What is the best video you’ve ever seen to Orange Pill someone?

In order to effectively orange pill someone you really need to explain a lot of different aspects about economics, money, governments, bitcoin, etc., and if someone isn’t willing to do that much research, it’s really tough to get them aboard the train. What I’m looking for is a video that summarizes this in such a concrete and concise manner with a10-year-old explanation, that obviously won’t fully pill them, but gives them all the right details to plant the seed appropriately. If anyone has any links to videos like this, or if none exist, this might be a great opportunity for a content creator to craft the perfect video that we can all share to plant the seed.

#asknostr #orangepill

/lottery 200

/lottery 200

They don’t link to the report

It always does.

#inflation #trump #harris #bitcoin #stacksats #yougetthepriceyoudeserve #btc #freedom #grownostr

To break down the annual inflation rates using the original basket of goods from when GDP or CPI first started being measured (around the 1930s), we would need to account for several factors over the decades, focusing on those components of the basket that have been consistently altered, substituted, or adjusted out of the official metrics.

Unfortunately, precise year-by-year inflation rates using the original methodology are not officially tracked, but we can give a rough estimate based on various sources like ShadowStats and historical comparisons.

Let’s consider the breakdown:

### Key Assumptions:

1. **Pre-1980 Methodology**: We use the original CPI methodology before significant changes started, including adjustments like substitution, hedonic adjustments, and changes in weighting.

2. **Shadow Statistics Approach**: A widely referenced method suggests that if inflation were calculated using older methodologies, the rates would be consistently 4-8 percentage points higher than what is officially reported, depending on the year.

### Estimated Annual Inflation Rate Using Original Basket (1930s to Present):

- **1930-1950**:

- Average inflation rate: 1-3% (relatively low during the Great Depression, then rising slightly during and post-WWII).

- **1950-1970**:

- Average inflation rate: 3-5% (reflecting the post-war economic boom and gradual price increases).

- **1970-1980**:

- Average inflation rate: 7-12% (high inflation driven by oil crises, stagflation, and the removal of the gold standard).

- **1980-2000**:

- Average inflation rate (original methodology): 6-8% (compared to the official rate of 2-3%). This era saw significant changes to how inflation was calculated, including the introduction of substitutions and hedonic adjustments.

- **2000-2010**:

- Average inflation rate (original methodology): 8-10% (compared to official rates of around 2-3%). Major cost-of-living increases occurred, especially in housing, healthcare, and education.

- **2010-2020**:

- Average inflation rate (original methodology): 8-10% (compared to official rates of 1-2%). Persistent underreporting of inflation as real costs of essentials rose significantly.

- **2020-2024**:

- Average inflation rate (original methodology): 10-15% (compared to official rates of 3-8%). The COVID-19 pandemic, supply chain disruptions, and monetary policies drove real inflation far higher than reported.

### Summary

Using the original basket of goods and services from the early days, the cumulative annual inflation rates would likely have been:

- **1930-1950**: 1-3% annually

- **1950-1970**: 3-5% annually

- **1970-1980**: 7-12% annually

- **1980-2000**: 6-8% annually

- **2000-2010**: 8-10% annually

- **2010-2020**: 8-10% annually

- **2020-2024**: 10-15% annually

These figures provide a rough estimate of what inflation might look like if we kept the original basket of goods without making modern adjustments. The average inflation rate over this period would suggest a much higher cost of living than officially reported numbers indicate.

That was both awesome and incredibly hard to watch.

https://x.com/dominictsz/status/1825018415108821011

Jamaican me hungry!

The goal for me would be to have as few locals as possible, mostly because they will likely not share our values of freedom, and will therefore not integrate well.

Privacy is great. No user records. Quality has been great so far. I don’t usually search for anything too crazy so I’m not sure about resources that have been scrubbed from other engines.

They have a browser and more recently a search engine as well.

Does anyone other than women with large breasts wear Bebe branded shirts? #apparel #bebe #boobs

Do you know the reason for this being a setting only accessible through a browser?

This is fuckin’ crazy. I had no idea this was possible. So many wild possibilities…

Voting for no government is the only option. BT dubs, when I say vote, I mean work the existing system to the fullest extent of the law, gray market everything you can, and use parallel economies whenever possible. #fuckthesystem

Props for sharing something not politics or bitcoin or nostr related.

Hack this:

I’ve started using Brave search.

Eliminating feminist teacher bias erases boys' falling grades, study finds

BY HILARY WHITE

Thu Jan 17, 2013 08:32 EST LifeSiteNews.com

Has the Sexual Revolution, and the feminist ideology that drives it, pushed men out of universities by undemining boys in school as early as kindergarten? Some writers are beginning to connect the dots between the shift overthe last few decades in educational practices from fact-based grading to evaluation based on "non-cognitive" and "emotional skills" and the drop in school performance of boys.

In the 1970s, feminist critics regularly complained that the school system favored "male thinking. Facts, dates, rote learning, and math skills that were seen as too masculine for gins. In the intervening decades, feminists have made huge strides throughout the Western world, and education - particularly in the training of teachers - has been transformed as a result.

