I’m 1500 miles away from all of you and my wife and kids in Tennessee, and it when I heard that the house and senate passed a overwhelming resolution against CRT, I have to admit that it choked me up a bit.
….add in talking about my recently deceased father and his legacy of “non-victim hood” which he passed down to his children, I was a emotional mess in front of 6-700 parents, media, and lawmakers out here.
I literally felt my dad right there beside me the entire presentation. On to South Carolina tomorrow to participate in a CRT panel, and to be filmed for the USPIE documentary.
I think I’ve done what my my dad and God wanted me to do, despite my hesitation and utter contempt for Utah politics.
I got more out this than anyone.
It was nice hook up with my father again.
I could also feel the support from all of you. Thank you.
Please share this post by email and text as it is being censored by Facebook.
Having been stalked and harassed for my Conservative street activism, I know first hand that the commie left is inherently violent and dangerous.
So it is rather ironic that the term riot porn is even a thing.
Watch the video and read the article at the intercept for more. The ratio of the comments on Robert Mackeys tweet lean decidedly right as conservatives heckle him for the disinfo on his article and video.
Fox, politicians, and social media influencers selectively uses this footage to smear racial justice protesters and justify the actions of Rittenhouse and other militia groups. One of the streamers named in this article has doxed me twice on YouTube for calling out this practice.
This website was launched by the European Medicines Agency in 2012 to provide public access to reports of suspected side effects (also known as suspected adverse drug reactions). These reports are submitted electronically to EudraVigilance by national medicines regulatory authorities and by pharmaceutical companies that hold marketing authorisations (licences) for the medicines.
EudraVigilance is a system designed for collecting reports of suspected side effects. These reports are used for evaluating the benefits and risks of medicines during their development and monitoring their safety following their authorisation in the European Economic Area (EEA). EudraVigilance has been in use since December 2001.
This website was launched to comply with the EudraVigilance Access Policy, which was developed to improve public health by supporting the monitoring of the safety of medicines and to increase transparency for stakeholders, including the general public.
The Management Board of the European Medicines Agency first approved the EudraVigilance Access Policy in December 2010. A revision was adopted by the Board in December 2015 based on the 2010 pharmacovigilance legislation. The policy aims to provide stakeholders such as national medicines regulatory authorities in the EEA, the European Commission, healthcare professionals, patients and consumers, as well as the pharmaceutical industry and research organisations, with access to reports on suspected side effects.
Transparency is a key guiding principle of the Agency, and is pivotal to building trust and confidence in the regulatory process. By increasing transparency, the Agency is better able to address the growing need among stakeholders, including the general public, for access to information. (Source.)
Their report through April 24, 2021 lists 8,430 deaths and 354,177 injuries following injections of four experimental COVID-19 shots:
A Health Impact News subscriber in Europe ran the reports for each of the four COVID-19 shots we are including here. This subscriber has volunteered to do this, and it is a lot of work to tabulate each reaction with injuries and fatalities, since there is no place on the EudraVigilance system we have found that tabulates all the results.
Since we have started publishing this, others from Europe have also calculated the numbers and confirmed the totals.
Here is the summary data through April 24, 2021.
