Episode Transcript
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Speaker 1 (00:11):
You are about to listen to the Doctor Dahlia show,
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Speaker 2 (00:34):
All right, we are back on Doctor Elliot. Say thank
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Speaker 3 (00:39):
One eight seven seven Doctor Dolly one eight seven seven
D O C D A L I.
Speaker 2 (00:44):
So it's about flipping time.
Speaker 3 (00:46):
For years, we've been looking at the food stamp program
or now what we have a SNAP Supplemental Nutrition Assistance program,
and looking at individuals who might be misallocating those funds
as opposed to buying healthy food for their children, using
it for soda pop, using it for junk food, sugary drinks,
(01:08):
sugary snacks. And it took RFK Junior and the current
HHS to say, look, this is wrong. So Colorado is
now exempting soda and sugary drinks from their SNAP benefits.
How that is going to work is and I guess
the US Department of Agriculture had to allow it, the USDA,
(01:31):
but Colorado was going to ban sugar, sugary beverages and
soda from being purchased with SNAP funds. The announcements made yesterday.
The state submitted a waiver request on May thirteenth. The
waiver is going to take effect twenty twenty six. The
SNAP waiver is designed to bring a focus according to
(01:51):
Fox thirty one KDVR for healthy eating. According to Colorado
Governor Jared Polis, well done.
Speaker 2 (02:00):
The waiver changes what foods can be purchased. Now.
Speaker 3 (02:03):
Beneficiaries can still get milk, obviously, and can get one
hundred percent fruit juice, so one hundred percent.
Speaker 2 (02:11):
Orange juice or cranberry.
Speaker 3 (02:13):
But these sugary, sugary drinks that have ten percent real juice. No, Now,
we still have a long way to go. There's still
a lot of junk food that unfortunately.
Speaker 2 (02:26):
Is being bought.
Speaker 3 (02:28):
But if you have soft drinks artificial sweeteners which provide
no nutritional benefit whatsoever, why is our supplemental nutritional assistance
program covering that? So the waiver, you know, specifies, don't worry.
This is not covering baby formula, milk, et cetera. And
(02:48):
I think it's obvious. But in a statement, Governor pol
Is called Colorado one of the healthiest states in the
nation and noted that it's twenty four point nine percent
obesity rate is one of the lowest of the fifty states,
but the race is still too high and said it
endangers and shortens the lives of too many Colorados. So
today's waiver, they say it's a big step towards improving
the health of Colorados. So absolutely, it's about time.
Speaker 2 (03:11):
Now. Colorado was not the first.
Speaker 3 (03:14):
The Denver passed measures before in terms of you know,
happy meals and kids meals and you know what restaurants
could serve. So Colorado has been one of the trendsetters
with that. I really I was just in Colorado a
couple of months ago. Beautiful state, healthy looking people, lot
(03:35):
of activity, a lot of exercise, and so you know,
when people look at what RFK Junior is doing in
Maha and hel the critics, this is a bipartisan, common sense,
popular issue. It is okay for you to be Democrat
and agree that taxpayer money should not go to junk
(03:57):
food or should not go to un healthy.
Speaker 2 (04:00):
Foods for kids.
Speaker 3 (04:02):
That's okay, just like you could be Republican and agree
with Governor Poulis.
Speaker 2 (04:07):
And what he's doing.
Speaker 3 (04:10):
I think we are gonna get so much done if
we could just forget about the R and the D
and just use some common flipping sets. More states are
banning junk food from Snap benefits. West Virginia, Florida, Colorado, Louisiana, Oklahoma,
and Texas have all these new waivers that they have
(04:32):
submitted to the USDA to modify what they.
Speaker 2 (04:35):
Could use for their food benefits.
Speaker 3 (04:36):
It blows my mind that the default allows the junk
food to be bought. You know, it's really easy to
limit what SNAP covers. You can't use it for alcohol,
you can't use it for cigarettes, there's already limits. I'm
just kind of blown away that this whole junk food
and soda pop and diet soda, and that is the default,
(05:03):
and we now have to waiver it out and we
have to filter it out and do blocks to stop
funds being used for that. That kind of makes I
don't know why that wasn't implemented from day one. As
I told you, I remember back in the nineties Wick
where how it worked was you could go to the
grocery store and grab the lettuce, grab the eggs, grab
(05:24):
the chicken, the turkey, go up to the counter, show
your Wick creditis or Wick Card, and you get those
for free.
Speaker 2 (05:33):
And I thought that was fantastic.
Speaker 3 (05:36):
Because we knew that real food was hopefully going to
that table and then being.
Speaker 2 (05:42):
Used to feed kids. I mean, obviously cook the chickens,
so nobody get salmonilla.
Speaker 3 (05:46):
But now if it's yeah, you know, run looks to
this card and I get a few hundred dollars a
month to We taxpayers are now carrying the burden of
these kids with obesity, these kids with diabetes, people's congestive
heart failure and heart disease and high cholesterol. We're already
pain up the retroperitoneum with these high insurance premiums because
(06:08):
of our unhealthy everybody is. On top of that, we're
going to be putting tax dollars into into junk food
as well.
Speaker 2 (06:16):
So it's a shame.
Speaker 3 (06:17):
There's only six states now but Arkansas, Idaho, Indiana, Iowa, Nebraska,
and Utah from what I understand, are also moving to
ban it. So forty million people use Supplemental Assistance Nutrition program.
I think it is high time that Republicans and Democrats
(06:37):
combine forces to make sure our Supplemental Assistance Nutrition Program
supplements the nutrition of people who need the assistance. We
are assisting their nutrition. And and now we still have candies,
I think, and some sugary cereals. See that would be
(06:58):
fantastic if you have you know, certain cereals are healthy
foods that are are free to individuals where they get
like a limit like Wick. I really think I wonder
why Wick ended, and I need to look into that
because it would be nice to know that the healthy
food is getting to them.
Speaker 4 (07:18):
Now.
Speaker 3 (07:18):
You can't make them eat, you know, you could lead
a horse to water, and you can't make them drink.
You can't necessarily make children, you know, eat the healthy food.
But at least the taxpayers aren't contributing to it. So
fantastic work. Governor Paula's in Colorado. I hope that all
states will follow and eliminate sugar junk food as well
(07:41):
from snap benefits. If somebody wants to buy and they
can buy them, just not on the government dime one
eight seven seven doct Dolly, don't go away.
Speaker 2 (08:00):
Hey guys, it's doctor Dahlia.
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Speaker 3 (10:34):
So I rode the bus a lot to go to school,
and I remember standing there at the bus stop and
the bus would come, and if he was in a
good mood, he would park right where we were and
let us on. If he wasn't, he would go a
little farther then put on the brakes, and all this
exhaust and smoke we would feel and breathe in, and
(10:58):
then we would enter the bus.
Speaker 2 (11:01):
High bus driver.
Speaker 3 (11:02):
I didn't like riding the bus, you know, because I
didn't like the smell, I didn't like the pollution, and
I didn't like getting picked on. But millions of kids,
millions of students are going to be riding the school
buses here, and I'm so excited to have our guests
back because he is going to talk to us about
what many parents are feeling. This new survey says parents
(11:23):
are ready for something a lot cleaner than what we're currently.
Speaker 2 (11:27):
Using with diesel buses.
Speaker 3 (11:28):
So coming back on the show with Tucker Perkins, President
and CEO of the Propane Education and Research Council, with
information on the survey and how to improve our rides
to school. Tucker, thank you so much for coming back.
We really appreciate it.
Speaker 8 (11:44):
Well. I love that passionate introduction for your own experience.
I look forward to having this conversation.
Speaker 2 (11:50):
Absolutely, so.
Speaker 3 (11:52):
I love how you guys are getting the pulse of
what the parents want.
Speaker 2 (11:56):
Talk to us about this survey.
Speaker 8 (11:59):
Yeah, you know, over the course there's interview about two
or three findings from it, but the first one that
was interesting. And again we servey parents and educators, so
narrow focus of that, but eighty percent of them, more
than eighty percent, actually thought their children deserved to ride
to school in a low emission bus powered by propane.
(12:22):
That's interesting to us because that doesn't mirror reality. The
reality is most children ride to school the way their
parents and grandparents went to school in a diesel power
school bus. And so we see that parents see there's.
Speaker 3 (12:36):
A better way, absolutely, and you'll talk to us about
why it's better.
