“Grooming” - Every Conservative accusation is an admission

Each other. Intimately.

It doesn’t matter. Initially, in Germany, the Nazi presence, was merely a shadow, and Hitler was considered a joke. Then he found a Jewish actor to rebrand him, and the people adored him. DiSantis is dangerous. If he’s not Hitler, he’s Mussolini, the cheap bargain brand. What if DiSantis gets Micky Mouse to rebrand him? Already, his wife Casey wears off the shoulder Ol’ Yeller. Or Eva Braun.

Nope. I won't be voting for DeSantis just like I didn't vote for Trump. You leftists are very simple minded with your binary thinking.

You are literally the most binary person here, well you and @Diacanu

Tell us again how you didn't vote for trump when we all know you probably tried to vote twice for him. You are still on probation for your jan 6th bullshit you little nazi trump fanboi. Kanye west is jelly over your position on the trump human centipede.

FF thinks we're fooled by "vote for the option that obviously wasn't going to win instead of the option that could have beaten the horrific option and then claim you voted against the horrific option" schtick.

And yet calls US simple.

Amaris doubtless has something to say, but we don't live in a world of rainbow unicorn farts, so "the least terrible choice" has to do. And we have to keep dragging the Overton window for "least terrible" back in OUR direction.

Your direction is the horrific option.

Well then you better vote for the guy that is currently under indictment for stealing and withholding classified nuclear secrets, potential vulnerabilities of the United States and its allies to military attack and defence and weapons capabilities of both the United States and foreign countries

I mean do you even listen to yourself?

He's voting for this totally-not-a-kook candidate.

your age
divide by two
add seven.

you're close enough.

I'm 54 now, and with that math, it's actually peak dating pool for me right now. Mostly MILFs just through their second kid and first divorce

fuck off, prude boi

"And felt how awful goodness is".

Yeah I'm a prude because I don't want children to have sex change operations.

that wasn't really part of the considerations because you'd hardly be unique in that position... although I suppose your opposition to any meaningful sex/gender education, let alone counselling, would count towards it.

Where exactly are children having sex change operations? How many children a year?

I'm not against sex education, we had it in middle school.

Underneath Ping-Pong Pizza.
Then Hillary eats all the titties and dicks.
Well not all, some becomes pepperoni
Isn't it sad that the shit I can make up isn't any crazier than the shit that made it onto Infowars?

isn't that traditionally taught by PE teachers?

it's no stretch of the imagination that you had Dayton for Phys Ed...

hell, even here we didn't get this woman giving lectures until I was in college...

Yes it is traditionally taught by PE teachers, but no, my PE teacher was competent. Not all PE teachers are like Dayton.

We had it in 7th-grade Life Science and 10th-grade Biology.

The Bio teacher was too embarrassed to do the "put a condom on a banana" part of the lesson so she always called the Life Science teacher in to do it. The Life Science teacher, accustomed to dealing with 7th-graders on a daily basis, was incapable of being fazed by anything.

well, this is how the kids are getting taught here these days.

Grade 1
When children know how to care for and use the correct names of their body parts, they build understanding and respect for themselves and their bodies and can communicate clearly and ask for help in case of illness, injury or abuse.

Students will learn:

• to identify body parts, including genitalia, by their proper names
• to use positive language when describing their bodies
• about their senses and how they function
• basic good hygiene habits (for example, washing your hands, using tissues)

Grade 2
Helping children to understand that their bodies will change (for example, losing baby teeth) can help them:

• prepare for and adjust to those changes
• appreciate what their bodies are able to do and perceive them positively
• communicate about these changes with a trusted adult if they ever feel confused

Students will learn:

• the basic stages of human development (infancy, childhood, adolescence) and related body changes
• good hygiene habits for oral health (for example, brushing your teeth, flossing, visiting the dentist regularly)
• to appreciate what their bodies can do

Grade 3
To foster healthy relationships, students will learn what healthy relationships look like. Students also learn about what makes them unique and how to show respect for all.

Students will learn:

• about characteristics of healthy relationships and consent (for example, accepting differences, listening, stating and respecting personal boundaries, being respectful, being honest, communicating openly)
• describe ways to respond to bullying and other challenges (for example, peer pressure, being left out)
• about factors and habits that can affect physical and emotional development (for example, safe environment, caring adults, feeling like you belong, appreciating what your body can do and building a healthy body image, sleep, food, physical activity)
• how visible differences (for example, skin, hair and eye colour, clothing, physical ability) and invisible differences (for example, learning abilities, cultural values and beliefs, different types of families) make each person unique
• ways of showing respect for differences in others

Grade 4
Today, children enter puberty earlier: on average, girls enter puberty between the ages of 8 and 13 and boys enter puberty between the ages of 9 and 14. Learning about puberty before students may fully experience it helps prepare young people for changes in their bodies, emotions and social relationships.