That most govemment policy makers and academics accept this as an unqualified success has left bewilderment as to how the new, more fair" teaching styles have resulted in poor outcomes for boys and ultimately for the men they

A five-year research project, funded by the Departments of Education and Justice in Northern Ireland, has just been released that found "systemic flaws" in the way students are evaluated that leave boys disadvantaged. Boys from poor neighbourhoods in Belfast and other cities are especially vulnerable to leaming underachievement and health problems.

Dr. Ken Han and and Sam McCready from the University of Ulster said that the problem has been clear for "several decades," but that 'it was extremely difficult forthe research team to find specific strategies addressing boys' underachievement."

"Although teachers who were interviewed as part of this study recognised the predominance of boys with lower academic achievement, they generally did not take this into account in terms of leaming styles or teaching approaches," he said.

The Belfast Telegraph quoted a pupil who told the researchers, Teachers should understand better the way boys think and why they do some things. They're out of touch."

The problem of boys' underachievement in primary and secondary school follows them into their later lives. Research from 2006 has tracked the decline in male academic performance over the same period as the rise of feminist-dominated ideologies in academia and policymaking.

The ratio of males to females graduating from a four-year college stood at 1.60 in 1960, fell to parity by 1980, and continued its decline until by 2003, there were 135 females for every 100 males who graduated from a four-year college. Another study found that half of the current gender gap in college attendance can be linked to lower rates of high-school graduation among males, particularly for young black men.

The work of one American researcher may offer clues to the question of why and how. Professor Christopher Comwell at the University of Georgia has found that a heavily feminist-driven education paradigm systematically fav ours girls and disadvantages boys from their first

days in school.

Examining student test scores and grades of children in kindergarten through fifth grade, Cornwell found that boys in all racial categories are not being "commensurately graded by their teachers" in any subject "as their test scores would predict."

The answerlies in the way teachers, who are statistically mostly women, evaluate students without reference to objective test scores. Boys are regularly graded well below their actual academic performance.

Boys are falling significantly behind in grades, "despite perfoming as least as well as girls on math tests, and significantly better on science tests."

After fifth grade, he found, student assessment becomes a matter of *a teacher's subjective assessment of the student's performance," and is further removed from the guidance of objective test results. Teachers, he says, tend to assess students on non-cognitive, "socio-emotional skills." This has had a significant impact on boys' later achievement because, while objective test scores are important, it is teacher-assigned grades that detemine a child's future with class placement, high school graduation and college admissibility.

Eliminating the factor of "non-cognitive skills... almost eliminates the estimated gender gap in reading grades," Cornwell found. He said he found it "surpnising" that although boys out-perfom girls on math and science test scores, girls out-perfom boys on teacher-assigned grades.

In science and general knowledge, as in math skills, the data showed that kindergarten and first grade white boys' grades "are lower by 0.11 and 0.06 standard deviations, even though their test scores are higher." This dispanty continues and grows through to the fifth grade, with white boys and girls being graded similarly, "but the disparity between theirtest performance and teacher assessment grows."

The disparity between the sexes in school achievement also far outstrips the di sparity between ethnicities. Comwell notes that "the gir-boy gap in reading grades is over 300 percent larger than the white-black reading gap," and boy-girl gap is about 40 percent larger than the white-black grade gaps.

"From kindergarten to fifth grade," he found, the top half of the test-score distribution" among whites is increasingly populated by boys, while the grade distribution provides no coresponding evidence that boys are out-perfoming girls".

These disparities are "even sharper for black and Hispanic children" with the misalignment of grades with test scores steadily increases as black and Hispanic students advance in school.

The study, he said, shows that teachers' assessments are not aligned with test-score data, with greater gender disparities in appearing in grading than testing outcomes". And the "gender disparity" always favours girls.

The American thinker Christina Hoff Sommers, author of the book The War Against Boys: How Misguided Femini sm Is Harming Our Young Men, wrote that the idea that schools and society grind girs down has given rise to an array of laws and policies intended to curtail the advantage boys have and to redress the ham done to girls."

Sommers wrote in The Atlantic, These are things everyone is presumed to know. But they are not true." She notes an incident at New York's tony Scarsdale High School in which, at a conference on student achievement, a male student presented evidence from the school's own records showing that far from being pressed down, girls were far outstripping boys.

When the teachers checked the student's data, they found little or no difference in the grades of boys and girls in advanced-placement social-studies classes. But in standard classes the girs were doing a lot better." The revelations, she said, were not well received. Scarsdale is a school that has thoroughly accepted the received wisdom that that girls are systematically deprived, and this belief has led their gender-equity committee to offer a special senior elective on gender equity that continues to preach the message.

Why has that belief persisted, enshrined in law, encoded in governmental and school policies, despite overwhelming evidence against it?* Sommers traces it back to the work of one academic feminist, Carol Gilligan, a pioneer of gender studies at Havard University. Gilligan's speculations launched a ventable industry of feminist witers, citing little or no reviewable data, lamenting the plight of girls "drowning or disappearing" in the "sea of Western culture"

"Most of Gilligan's published research, however," Sommers points out, "consists of anecdotes based on a small number of interviews."

Sommers has identified the work of Gilligan and herfollowers as "politics dressed up as science" and points out that she has never released any of the data supporting her main theses. Nevertheless, the idea that girls are lagging behind boys continues to lead the discussion at nearly every level of public policy on education, and not only in the U.S.

The global reach of American left-wing feminism has led to similar changes, and similar outcomes, in nearly every

Western nation