Speaker 8 (12:42):
Yeah, I think it's better, better for the child. Let's
start there. I think that's the most important part of
this conversation. Healthier for the child. We've been behind that
school bus when it pulled away from the bus stop.
We've seen that cloud of black smoke, We've smelled that
cloud of black smoke. Choose propane bus, and that cloud
of black smoke is gone. Right. We know inside that
(13:03):
black smoke are pollutants and irritants that cause asthma, bronchitis,
carcinogens actually in there. And so the child gets a
healthier ride to school, quieter, much quieter, and so they
can talk with their friends, the driver can hear them,
the driver can instruct them, much safer for them on
the way. And then teachers tell us that quiet ride,
(13:24):
the child is calmer when they get to school, they
get into learning mode faster. So a great benefit.
Speaker 3 (13:32):
For the child, oh absolutely, and also the environment too.
I mean, look at what's being spewed out into the
environment with these buses. Yeah, so that's a huge impact
as well.
Speaker 8 (13:44):
Yeah, that black cloud of smoke is gone, so we
can take that away. What you cannot see is also
lower greenhouse gas output, so much better for the child,
for everybody's health in which those buses drive up and
down your streets, and then better for the environment as
we reduce greenhouse gases.
Speaker 3 (14:02):
Yeah, you know, there's a big push for electric electric
but I love the idea of pro paid buses. You know,
talk to us about the cost of.
Speaker 8 (14:10):
These All right, I want to first talk about the
cost compared to diesel. But thank you for even opening up,
because I firmly believe that school buses of the future
will be powered either by pro paine or by battery electric.
But let's first talk about the benefits to diesel. Same
initial costs as a diesel bus, but it costs half
(14:31):
to For most school systems, that looks like three to
five thousand dollars per bus per school year. And so
just think about it. They have one hundred buses, that's
a half a million dollars a year in savings. But
I do I love to talk about the comparison to
electric school buses because so many people believe that the
only true bus for the environment is an electric school bus.
(14:54):
So first off, they don't think about where electricity comes from.
Sixty five percent of the electric grid comes from burning coal, oil,
and natural gas. Right, so in many state a propane
school bus might be better for the environment than an electric
bus if we really think about where electricity comes from,
how we transport it, how we store it, as compared
(15:17):
to a very clean burning fuel like propane or renewable propaine.
The other big advantage over electric buses. Electric buses are
very expensive. You can buy four propane buses for one
electric bus. And frankly, whether you chose propane and electricity
as irrelevant if you still have a big fleet of
dirty diesel buses. So choosing propane allows you to get
(15:40):
rid of your diesel fleet four times the rate. And
that's really where you benefit the child, the school system,
and the environment.
Speaker 3 (15:49):
Not to go off topic, you know, because we're talking
about safety, but you know, I know a lot of
parents have been worried about you know, electric battery and
car fires and you know, I mean propane.
Speaker 2 (16:00):
Do we have I know, the.
Speaker 3 (16:01):
National Transportation Safety Board is trying to catch up in
terms of data on you know, electric vehicle fires versus
fuel versus you know, do we.
Speaker 2 (16:08):
Have a lot of data on propane indied fires or
not yet?
Speaker 8 (16:16):
Yeah, So propane fueled vehicles have probably been around fifty
years or more, so there's a lot of data. In fact,
we see a lot of police fleets that have been
making the conversion from gasoline to propane and one of
the things they liked they felt like it was a
safer fuel for them at high speeds and in some
of the situation's only policemen face, I would say this,
(16:39):
we all acknowledge that children probably are the most precious
cargo that we could carry in any vehicle, and so
we don't recommend conversions or aftermarket adjustments. We want these
factory buses coming new from the factory, purpose built and
designed to use propane, and so we know that they
(16:59):
are are safe. We have a lot of you know,
incident data over the years that proved us it's safe.
But you know that said, it's the most precious cargo,
and I think we're working every day to make these
buses safer. I would add you you are yourself said
I like to extend safety to a little bit to
think about the child riding in these diesel buses, uh
(17:22):
being impacted by those emissions. I don't view that as
safe or positive at all. And so when we expand
safety to think about the total bus, the fuel, the environment.
I think propane buses are very safe.
Speaker 2 (17:36):
I'm a huge fan of them.
Speaker 3 (17:37):
We're speaking to Tucker Perkins, President and CEO of the
Propane Education and Research Council. So the cost of getting these,
as you said, I mean, it's they're cheaper than electric vehicles.
Speaker 2 (17:48):
So you know how common are these?
Speaker 3 (17:51):
How how can we you know, start to get school
districts and cities to pay for these.
Speaker 8 (17:58):
So we're really proud. Or to two thousand propane buses
operating around the country today, A lot of systems have
either achieved one hundred percent penetration or are well on
their way to getting there. The fact is there's still
four hundred thousand buses operating on diesel fuel. Some systems,
thousands of school systems haven't even thought about converting from
(18:22):
diesel to propane. And that's why we're starting this conversation
now around back to school in engaging parents. The last
survey question that interested me is parents were willing to
do this. They liked the idea, they were very concerned
about the cost. Once they learned the facts and realized
that there could be cost savings, they were ninety percent
(18:44):
more likely to act. And so it's a great move forward.
But as we see in so many things right now,
we're well past talking. We need to learn and then
act absolutely.
Speaker 3 (18:56):
Because I'm hearing school districts are talking about moving electric
movie an electric and and what the statistic he gave
is four to one in terms of the cost. I mean,
we could have four buses for prop we feel that.
Speaker 8 (19:12):
I love the fact that fleets are talking about moving
away from diesel and they're working between whether to choose
propane or electric, and I think, you know, both are
great fuels and they're opportunities for both. For us, the
real opportunity lies and that much lower initial cost because
as I said, the culprit is not really it's not
really a big benefit whether it's use propane or electric,
(19:35):
except for the propane. Buses can be replaced four times faster,
and that's that's really how you get rid of those
diesel buses at four times the rate, and you get
a clean and affordable fleet by using propane.
Speaker 2 (19:49):
So nice, Tucker. Where can my listeners go for more information?
Speaker 8 (19:55):
Betterourbuses dot com? Betterour buses dot com. It's a complex topic.
It's where you can go learn facts, you can learn
how to engage and to start a conversation. And as
I said, this is the time to start a conversation.
We're back to school. Let's focus on something that we
don't often focus on, but that minute detail which we
(20:16):
now know is so important about how our children leave
our neighborhood, get to and from school.
Speaker 3 (20:23):
So true, Tucker Perkins can't wait to have you back.
I love having you on every year and keep us
posted on your progress.
Speaker 8 (20:30):
Okay, thank you so much for having me today.
Speaker 3 (20:33):
Take care all right, guys, don't go away. We'll be
right back one eight seven seven dot Tully.
Speaker 9 (21:02):
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Speaker 2 (22:16):
All right, we are back on doctor Dalisha. Thank you
all for tuning in.
Speaker 3 (22:21):
One eight seven seven Docadolli one eight seven seven Doc
d A.
Speaker 9 (22:26):
L I.
Speaker 3 (22:26):
So you would think our generations were limited to we
got the baby boomers previously, the traditionalists. After the Baby Boomers,
we got Gen X, Millennials, Gen ZS, Generation Alpha.
Speaker 2 (22:39):
Now we have the Generation.
Speaker 3 (22:40):
Betas, So you would think our generations were just limited
to those groups. Well, with COVID, we started to have
this generation COVID, and the Generation Alphas do not want
to be called Generation COVID, neither did the Gen ZS
or the millennials. So we use this term generation COVID
(23:00):
for those individuals whose lives change, whose lives were deeply
impacted by COVID, which to me is everybody. Okay, that's
COVID mess up a lot. Was an advantage for some,
but you know, messed up a lot of us. But
we have this growing generation called the Generation Jobless, and
(23:23):
this is something that is not necessarily affecting everybody. But
it is growing and the generation or the pool of
people who are jobless are finding themselves in a rut. So,
you know, the idea of a generation means it's a
long amount of time, and it's a block of time.
(23:44):
I'm gen X, that's my generation. Now, it's my generation.
Doesn't mean I'm gen X all the way through, or
doesn't mean I grew up in the eighties, you know
and rocked out to you know, rock music what so
it yeah, I get that depend on how you use it.