Total reactions for the experimental mRNA vaccine Tozinameran (code BNT162b2,Comirnaty) from BioNTech/ Pfizer: 4,524 deaths and 151,306 injuries to 24/04/2021
11,191 Blood and lymphatic system disorders incl. 40 deaths
7,372 Cardiac disorders incl. 522 deaths
50 Congenital, familial and genetic disorders incl. 3 deaths
4,183 Ear and labyrinth disorders incl. 3 deaths
112 Endocrine disorders
4,629 Eye disorders incl. 6 deaths
33,33 Gastrointestinal disorders incl. 227 deaths
103,813General disorders and administration site conditions incl. 1459 deaths
214 Hepatobiliary disorders incl. 16 deaths
3,338 Immune system disorders incl. 20 deaths
10,160 Infections and infestations incl. 527 deaths
3,950 Injury, poisoning and procedural complications incl. 89 deaths
7,595 Investigations incl. 168 deaths
2,564 Metabolism and nutrition disorders incl. 91 deaths
53,714 Musculoskeletal and connective tissue disorders incl. 47 deaths
150 Neoplasms benign, malignant and unspecified (incl cysts and polyps) incl. 7 deaths
65,745 Nervous system disorders incl. 425 deaths
192 Pregnancy, puerperium and perinatal conditions incl. 7 deaths
80 Product issues
6,008 Psychiatric disorders incl. 63 deaths
938 Renal and urinary disorders incl. 66 deaths
994 Reproductive system and breast disorders incl. 1 death
13,954 Respiratory, thoracic and mediastinal disorders incl. 523 deaths
16,171 Skin and subcutaneous tissue disorders incl. 35 deaths
438 Social circumstances incl. 6 deaths
124 Surgical and medical procedures incl. 8 deaths
8,220 Vascular disorders incl. 165 deaths
Total reactions for the experimental mRNA vaccine mRNA-1273 (CX-024414) fromModerna: 2,283 deaths and 17,625 injuries to 24/04/2021
839 Blood and lymphatic system disordersincl. 16 deaths
1,278 Cardiac disorders incl. 231 deaths
7 Congenital, familial and genetic disorders incl. 2 deaths
378 Ear and labyrinth disorders
23 Endocrine disorders incl. 1 death
570 Eye disorders incl. 3 deaths
3,857 Gastrointestinal disorders incl. 80 deaths
12,513 General disorders and administration site conditions incl. 1012 deaths
77 Hepatobiliary disorders incl. 3 deaths
476 Immune system disorders incl. 3 deaths
1,449 Infections and infestations incl. 118 deaths
803 Injury, poisoning and procedural complications incl. 44 deaths
1,087 Investigations incl. 60 deaths
515 Metabolism and nutrition disorders incl. 47 deaths
5,669 Musculoskeletal and connective tissue disorders incl. 47 deaths
48 Neoplasms benign, malignant and unspecified (incl cysts and polyps) incl. 8 deaths
7,489 Nervous system disorders incl. 244 deaths
50 Pregnancy, puerperium and perinatal conditions
8 Product issues
862 Psychiatric disorders incl. 31 deaths
299 Renal and urinary disorders incl. 23 deaths
106 Reproductive system and breast disorders incl. 1 death
2,198 Respiratory, thoracic and mediastinal disorders incl. 197 deaths
2,163 Skin and subcutaneous tissue disorders incl. 19 deaths
162 Social circumstances incl. 6 deaths
109 Surgical and medical procedures incl. 13 deaths
1,166 Vascular disorders incl. 74 deaths
Total reactions for the experimental vaccine AZD1222(CHADOX1 NCOV-19) from Oxford/AstraZeneca: 1,579 deaths and 184,833 injuries to 24/04/2021
5,319 Blood and lymphatic system disorders incl. 64 deaths
7,374 Cardiac disorders incl. 199 deaths
76 Congenital, familial and genetic disorders incl. 2 deaths
5,011 Ear and labyrinth disorders
155 Endocrine disorders incl. 2 deaths
7,922 Eye disorders incl. 5 deaths
56,473 Gastrointestinal disorders incl. 62 deaths
141,042General disorders and administration site conditions incl. 495 deaths
248 Hepatobiliary disorders incl. 13 deaths
1,837 Immune system disorders incl. 7 deaths
10,631 Infections and infestations incl. 99 deaths
4,341 Injury, poisoning and procedural complications incl. 18 deaths
9,798 Investigations incl. 21 deaths
6,977 Metabolism and nutrition disorders incl. 18 deaths
82,522 Musculoskeletal and connective tissue disorders incl. 16 deaths
144 Neoplasms benign, malignant and unspecified (incl cysts and polyps) incl. 4 deaths
111,873Nervous system disorders incl. 244 deaths
108 Pregnancy, puerperium and perinatal conditions
52 Product issues
9,514 Psychiatric disorders incl. 12 deaths
1,745 Renal and urinary disorders incl. 11 deaths
2,076 Reproductive system and breast disorders
15,824 Respiratory, thoracic and mediastinal disorders incl. 171 deaths
23,168 Skin and subcutaneous tissue disordersincl. 10 deaths
364 Social circumstances incl. 3 deaths
383 Surgical and medical procedures incl. 12 deaths
8,706 Vascular disorders incl. 91 deaths
Total reactions for the experimental COVID-19 vaccine JANSSEN (AD26.COV2.S) from Johnson & Johnson: 44 deaths and 413 injuries to 24/04/2021
11 Blood and lymphatic system disorders
45 Cardiac disorders incl. 10 deaths
1 Congenital, familial and genetic disorder
20 Ear and labyrinth disorders
1 Endocrine disorder
20 Eye disorders
109 Gastrointestinal disorders incl. 1 death
235 General disorders and administration site conditions incl. 14 deaths
3 Hepatobiliary disorders
18 Immune system disorders
44 Infections and infestations incl. 2 deaths
34 Injury, poisoning and procedural complications incl. 1 death
19 Metabolism and nutrition disorders incl. 1 death
95 Musculoskeletal and connective tissue disorders incl. 1 death
232 Nervous system disorders incl. 3 deaths
3 Product issues
45 Psychiatric disorders
11 Renal and urinary disorders
5 Reproductive system and breast disorders
80 Respiratory, thoracic and mediastinal disorders incl. 3 deaths
50 Skin and subcutaneous tissue disorders
5 Social circumstances
3 Surgical and medical procedures
96 Vascular disorders incl. 8 deaths
This is public information funded by the European Medicines Agency (EMA), and anyone can use the EudraVigilance system and verify this data.
