agreed.

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Speaker 3: To too straight along the line.

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Speaker 5: Let's put it that on.

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Speaker 1: Well, how would you think give me a grade? Being honest,

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Speaker 1: give me a grade. I'll give you a grade. Give

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Speaker 1: me a grade. Go ahead.

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Speaker 3: I great for what if I'm in your.

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Speaker 1: Class based on what you know? We're doing this for

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Speaker 1: ten years, back and forth. You know, I know you,

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Speaker 1: you know me. I'm not afraid to challenge you and

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Speaker 1: assuming my my essays are going to reflect my presentation here,

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Speaker 1: give me a great go ahead.

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Speaker 3: I think I would.

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Speaker 2: I would grade myself a B plus and you would

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Speaker 2: be plus.

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Speaker 3: Because I think the two of us sometimes, uh you.

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Speaker 2: Know, I I like in a paper, if you're going

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Speaker 2: to make a statement, I want to know where you

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Speaker 2: got the information and how is it explained and is

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Speaker 2: it accurate? I think the two of us sometimes on

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Speaker 2: the radio rush through things.

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Speaker 3: So I will.

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Speaker 1: It's radio with time on time. All right, gotta go, thanks,

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Speaker 1: I'm gonna appeel that. By the way, I'll come in

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Speaker 1: your office hours. Bye. I'll hound you right