Speaker 2 (24:01):
You know, in my generation we did this.
Speaker 3 (24:03):
Are you talking about in the olden days the past
or your current generation? Because current gen X we still
do things different ways, right, So you know, while you
have the millennials of the gen Z is all good
on tech. You know, me as a gen X, I
just find a millennial and gen Z that's what my
generation does. Figure this out, right, And we still make
(24:26):
fun of the boomers because we made fun of everybody
when we were Gen X gen x is. We had
moles on us, We really did. We had big MOUs
and I'm really proud of that. So as far as
I'm concerned that my generation is continuing to generate a
lot of big mouse stuff. But this generation jobless is
(24:46):
some serious stuff, and we speak about this a lot
on our show, which is there's a term for it now.
And for those people who are a generation jobless, they
are usually in the Gen Z. Could also be in
the millennial category, could also be Gen X, could even
be Baby Boomers where.
Speaker 2 (25:04):
COVID messed things up.
Speaker 3 (25:06):
But the heaviest hit generation are the Gen zs and
the older Gen Alphas where although Jen Alpha started in
twenty ten, so they really weren't working age. Just to recap,
the traditionalists were born before nineteen forty five, forty five
to sixty five, or the baby Boomers, although a lot
(25:26):
of Baby Bombers said, look, if we were born at
forty one forty two were baby boomers.
Speaker 8 (25:30):
I agree.
Speaker 3 (25:30):
We used to call back group baby boomers if you
were born during World War two and post World War
two when people were on leave, so I give you that.
But anyway, the Baby Boomer generation ended at sixty five.
Gen X's were from nineteen sixty five to nineteen eighty,
Millennials nineteen eighty to nineteen ninety five, Gen ZS ninety
five to twenty ten, Generation Alpha twenty ten to twenty
(25:52):
twenty five, and now the Generation betas are growing.
Speaker 2 (25:56):
I need to write a book. I have a book
on Jen Alpha. I need to write a book on
Gen Beta.
Speaker 3 (26:00):
The Generation Jobless were individuals where COVID messed them up.
Speaker 2 (26:06):
They were out of a job five.
Speaker 3 (26:09):
Months turned to five years and they lost momentum on
what they were doing with their career, or they lost
abilities to gain experience and cv builders. So when I
look at resumes, because people will have you look at
their resume, whether it's a medical student, whether it's a
(26:29):
non medical student, whether it's and I look at the resume,
there's major gaps and they're very light, and you see
the big font right and the narrow margins.
Speaker 2 (26:44):
It's one trick. We do.
Speaker 3 (26:46):
Really have your name up and big font and really bold.
Everything has to be at least fourteen points, make those
margins at least two to three inches. I mean, we
do what we can, but how do you get sos?
And I am hearing a lot of my friends have
kids in their twenties now and mid twenties, and they
(27:08):
these gen zs especially, they can't get a job. They
go online, they'll use indeed or LinkedIn or whatever and
they'll get the you know, they'll fill it out, they'll
get an email.
Speaker 2 (27:20):
Saying thank you, thank you for filling out.
Speaker 3 (27:22):
The application, and then within minutes or days or weeks
and maybe never that now we're not hiring you. And
unemployment is ridiculous now, especially for individuals who thought they
had to go to college, borrow a bunch of money
and then get a degree. When you saw thousands of
(27:43):
other people also getting those degrees. That the problem with
colleges is they keep taking in students and promising you
the world and there's too many people with degrees. Now,
degrees are starting to become worthless or too many people
have them.
Speaker 2 (28:01):
You know, we're seeing this with medical schools.
Speaker 3 (28:03):
These medical schools are expanding their class size, expanding their
class sizes. I'm like, but are there residencies? Are their
positions for these students. If you're not, you know, helping
build residencies, then you have all these medical students graduating,
and many of them I hear, I think, what two
thousand medical students will not have a job because there's
not enough places for them to go after the graduate.
Speaker 2 (28:24):
Lawyers are running to the same problem.
Speaker 3 (28:25):
Remember there was a lawyer who graduated law school, couldn't
find a job for six months, so.
Speaker 2 (28:29):
He turned around and sue to school. I mean he
was trained to sue.
Speaker 3 (28:34):
He's gonna sue somebody, and if he's not working, he'll
just turn around and sue the school.
Speaker 2 (28:39):
And he sued the school for false advertising.
Speaker 3 (28:41):
You said, would get jobs if we go to your
school and if we spent these tens of thousands of dollars?
Speaker 2 (28:46):
So what do you do if you're in generation jobless?
Speaker 3 (28:50):
Okay, well you got to be so if I was
a prospective employer, and I understand that COVID wasn't just
something that happened five years ago, although I really think
the virus leaked roughly around this time six years ago,
but I understand America was affected more so in the
early part.
Speaker 2 (29:08):
Of twenty twenty. Right, my question would be, when COVID hit,
what did you do then?
Speaker 3 (29:15):
What did you do in twenty twenty one, what did
you do in twenty twenty two, what did you do
in twenty twenty.
Speaker 2 (29:19):
Three, and what did you accomplish?
Speaker 3 (29:24):
Now some people did, They went back to work, they
got jobs, they got whatever they could. But they said,
I know, but you know what I did is I bartended,
and you know, maybe I love that. You know, if
you bartended and you were a medical student, I partended.
Speaker 2 (29:39):
You have to make money, you have to live.
Speaker 3 (29:41):
I would rather see that you bartended, that you waited tables,
that you took.
Speaker 2 (29:45):
A job and you worked. I don't want to see prostitution.
Speaker 3 (29:47):
I don't necessarily want to see OnlyFans on there on
your resume. But if you actually got yourself out there
and worked and tried to make connections, et cetera, I
think that's it's admirable. I love I think everybody should
have food service on their resume. I wait at tables,
tended bar I think it made me a better doctor,
(30:10):
because again, you learn how to deal with people. You
have to time manage, you understand customer service. It's it's
probably one of the best trainers. They every tell my
boys become waiters or bussers. You need to learn, you
know how people think, how people act. And it was
great tips too. If you struggle to get a job,
(30:32):
if you got depressed, if you got into a I
don't know a shall we say a rhythm where you
did a little bit here and then you did a
little bit there. One thing I would recommend then if
you're especially jobless now because not only did we have
the COVID issue, now we have the AI issue and
the robotic issue, and now human resources departments. There's nobody
(30:53):
sitting in a human resources department, so you try to
pave it pound walk in. There's nobody there to ask
for an application. Some places will do that. There might
be some managers on staff, but most of them they're like,
I'm sorry, I'm just kind of you know, do them
in nails. Just go online so you don't get that
one on one. You don't get to chimouse them. You
(31:14):
don't get to, you know, let them see who you
are and hopefully like you and then say, look, let
me talk to you for a few minutes and here's
an application. So what I suggest generation jobless do if
they are struggling is one, go back to school and
get trade certification or get some more credentials wouldn't hurt.
(31:35):
Number two is do some volunteer work work with charities.
You could fill up your resume showing all the charity
work you did, and and you know, I from a prospective,
A player says, well, what did you do when you
weren't working? I go. I kept myself busy, whether I
was getting paid or not. I wanted to be you know,
I want to help contribute to society. But get your
butts out there. One eight seven seven doctally don't go.
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Speaker 2 (34:25):
All right, we are back on the Dardali Show. Thank
you all for tuning in.
Speaker 3 (34:28):
One eight seven seven Doctor Dali one eight seven seven
D O C D A L I. So you know,
I'm looking at a lot of our health statistics and
we're seeing some alarming numbers, especially as it pertains to obesity.
Obesity related cancer deaths. These have soared over the last
(34:51):
two decades, and I'm really glad RFK Junior and the
MAHA movement is trying to address this. But we are
being told that obesity related cancer deaths have soared in
the US from three point seventy three million to thirteen
point five to two million, so of quadrupled in the
last two decades. It's according to a study by researchers
(35:14):
at Jersey Shore University Medical Center and Hackensack Meridian Health.
It was presented last month at ENDO twenty twenty five,
which is the Indoquent Society's annual meeting in San Francisco.