Students will learn:

• the physical changes that happen during puberty, and the emotional and social impact these changes can have on a developing child
• how personal hygiene needs may change during puberty (for example, the increased importance of regular bathing)

Grade 5
By Grade 5, students have developed some self-awareness and coping skills, and have also learned critical thinking and reflective skills.

Puberty can be stressful and helping students to understand changes in their bodies can help them cope. Students will also continue to learn the importance of showing acceptance and respect for themselves and others, including those who may be entering puberty earlier or later than their peers.

Students will learn:

• about factors that may affect the development of a person's understanding of themselves and their personal identity, including their sexual orientation (for example, body image, self-acceptance)
• about the reproductive system, and how the body changes during puberty
• about the process of menstruation and sperm production
• to describe emotional and interpersonal stresses related to puberty

Grade 6
As children grow older and enter adolescence, understanding how they and their peers may be affected by the many changes they are experiencing helps them build a healthy sense of who they are.

By Grade 6, students have developed more self-awareness and coping skills, as well as critical thinking and reflective skills, to solve problems and examine issues. They will apply these skills to learning about stereotypes and assumptions.

By examining and challenging these stereotypes and assumptions, they continue to learn about respect for others, and build self-confidence to build a foundation for healthy relationships.

Students will learn:

• an understanding about the impacts of viewing sexually explicit media, including pornography
• the physical, social and emotional changes that may occur in adolescence (for example, body growth, skin changes, increasing influence of peers, increased intensity of feelings) and how students can build a healthy foundation for relationships
• to make decisions in their personal relationships that show respect for themselves and others, recognizing the importance of consent and clear communication
• how stereotypes — and assumptions about gender, race, sexual orientation, ethnicity, culture and abilities — can affect how a person feels about themselves, their feelings of belonging and relationships with others
• appropriate ways to respond to and challenge assumptions, stereotypes, homophobia and racism

Grade 7
Students need information and skills to make sound decisions about their health and well-being before they face a situation where they may need that information.

Research has shown that teaching about sexual health and human development does not increase sexual behaviour and can actually prevent risky activity.

Students will learn:

• the importance of having a shared understanding with a partner about: reasons for delaying sexual activity until they are older, the concept of consent and how to communicate consent, and the need to clearly communicate and understand decisions about sexual activity in a healthy relationship
• to identify common sexually transmitted and blood borne infections (STBBIs) and describe their symptoms
• how to prevent STBBIs and avoid becoming a parent before they are ready, including delaying first intercourse and other sexual activities until they are older, and using condoms and other forms of protection consistently
• about the physical, emotional, social and psychological factors to consider when making sexual health decisions (for example, the risk of STBBIs or of becoming a parent before they are ready, emotional readiness, sexual orientation, moral and religious considerations, cultural teachings, and impact on other relationships)
• how relationships with others and sexual health may be affected by physical and emotional changes in puberty and adolescence

Grade 8
Students continue to build their understanding of factors that support positive, healthy choices, including building a deeper understanding and appreciation of themselves and their identity. Students are also exploring healthy ways to engage in evolving and new relationships.


Students will learn about:

• things that could affect someone's ability to make safe and healthy decisions about sexual activity
• sources of support with respect to sexual health (for example, parents, health professionals, in-school resources, local community groups and religious, spiritual, and cultural leaders)
• gender identity, gender expression and sexual orientation, and to identify factors that can help all young people to develop positive personal identities
• abstinence, contraception and consent in order to make safe and healthy decisions about sexual activity
• benefits, risks and drawbacks associated with relationships involving different degrees of sexual intimacy

I'm sure you'll find some sort of grooming going on given the notion of 11 year olds learning about gender identities. Definitely some CRITICAL RACE THEORY!!! with all that woke garbage about learning to show respect to differences and challenging stereotypes... and, oh fuck. learning about consent??? gonna be a generation of emasculated soibois who can't talk a girl out of her pants, triggered by a cartoon skunk!

Yeah, but I heard a strawman of a thing that never happens from a Youtube guy, and the Youtube guy has my absolute unbreakable devotion because he told some jokes that made me chuckle about some people I already hate because my daddy hated them.

Can you counter that?
I think not!

Checkmate, libs!

And then he wanted to see Seven of Nine's female parts.

I don't think Dickynoo's that binary... Base 3, maybe

"Meaningful" is NOT interchangeable with a singular opinion on gender POLITICS.

Who decides?

UA is obviously the only person who is intelligent, unbiased, wise, and humble enough to be the sole arbiter of the entire universe. Have you not read one of his narcissistic, delusional, humblebragging gifts to us all?

And what a wild two years it's been for you since then.

Who decides what is an opinion?

When it comes to government intervention.