They looked at thirty three thousand deaths from ABCA related
cancers between nineteen ninety nine and twenty twenty. They looked
at mortality data and they found that older adults, females,
and racial minorities were found to have a higher burden
(35:36):
of risk. Overall, the Midwest had a higher rate of
obesity related cancer deaths and the Northeast had the lowest. Vermont, Minnesota,
and Oklahoma had the highest rates. Utah, Alabama, and Virginia
the lowest. Now that's interesting Alabama. Alabama usually gets very
very low marks as it pertains to high obesity rates
(35:58):
and health, but Alabama actually ranked lower in terms of
obesity related cancer deaths.
Speaker 2 (36:06):
According to the.
Speaker 3 (36:07):
CDC, more than forty percent of Americans have obesity. I
think it's almost fifty percent.
Speaker 2 (36:11):
Now.
Speaker 3 (36:12):
This raises our blood pressure risk, our heart disease risk, diabetes, cholesterol,
kidney disease risk, but it also increases our risk for
thirteen different types of cancer. The sophageal cancer according to
Fox News, ovarian cancer, pancreas cancer, thyroid cancer, brain cancer,
multiple bioloma, as well as what we've also talked about,
liver cancer, kidney's, upper stomach, gall bladder, uterrisk, colon rectum,
(36:35):
and of course breast.
Speaker 2 (36:38):
So what do we do? Yeah, we keep hearing this
over and over again.
Speaker 3 (36:43):
Cancer deaths going up, Our types of cancer is evolving
because of all the obesity. Our obesity is going up.
So I like what's happening. Colorado is joining other states
to start banning sugary drinks and junk food from snap.
That's a start, heay, you know, don't give free money
(37:04):
for bad food. The In terms of our physical fitness,
Trump has reintroduced the Presidential Physical Fitness Test, or the
Presidential Fitness Test, where we had to run a mile.
We had to do I just remember in the eighties.
Now we we gotta do the These are benchmarks you
have to hit. Let's see you run the mile. Let's
see you and I ran it. I never had to walk.
Speaker 2 (37:24):
I remember.
Speaker 3 (37:25):
I was able to get a six minute mile done
now before I went to high school. So I was
pretty happy with my athletic abilities. But the average kid,
they it's it's not you know, urged or recommended. Everything's
all about fat shaming and we'll love your body and
it's okay, and we'll make accommodations. I would rather we
(37:48):
you know when we're doing aptitude and academic testing and
looking at where kids need remediation. We do that with
their athletics and their and their physical abilities. I notice
you have lower strength in your left arm. Let's work
on that. Let's do some activities where we work on that.
And they don't have to be doctors. They could be coaches,
(38:08):
physical therapists, personal trainers.
Speaker 2 (38:13):
At the school.
Speaker 3 (38:15):
People say, oh, doctor Dohia's schools have enough work dealing
with the academics. Apparently they're not dealing with the academics
well either. I think fifty minutes of class is ridiculous.
Let's make the classes shorter in the mornings. The academics
in the morning where it's the concrete what they need.
(38:35):
We're gonna teach it, you're gonna practice it, You're gonna
do it.
Speaker 2 (38:41):
Right.
Speaker 3 (38:41):
You got the concept down, we got the lesson in
now next subject.
Speaker 2 (38:46):
No more than twenty.
Speaker 3 (38:47):
Thirty minutes each topic the morning, the academics are done,
and in the afternoon it's all about your exercise, your
life skills.
Speaker 2 (38:54):
You're being exposed to all.
Speaker 3 (38:55):
The trades, and these kids are gonna be really well rounded,
they're gonna be healthy, they'll know first aid, they'll know
kraftma god, they'll know how to defend themselves self defense.
They'll know how to farm, cook, they'll understand marketing, education,
the stock market, construction, plumbing, electricians.
Speaker 2 (39:13):
They'll you know, even truck driving. I mean, maybe we.
Speaker 3 (39:18):
Should have classes teaching kids how to use farm equipment.
Speaker 2 (39:23):
Drivers.
Speaker 3 (39:24):
A isn't just about a car. You should learn how
to drive other things. And so the more practical, then
the more they feel confident applying to jobs and looking
at other jobs. So I mean, we just couldn't let
the pilot a plane, that's you know, but let them
at least see what the life of a pilot's like.
You can do these week or two week long rotations
(39:46):
that give them that access. So by the time they're sixteen,
they have an idea of what they want to do.
They graduate when they're sixteen, and then you're seventeen and
eighteen years old. That's where they get their associate's degree
or their trade certificate. We don't have to pay for
free college. Taxpayers don't have to pay for free college.
It's incorporated into what is our current high school, you know,
(40:07):
K through twelfth, where eleven and twelfth grade is getting
them an associate's degree, a trade certificate, and getting them
so that by the time they're eighteen years old, they
are out and ready to get a job.
Speaker 2 (40:21):
But exercise needs to be a part of that.
Speaker 3 (40:23):
And if we have a child that cannot run a
mile and they have to walk, or they're huffing and puffing,
why aren't we getting a doctor involved. Why are we
looking at them and remediating them. Why are they out
of shape? No child should be out of shape if
they don't have a disability, But we are making them
(40:44):
have a disability, and then they could later have cancer.
So now one big thing parents say is, look, these
kids don't want to eat healthy food.
Speaker 2 (40:56):
Okay, now why is that.
Speaker 3 (40:58):
My sons loved carrots and peas when they were babies.
What changed, Well, they were able to make a choice.
They saw there was something sweet, something yummy, so then
they wanted that. Now when I raised them, I said, no,
you gotta eat your peas, got eat your carrots, gotta
eat your vegetables first, you gotta eat your spinach.
Speaker 2 (41:22):
Then you don't get the rest of your food. Sorry.
Speaker 3 (41:26):
I remember my mom, horrible cook. I follow in her footsteps.
Horrible cook should serve us whatever, and I wouldn't eat.
And I'm like, I'm full, I'm full. She goes, if
you're too full for your dinner, then you're too full
for dessert. I couldn't argue with that logic. It was
one of the very few times my mom was actually logical.
I'm like, hmm, so I would try to eat the
(41:48):
healthy food, but I got the healthy food in me.
But we've given these kids the idea that you have
a choice. You have a choice to do your homework,
you have a choice to go to school. Now, I
don't want the kids raised like I was, where your
choice was.
Speaker 2 (42:05):
You go to school or the belt. We don't want that.
Speaker 3 (42:08):
But I have parents all the time, you know, Oh
my daughter needs another school note and it's her eighth
one in the semester.
Speaker 2 (42:16):
And I'm like, has she seen a doctor yet? Oh?
She just doesn't feel like you could go to school?
Why not? Is she getting bullied?
Speaker 3 (42:24):
Is anybody getting to the root cause of this, because
she needs to learn, even if you have to homeschool.
But everybody seems to have a choice. I don't want
to do homework. I want to look on my phone.
Speaker 2 (42:38):
I don't want to listen to my teacher.
Speaker 3 (42:40):
I want to look on my phone and watch memes
and fuddy videos. I don't want to eat the vegetables.
I don't want to eat a healthy, balanced breakfast. I
want to just grab a cereal box or a pop tart. No,
maybe we need to get back to the basics and say, no,
these are the things you have to do. Gotta brush
your teeth, you got a shower, you have to exercise.
(43:03):
You have to get the vegetable in you after you
eat the salad, then we'll sit down and have dinner.
But eat the salad. Did you get your vegetables in?
These are things that just have to be done.
Speaker 2 (43:21):
You have a dog.
Speaker 3 (43:22):
People are thinking walking the dog is elective.
Speaker 2 (43:28):
No, you have a dog. The dog needs to be walked.
It's all mandatory.
Speaker 3 (43:32):
Maybe we need to start reincorporating that, because this is
ridiculous where we are from a health perspective.
Speaker 2 (43:37):
One eight seven seven Doctor Ali.
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Secure your financial future today
You are about to listen to the Doctor Dahlia show,
sase stimulating medical talk radio. Any medical advice doctor Dahlia
Wax gives on her show should not be substituted for
an actual visit to your medical provider. And now here's
doctor Dahlia.
Speaker 2 (00:34):
All right, we are back on Doctor Elliot. Say thank
you all for tuning in.
Speaker 3 (00:39):
One eight seven seven Doctor Dolly one eight seven seven
D O C D A L I.
Speaker 2 (00:44):
So it's about flipping time.
Speaker 3 (00:46):
For years, we've been looking at the food stamp program
or now what we have a SNAP Supplemental Nutrition Assistance program,
and looking at individuals who might be misallocating those funds
as opposed to buying healthy food for their children, using
it for soda pop, using it for junk food, sugary drinks,
(01:08):
sugary snacks. And it took RFK Junior and the current
HHS to say, look, this is wrong. So Colorado is
now exempting soda and sugary drinks from their SNAP benefits.
How that is going to work is and I guess
the US Department of Agriculture had to allow it, the USDA,
(01:31):
but Colorado was going to ban sugar, sugary beverages and
soda from being purchased with SNAP funds. The announcements made yesterday.
The state submitted a waiver request on May thirteenth. The
waiver is going to take effect twenty twenty six. The
SNAP waiver is designed to bring a focus according to
(01:51):
Fox thirty one KDVR for healthy eating. According to Colorado
Governor Jared Polis, well done.
Speaker 2 (02:00):
The waiver changes what foods can be purchased. Now.
Speaker 3 (02:03):
Beneficiaries can still get milk, obviously, and can get one
hundred percent fruit juice, so one hundred percent.
Speaker 2 (02:11):
Orange juice or cranberry.
Speaker 3 (02:13):
But these sugary, sugary drinks that have ten percent real juice. No, Now,
we still have a long way to go. There's still
a lot of junk food that unfortunately.
Speaker 2 (02:26):
Is being bought.
Speaker 3 (02:28):
But if you have soft drinks artificial sweeteners which provide
no nutritional benefit whatsoever, why is our supplemental nutritional assistance
program covering that? So the waiver, you know, specifies, don't worry.
This is not covering baby formula, milk, et cetera. And
(02:48):
I think it's obvious. But in a statement, Governor pol
Is called Colorado one of the healthiest states in the
nation and noted that it's twenty four point nine percent
obesity rate is one of the lowest of the fifty states,
but the race is still too high and said it
endangers and shortens the lives of too many Colorados. So
today's waiver, they say it's a big step towards improving
the health of Colorados. So absolutely, it's about time.
Speaker 2 (03:11):
Now. Colorado was not the first.
Speaker 3 (03:14):
The Denver passed measures before in terms of you know,
happy meals and kids meals and you know what restaurants
could serve. So Colorado has been one of the trendsetters
with that. I really I was just in Colorado a
couple of months ago. Beautiful state, healthy looking people, lot
(03:35):
of activity, a lot of exercise, and so you know,
when people look at what RFK Junior is doing in
Maha and hel the critics, this is a bipartisan, common sense,
popular issue. It is okay for you to be Democrat
and agree that taxpayer money should not go to junk
(03:57):
food or should not go to un healthy.
Speaker 2 (04:00):
Foods for kids.
Speaker 3 (04:02):
That's okay, just like you could be Republican and agree
with Governor Poulis.
Speaker 2 (04:07):
And what he's doing.
Speaker 3 (04:10):
I think we are gonna get so much done if
we could just forget about the R and the D
and just use some common flipping sets. More states are
banning junk food from Snap benefits. West Virginia, Florida, Colorado, Louisiana, Oklahoma,
and Texas have all these new waivers that they have
(04:32):
submitted to the USDA to modify what they.
Speaker 2 (04:35):
Could use for their food benefits.
Speaker 3 (04:36):
It blows my mind that the default allows the junk
food to be bought. You know, it's really easy to
limit what SNAP covers. You can't use it for alcohol,
you can't use it for cigarettes, there's already limits. I'm
just kind of blown away that this whole junk food
and soda pop and diet soda, and that is the default,
(05:03):
and we now have to waiver it out and we
have to filter it out and do blocks to stop
funds being used for that. That kind of makes I
don't know why that wasn't implemented from day one. As
I told you, I remember back in the nineties Wick
where how it worked was you could go to the
grocery store and grab the lettuce, grab the eggs, grab
(05:24):
the chicken, the turkey, go up to the counter, show
your Wick creditis or Wick Card, and you get those
for free.
Speaker 2 (05:33):
And I thought that was fantastic.
Speaker 3 (05:36):
Because we knew that real food was hopefully going to
that table and then being.
Speaker 2 (05:42):
Used to feed kids. I mean, obviously cook the chickens,
so nobody get salmonilla.
Speaker 3 (05:46):
But now if it's yeah, you know, run looks to
this card and I get a few hundred dollars a
month to We taxpayers are now carrying the burden of
these kids with obesity, these kids with diabetes, people's congestive
heart failure and heart disease and high cholesterol. We're already
pain up the retroperitoneum with these high insurance premiums because
(06:08):
of our unhealthy everybody is. On top of that, we're
going to be putting tax dollars into into junk food
as well.
Speaker 2 (06:16):
So it's a shame.
Speaker 3 (06:17):
There's only six states now but Arkansas, Idaho, Indiana, Iowa, Nebraska,
and Utah from what I understand, are also moving to
ban it. So forty million people use Supplemental Assistance Nutrition program.
I think it is high time that Republicans and Democrats
(06:37):
combine forces to make sure our Supplemental Assistance Nutrition Program
supplements the nutrition of people who need the assistance. We
are assisting their nutrition. And and now we still have candies,
I think, and some sugary cereals. See that would be
(06:58):
fantastic if you have you know, certain cereals are healthy
foods that are are free to individuals where they get
like a limit like Wick. I really think I wonder
why Wick ended, and I need to look into that
because it would be nice to know that the healthy
food is getting to them.
Speaker 4 (07:18):
Now.
Speaker 3 (07:18):
You can't make them eat, you know, you could lead
a horse to water, and you can't make them drink.
You can't necessarily make children, you know, eat the healthy food.
But at least the taxpayers aren't contributing to it. So
fantastic work. Governor Paula's in Colorado. I hope that all
states will follow and eliminate sugar junk food as well
(07:41):
from snap benefits. If somebody wants to buy and they
can buy them, just not on the government dime one
eight seven seven doct Dolly, don't go away.
Speaker 2 (08:00):
Hey guys, it's doctor Dahlia.
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Speaker 7 (09:01):
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Speaker 2 (10:14):
All right, we are back on the Doctor Show.
Speaker 3 (10:16):
Thank you all for tuning in. One eight seven seven
dot DOLLI one eight seven seven d O C D
A l I. Big thanks to Talk Media Network for
making the show happened. Big thanks to Daniel, our producer,
and big thanks y' all for tuning in.
Speaker 2 (10:27):
We really do appreciate it.
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Speaker 3 (10:34):
So I rode the bus a lot to go to school,
and I remember standing there at the bus stop and
the bus would come, and if he was in a
good mood, he would park right where we were and
let us on. If he wasn't, he would go a
little farther then put on the brakes, and all this
exhaust and smoke we would feel and breathe in, and
(10:58):
then we would enter the bus.
Speaker 2 (11:01):
High bus driver.
Speaker 3 (11:02):
I didn't like riding the bus, you know, because I
didn't like the smell, I didn't like the pollution, and
I didn't like getting picked on. But millions of kids,
millions of students are going to be riding the school
buses here, and I'm so excited to have our guests
back because he is going to talk to us about
what many parents are feeling. This new survey says parents
(11:23):
are ready for something a lot cleaner than what we're currently.
Speaker 2 (11:27):
Using with diesel buses.
Speaker 3 (11:28):
So coming back on the show with Tucker Perkins, President
and CEO of the Propane Education and Research Council, with
information on the survey and how to improve our rides
to school. Tucker, thank you so much for coming back.
We really appreciate it.
Speaker 8 (11:44):
Well. I love that passionate introduction for your own experience.
I look forward to having this conversation.
Speaker 2 (11:50):
Absolutely, so.
Speaker 3 (11:52):
I love how you guys are getting the pulse of
what the parents want.
Speaker 2 (11:56):
Talk to us about this survey.
Speaker 8 (11:59):
Yeah, you know, over the course there's interview about two
or three findings from it, but the first one that
was interesting. And again we servey parents and educators, so
narrow focus of that, but eighty percent of them, more
than eighty percent, actually thought their children deserved to ride
to school in a low emission bus powered by propane.
(12:22):
That's interesting to us because that doesn't mirror reality. The
reality is most children ride to school the way their
parents and grandparents went to school in a diesel power
school bus. And so we see that parents see there's.
Speaker 3 (12:36):
A better way, absolutely, and you'll talk to us about
why it's better.
Speaker 8 (12:42):
Yeah, I think it's better, better for the child. Let's
start there. I think that's the most important part of
this conversation. Healthier for the child. We've been behind that
school bus when it pulled away from the bus stop.
We've seen that cloud of black smoke, We've smelled that
cloud of black smoke. Choose propane bus, and that cloud
of black smoke is gone. Right. We know inside that
(13:03):
black smoke are pollutants and irritants that cause asthma, bronchitis,
carcinogens actually in there. And so the child gets a
healthier ride to school, quieter, much quieter, and so they
can talk with their friends, the driver can hear them,
the driver can instruct them, much safer for them on
the way. And then teachers tell us that quiet ride,
(13:24):
the child is calmer when they get to school, they
get into learning mode faster. So a great benefit.
Speaker 3 (13:32):
For the child, oh absolutely, and also the environment too.
I mean, look at what's being spewed out into the
environment with these buses. Yeah, so that's a huge impact
as well.
Speaker 8 (13:44):
Yeah, that black cloud of smoke is gone, so we
can take that away. What you cannot see is also
lower greenhouse gas output, so much better for the child,
for everybody's health in which those buses drive up and
down your streets, and then better for the environment as
we reduce greenhouse gases.
Speaker 3 (14:02):
Yeah, you know, there's a big push for electric electric
but I love the idea of pro paid buses. You know,
talk to us about the cost of.
Speaker 8 (14:10):
These All right, I want to first talk about the
cost compared to diesel. But thank you for even opening up,
because I firmly believe that school buses of the future
will be powered either by pro paine or by battery electric.
But let's first talk about the benefits to diesel. Same
initial costs as a diesel bus, but it costs half
(14:31):
to For most school systems, that looks like three to
five thousand dollars per bus per school year. And so
just think about it. They have one hundred buses, that's
a half a million dollars a year in savings. But
I do I love to talk about the comparison to
electric school buses because so many people believe that the
only true bus for the environment is an electric school bus.
(14:54):
So first off, they don't think about where electricity comes from.
Sixty five percent of the electric grid comes from burning coal, oil,
and natural gas. Right, so in many state a propane
school bus might be better for the environment than an electric
bus if we really think about where electricity comes from,
how we transport it, how we store it, as compared
(15:17):
to a very clean burning fuel like propane or renewable propaine.
The other big advantage over electric buses. Electric buses are
very expensive. You can buy four propane buses for one
electric bus. And frankly, whether you chose propane and electricity
as irrelevant if you still have a big fleet of
dirty diesel buses. So choosing propane allows you to get
(15:40):
rid of your diesel fleet four times the rate. And
that's really where you benefit the child, the school system,
and the environment.
Speaker 3 (15:49):
Not to go off topic, you know, because we're talking
about safety, but you know, I know a lot of
parents have been worried about you know, electric battery and
car fires and you know, I mean propane.
Speaker 2 (16:00):
Do we have I know, the.
Speaker 3 (16:01):
National Transportation Safety Board is trying to catch up in
terms of data on you know, electric vehicle fires versus
fuel versus you know, do we.
Speaker 2 (16:08):
Have a lot of data on propane indied fires or
not yet?
Speaker 8 (16:16):
Yeah, So propane fueled vehicles have probably been around fifty
years or more, so there's a lot of data. In fact,
we see a lot of police fleets that have been
making the conversion from gasoline to propane and one of
the things they liked they felt like it was a
safer fuel for them at high speeds and in some
of the situation's only policemen face, I would say this,
(16:39):
we all acknowledge that children probably are the most precious
cargo that we could carry in any vehicle, and so
we don't recommend conversions or aftermarket adjustments. We want these
factory buses coming new from the factory, purpose built and
designed to use propane, and so we know that they
(16:59):
are are safe. We have a lot of you know,
incident data over the years that proved us it's safe.
But you know that said, it's the most precious cargo,
and I think we're working every day to make these
buses safer. I would add you you are yourself said
I like to extend safety to a little bit to
think about the child riding in these diesel buses, uh
(17:22):
being impacted by those emissions. I don't view that as
safe or positive at all. And so when we expand
safety to think about the total bus, the fuel, the environment.
I think propane buses are very safe.
Speaker 2 (17:36):
I'm a huge fan of them.
Speaker 3 (17:37):
We're speaking to Tucker Perkins, President and CEO of the
Propane Education and Research Council. So the cost of getting these,
as you said, I mean, it's they're cheaper than electric vehicles.
Speaker 2 (17:48):
So you know how common are these?
Speaker 3 (17:51):
How how can we you know, start to get school
districts and cities to pay for these.
Speaker 8 (17:58):
So we're really proud. Or to two thousand propane buses
operating around the country today, A lot of systems have
either achieved one hundred percent penetration or are well on
their way to getting there. The fact is there's still
four hundred thousand buses operating on diesel fuel. Some systems,
thousands of school systems haven't even thought about converting from
(18:22):
diesel to propane. And that's why we're starting this conversation
now around back to school in engaging parents. The last
survey question that interested me is parents were willing to
do this. They liked the idea, they were very concerned
about the cost. Once they learned the facts and realized
that there could be cost savings, they were ninety percent
(18:44):
more likely to act. And so it's a great move forward.
But as we see in so many things right now,
we're well past talking. We need to learn and then
act absolutely.
Speaker 3 (18:56):
Because I'm hearing school districts are talking about moving electric
movie an electric and and what the statistic he gave
is four to one in terms of the cost. I mean,
we could have four buses for prop we feel that.
Speaker 8 (19:12):
I love the fact that fleets are talking about moving
away from diesel and they're working between whether to choose
propane or electric, and I think, you know, both are
great fuels and they're opportunities for both. For us, the
real opportunity lies and that much lower initial cost because
as I said, the culprit is not really it's not
really a big benefit whether it's use propane or electric,
(19:35):
except for the propane. Buses can be replaced four times faster,
and that's that's really how you get rid of those
diesel buses at four times the rate, and you get
a clean and affordable fleet by using propane.
Speaker 2 (19:49):
So nice, Tucker. Where can my listeners go for more information?
Speaker 8 (19:55):
Betterourbuses dot com? Betterour buses dot com. It's a complex topic.
It's where you can go learn facts, you can learn
how to engage and to start a conversation. And as
I said, this is the time to start a conversation.
We're back to school. Let's focus on something that we
don't often focus on, but that minute detail which we
(20:16):
now know is so important about how our children leave
our neighborhood, get to and from school.
Speaker 3 (20:23):
So true, Tucker Perkins can't wait to have you back.
I love having you on every year and keep us
posted on your progress.
Speaker 8 (20:30):
Okay, thank you so much for having me today.
Speaker 3 (20:33):
Take care all right, guys, don't go away. We'll be
right back one eight seven seven dot Tully.
Speaker 9 (21:02):
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Speaker 2 (22:16):
All right, we are back on doctor Dalisha. Thank you
all for tuning in.
Speaker 3 (22:21):
One eight seven seven Docadolli one eight seven seven Doc
d A.
Speaker 9 (22:26):
L I.
Speaker 3 (22:26):
So you would think our generations were limited to we
got the baby boomers previously, the traditionalists. After the Baby Boomers,
we got Gen X, Millennials, Gen ZS, Generation Alpha.
Speaker 2 (22:39):
Now we have the Generation.
Speaker 3 (22:40):
Betas, So you would think our generations were just limited
to those groups. Well, with COVID, we started to have
this generation COVID, and the Generation Alphas do not want
to be called Generation COVID, neither did the Gen ZS
or the millennials. So we use this term generation COVID
(23:00):
for those individuals whose lives change, whose lives were deeply
impacted by COVID, which to me is everybody. Okay, that's
COVID mess up a lot. Was an advantage for some,
but you know, messed up a lot of us. But
we have this growing generation called the Generation Jobless, and
(23:23):
this is something that is not necessarily affecting everybody. But
it is growing and the generation or the pool of
people who are jobless are finding themselves in a rut. So,
you know, the idea of a generation means it's a
long amount of time, and it's a block of time.
(23:44):
I'm gen X, that's my generation. Now, it's my generation.
Doesn't mean I'm gen X all the way through, or
doesn't mean I grew up in the eighties, you know
and rocked out to you know, rock music what so
it yeah, I get that depend on how you use it.
Speaker 2 (24:01):
You know, in my generation we did this.
Speaker 3 (24:03):
Are you talking about in the olden days the past
or your current generation? Because current gen X we still
do things different ways, right, So you know, while you
have the millennials of the gen Z is all good
on tech. You know, me as a gen X, I
just find a millennial and gen Z that's what my
generation does. Figure this out, right, And we still make
(24:26):
fun of the boomers because we made fun of everybody
when we were Gen X gen x is. We had
moles on us, We really did. We had big MOUs
and I'm really proud of that. So as far as
I'm concerned that my generation is continuing to generate a
lot of big mouse stuff. But this generation jobless is
(24:46):
some serious stuff, and we speak about this a lot
on our show, which is there's a term for it now.
And for those people who are a generation jobless, they
are usually in the Gen Z. Could also be in
the millennial category, could also be Gen X, could even
be Baby Boomers where.
Speaker 2 (25:04):
COVID messed things up.
Speaker 3 (25:06):
But the heaviest hit generation are the Gen zs and
the older Gen Alphas where although Jen Alpha started in
twenty ten, so they really weren't working age. Just to recap,
the traditionalists were born before nineteen forty five, forty five
to sixty five, or the baby Boomers, although a lot
(25:26):
of Baby Bombers said, look, if we were born at
forty one forty two were baby boomers.
Speaker 8 (25:30):
I agree.
Speaker 3 (25:30):
We used to call back group baby boomers if you
were born during World War two and post World War
two when people were on leave, so I give you that.
But anyway, the Baby Boomer generation ended at sixty five.
Gen X's were from nineteen sixty five to nineteen eighty,
Millennials nineteen eighty to nineteen ninety five, Gen ZS ninety
five to twenty ten, Generation Alpha twenty ten to twenty
(25:52):
twenty five, and now the Generation betas are growing.
Speaker 2 (25:56):
I need to write a book. I have a book
on Jen Alpha. I need to write a book on
Gen Beta.
Speaker 3 (26:00):
The Generation Jobless were individuals where COVID messed them up.
Speaker 2 (26:06):
They were out of a job five.
Speaker 3 (26:09):
Months turned to five years and they lost momentum on
what they were doing with their career, or they lost
abilities to gain experience and cv builders. So when I
look at resumes, because people will have you look at
their resume, whether it's a medical student, whether it's a
(26:29):
non medical student, whether it's and I look at the resume,
there's major gaps and they're very light, and you see
the big font right and the narrow margins.
Speaker 2 (26:44):
It's one trick. We do.
Speaker 3 (26:46):
Really have your name up and big font and really bold.
Everything has to be at least fourteen points, make those
margins at least two to three inches. I mean, we
do what we can, but how do you get sos?
And I am hearing a lot of my friends have
kids in their twenties now and mid twenties, and they
(27:08):
these gen zs especially, they can't get a job. They
go online, they'll use indeed or LinkedIn or whatever and
they'll get the you know, they'll fill it out, they'll
get an email.
Speaker 2 (27:20):
Saying thank you, thank you for filling out.
Speaker 3 (27:22):
The application, and then within minutes or days or weeks
and maybe never that now we're not hiring you. And
unemployment is ridiculous now, especially for individuals who thought they
had to go to college, borrow a bunch of money
and then get a degree. When you saw thousands of
(27:43):
other people also getting those degrees. That the problem with
colleges is they keep taking in students and promising you
the world and there's too many people with degrees. Now,
degrees are starting to become worthless or too many people
have them.
Speaker 2 (28:01):
You know, we're seeing this with medical schools.
Speaker 3 (28:03):
These medical schools are expanding their class size, expanding their
class sizes. I'm like, but are there residencies? Are their
positions for these students. If you're not, you know, helping
build residencies, then you have all these medical students graduating,
and many of them I hear, I think, what two
thousand medical students will not have a job because there's
not enough places for them to go after the graduate.
Speaker 2 (28:24):
Lawyers are running to the same problem.
Speaker 3 (28:25):
Remember there was a lawyer who graduated law school, couldn't
find a job for six months, so.
Speaker 2 (28:29):
He turned around and sue to school. I mean he
was trained to sue.
Speaker 3 (28:34):
He's gonna sue somebody, and if he's not working, he'll
just turn around and sue the school.
Speaker 2 (28:39):
And he sued the school for false advertising.
Speaker 3 (28:41):
You said, would get jobs if we go to your
school and if we spent these tens of thousands of dollars?
Speaker 2 (28:46):
So what do you do if you're in generation jobless?
Speaker 3 (28:50):
Okay, well you got to be so if I was
a prospective employer, and I understand that COVID wasn't just
something that happened five years ago, although I really think
the virus leaked roughly around this time six years ago,
but I understand America was affected more so in the
early part.
Speaker 2 (29:08):
Of twenty twenty. Right, my question would be, when COVID hit,
what did you do then?
Speaker 3 (29:15):
What did you do in twenty twenty one, what did
you do in twenty twenty two, what did you do
in twenty twenty.
Speaker 2 (29:19):
Three, and what did you accomplish?
Speaker 3 (29:24):
Now some people did, They went back to work, they
got jobs, they got whatever they could. But they said,
I know, but you know what I did is I bartended,
and you know, maybe I love that. You know, if
you bartended and you were a medical student, I partended.
Speaker 2 (29:39):
You have to make money, you have to live.
Speaker 3 (29:41):
I would rather see that you bartended, that you waited tables,
that you took.
Speaker 2 (29:45):
A job and you worked. I don't want to see prostitution.
Speaker 3 (29:47):
I don't necessarily want to see OnlyFans on there on
your resume. But if you actually got yourself out there
and worked and tried to make connections, et cetera, I
think that's it's admirable. I love I think everybody should
have food service on their resume. I wait at tables,
tended bar I think it made me a better doctor,
(30:10):
because again, you learn how to deal with people. You
have to time manage, you understand customer service. It's it's
probably one of the best trainers. They every tell my
boys become waiters or bussers. You need to learn, you
know how people think, how people act. And it was
great tips too. If you struggle to get a job,
(30:32):
if you got depressed, if you got into a I
don't know a shall we say a rhythm where you
did a little bit here and then you did a
little bit there. One thing I would recommend then if
you're especially jobless now because not only did we have
the COVID issue, now we have the AI issue and
the robotic issue, and now human resources departments. There's nobody
(30:53):
sitting in a human resources department, so you try to
pave it pound walk in. There's nobody there to ask
for an application. Some places will do that. There might
be some managers on staff, but most of them they're like,
I'm sorry, I'm just kind of you know, do them
in nails. Just go online so you don't get that
one on one. You don't get to chimouse them. You
(31:14):
don't get to, you know, let them see who you
are and hopefully like you and then say, look, let
me talk to you for a few minutes and here's
an application. So what I suggest generation jobless do if
they are struggling is one, go back to school and
get trade certification or get some more credentials wouldn't hurt.
(31:35):
Number two is do some volunteer work work with charities.
You could fill up your resume showing all the charity
work you did, and and you know, I from a prospective,
A player says, well, what did you do when you
weren't working? I go. I kept myself busy, whether I
was getting paid or not. I wanted to be you know,
I want to help contribute to society. But get your
butts out there. One eight seven seven doctally don't go.
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Speaker 2 (34:25):
All right, we are back on the Dardali Show. Thank
you all for tuning in.
Speaker 3 (34:28):
One eight seven seven Doctor Dali one eight seven seven
D O C D A L I. So you know,
I'm looking at a lot of our health statistics and
we're seeing some alarming numbers, especially as it pertains to obesity.
Obesity related cancer deaths. These have soared over the last
(34:51):
two decades, and I'm really glad RFK Junior and the
MAHA movement is trying to address this. But we are
being told that obesity related cancer deaths have soared in
the US from three point seventy three million to thirteen
point five to two million, so of quadrupled in the
last two decades. It's according to a study by researchers
(35:14):
at Jersey Shore University Medical Center and Hackensack Meridian Health.
It was presented last month at ENDO twenty twenty five,
which is the Indoquent Society's annual meeting in San Francisco.
They looked at thirty three thousand deaths from ABCA related
cancers between nineteen ninety nine and twenty twenty. They looked
at mortality data and they found that older adults, females,
and racial minorities were found to have a higher burden
(35:36):
of risk. Overall, the Midwest had a higher rate of
obesity related cancer deaths and the Northeast had the lowest. Vermont, Minnesota,
and Oklahoma had the highest rates. Utah, Alabama, and Virginia
the lowest. Now that's interesting Alabama. Alabama usually gets very
very low marks as it pertains to high obesity rates
(35:58):
and health, but Alabama actually ranked lower in terms of
obesity related cancer deaths.
Speaker 2 (36:06):
According to the.
Speaker 3 (36:07):
CDC, more than forty percent of Americans have obesity. I
think it's almost fifty percent.
Speaker 2 (36:11):
Now.
Speaker 3 (36:12):
This raises our blood pressure risk, our heart disease risk, diabetes, cholesterol,
kidney disease risk, but it also increases our risk for
thirteen different types of cancer. The sophageal cancer according to
Fox News, ovarian cancer, pancreas cancer, thyroid cancer, brain cancer,
multiple bioloma, as well as what we've also talked about,
liver cancer, kidney's, upper stomach, gall bladder, uterrisk, colon rectum,
(36:35):
and of course breast.
Speaker 2 (36:38):
So what do we do? Yeah, we keep hearing this
over and over again.
Speaker 3 (36:43):
Cancer deaths going up, Our types of cancer is evolving
because of all the obesity. Our obesity is going up.
So I like what's happening. Colorado is joining other states
to start banning sugary drinks and junk food from snap.
That's a start, heay, you know, don't give free money
(37:04):
for bad food. The In terms of our physical fitness,
Trump has reintroduced the Presidential Physical Fitness Test, or the
Presidential Fitness Test, where we had to run a mile.
We had to do I just remember in the eighties.
Now we we gotta do the These are benchmarks you
have to hit. Let's see you run the mile. Let's
see you and I ran it. I never had to walk.
Speaker 2 (37:24):
I remember.
Speaker 3 (37:25):
I was able to get a six minute mile done
now before I went to high school. So I was
pretty happy with my athletic abilities. But the average kid,
they it's it's not you know, urged or recommended. Everything's
all about fat shaming and we'll love your body and
it's okay, and we'll make accommodations. I would rather we
(37:48):
you know when we're doing aptitude and academic testing and
looking at where kids need remediation. We do that with
their athletics and their and their physical abilities. I notice
you have lower strength in your left arm. Let's work
on that. Let's do some activities where we work on that.
And they don't have to be doctors. They could be coaches,
(38:08):
physical therapists, personal trainers.
Speaker 2 (38:13):
At the school.
Speaker 3 (38:15):
People say, oh, doctor Dohia's schools have enough work dealing
with the academics. Apparently they're not dealing with the academics
well either. I think fifty minutes of class is ridiculous.
Let's make the classes shorter in the mornings. The academics
in the morning where it's the concrete what they need.
(38:35):
We're gonna teach it, you're gonna practice it, You're gonna
do it.
Speaker 2 (38:41):
Right.
Speaker 3 (38:41):
You got the concept down, we got the lesson in
now next subject.
Speaker 2 (38:46):
No more than twenty.
Speaker 3 (38:47):
Thirty minutes each topic the morning, the academics are done,
and in the afternoon it's all about your exercise, your
life skills.
Speaker 2 (38:54):
You're being exposed to all.
Speaker 3 (38:55):
The trades, and these kids are gonna be really well rounded,
they're gonna be healthy, they'll know first aid, they'll know
kraftma god, they'll know how to defend themselves self defense.
They'll know how to farm, cook, they'll understand marketing, education,
the stock market, construction, plumbing, electricians.
Speaker 2 (39:13):
They'll you know, even truck driving. I mean, maybe we.
Speaker 3 (39:18):
Should have classes teaching kids how to use farm equipment.
Speaker 2 (39:23):
Drivers.
Speaker 3 (39:24):
A isn't just about a car. You should learn how
to drive other things. And so the more practical, then
the more they feel confident applying to jobs and looking
at other jobs. So I mean, we just couldn't let
the pilot a plane, that's you know, but let them
at least see what the life of a pilot's like.
You can do these week or two week long rotations
(39:46):
that give them that access. So by the time they're sixteen,
they have an idea of what they want to do.
They graduate when they're sixteen, and then you're seventeen and
eighteen years old. That's where they get their associate's degree
or their trade certificate. We don't have to pay for
free college. Taxpayers don't have to pay for free college.
It's incorporated into what is our current high school, you know,
(40:07):
K through twelfth, where eleven and twelfth grade is getting
them an associate's degree, a trade certificate, and getting them
so that by the time they're eighteen years old, they
are out and ready to get a job.
Speaker 2 (40:21):
But exercise needs to be a part of that.
Speaker 3 (40:23):
And if we have a child that cannot run a
mile and they have to walk, or they're huffing and puffing,
why aren't we getting a doctor involved. Why are we
looking at them and remediating them. Why are they out
of shape? No child should be out of shape if
they don't have a disability, But we are making them
(40:44):
have a disability, and then they could later have cancer.
So now one big thing parents say is, look, these
kids don't want to eat healthy food.
Speaker 2 (40:56):
Okay, now why is that.
Speaker 3 (40:58):
My sons loved carrots and peas when they were babies.
What changed, Well, they were able to make a choice.
They saw there was something sweet, something yummy, so then
they wanted that. Now when I raised them, I said, no,
you gotta eat your peas, got eat your carrots, gotta
eat your vegetables first, you gotta eat your spinach.
Speaker 2 (41:22):
Then you don't get the rest of your food. Sorry.
Speaker 3 (41:26):
I remember my mom, horrible cook. I follow in her footsteps.
Horrible cook should serve us whatever, and I wouldn't eat.
And I'm like, I'm full, I'm full. She goes, if
you're too full for your dinner, then you're too full
for dessert. I couldn't argue with that logic. It was
one of the very few times my mom was actually logical.
I'm like, hmm, so I would try to eat the
(41:48):
healthy food, but I got the healthy food in me.
But we've given these kids the idea that you have
a choice. You have a choice to do your homework,
you have a choice to go to school. Now, I
don't want the kids raised like I was, where your
choice was.
Speaker 2 (42:05):
You go to school or the belt. We don't want that.
Speaker 3 (42:08):
But I have parents all the time, you know, Oh
my daughter needs another school note and it's her eighth
one in the semester.
Speaker 2 (42:16):
And I'm like, has she seen a doctor yet? Oh?
She just doesn't feel like you could go to school?
Why not? Is she getting bullied?
Speaker 3 (42:24):
Is anybody getting to the root cause of this, because
she needs to learn, even if you have to homeschool.
But everybody seems to have a choice. I don't want
to do homework. I want to look on my phone.
Speaker 2 (42:38):
I don't want to listen to my teacher.
Speaker 3 (42:40):
I want to look on my phone and watch memes
and fuddy videos. I don't want to eat the vegetables.
I don't want to eat a healthy, balanced breakfast. I
want to just grab a cereal box or a pop tart. No,
maybe we need to get back to the basics and say, no,
these are the things you have to do. Gotta brush
your teeth, you got a shower, you have to exercise.
(43:03):
You have to get the vegetable in you after you
eat the salad, then we'll sit down and have dinner.
But eat the salad. Did you get your vegetables in?
These are things that just have to be done.
Speaker 2 (43:21):
You have a dog.
Speaker 3 (43:22):
People are thinking walking the dog is elective.
Speaker 2 (43:28):
No, you have a dog. The dog needs to be walked.
It's all mandatory.
Speaker 3 (43:32):
Maybe we need to start reincorporating that, because this is
ridiculous where we are from a health perspective.
Speaker 2 (43:37):
One eight seven seven Doctor Ali.
Speaker 10 (43:53):
Looking for an easy read that can actually help secure
someone's future, pick up a copy of Mark Falter's book
Common Say Income Strategies. For the past thirty plus years,
Mark has helped thousands of hard working Americans secure their
financial future by using strategies that continue to create wealth
whether the market is up or down. Strategies that will
(44:15):
make perfect sense once you take the time to read
this powerful book. Common Sense Income Strategies brings to you
what Mark has been teaching in person and talking about
on the radio for decades. It's not rocket science. It's
a pretty easy read. You've worked too long and too
hard not to see the fruits of your labor. Common
Sense Income Strategies is available now on Amazon or by
(44:37):
calling eight sixty six seven sixty four two six three five.
That's eight six six seven sixty four two six three
five common Sense Income Strategies by Financial fitness show host
Mark Falter.
Speaker 2 (44:49):
Secure your financial future today
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