Denmark and Norway have completely suspended use of the AstraZeneca experimental COVID-19 shots.
The report covers data collected from December 9, 2020, through April 21, 2021, for the three experimental COVID “vaccines” currently in use in the U.K. from Pfizer, AstraZeneca, and Moderna.
They report a total of 1,047 deaths and 725,079 injuries recorded following the experimental COVID injections.
685 of the 1,047 deaths followed AstraZeneca COVID injections, and 573,650 of the 725,079 injuries followed AstraZeneca COVID injections.
Two countries, Norway and Denmark, have now completely halted injections of COVID shots by AstraZeneca, with the Norwegian Institute of Public Health stating that the AstraZeneca experimental shots are associated with a higher risk of injury and death than the COVID-19 virus. See:
Other European countries have also temporarily halted the AstraZeneca shots while they review safety data, but the UK has never halted injecting people with the shot causing fatal blood clots, and the reported events of death and injuries following AstraZeneca shots.
The UK Medicines and Healthcare products Regulatory Agency concludes:
Vaccines are the best way to protect people from Covid-19 and have already saved thousands of lives. Everyone should continue to get their vaccination when asked to do so unless specifically advised otherwise.
As with all vaccines and medicines, the safety of COVID-19 vaccines is being continuously monitored .
Cases of an extremely rare specific type of blood clot with low blood platelets continue to be investigated.
Dave Rubin talks to Paul Rossi, a whistleblower and math teacher at Grace Church School, about the NYC private school’s critical race theory curriculum that led him to publish “I Refuse to Stand By While My Students Are Indoctrinated” on the Substack of Bari Weiss.
In this clip Paul reveals the damage being done by critical race theory being forced onto young kids. Paul describes how critical race theory in education had been building slowly for years. Recently he had noticed the damaging effects it was having on his students by making them feel like they couldn’t have opinions that differed from the social justice orthodoxy. Young kids were made to feel guilt and shame over their alleged “white privilege”. He also describes the incident that made him decide to speak up and put his job at risk.
I am a teacher at Grace Church High School in Manhattan. Ten years ago, I changed careers when I discovered how rewarding it is to help young people explore the truth and beauty of mathematics. I love my work.
As a teacher, my first obligation is to my students. But right now, my school is asking me to embrace “antiracism” training and pedagogy that I believe is deeply harmful to them and to any person who seeks to nurture the virtues of curiosity, empathy and understanding.
“Antiracist” training sounds righteous, but it is the opposite of truth in advertising. It requires teachers like myself to treat students differently on the basis of race. Furthermore, in order to maintain a united front for our students, teachers at Grace are directed to confine our doubts about this pedagogical framework to conversations with an in-house “Office of Community Engagement” for whom every significant objection leads to a foregone conclusion. Any doubting students are likewise “challenged” to reframe their views to conform to this orthodoxy.
I know that by attaching my name to this I’m risking not only my current job but my career as an educator, since most schools, both public and private, are now captive to this backward ideology. But witnessing the harmful impact it has on children, I can’t stay silent.
My school, like so many others, induces students via shame and sophistry to identify primarily with their race before their individual identities are fully formed. Students are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions. The morally compromised status of “oppressor” is assigned to one group of students based on their immutable characteristics. In the meantime, dependency, resentment and moral superiority are cultivated in students considered “oppressed.”
All of this is done in the name of “equity,” but it is the opposite of fair. In reality, all of this reinforces the worst impulses we have as human beings: our tendency toward tribalism and sectarianism that a truly liberal education is meant to transcend.
Recently, I raised questions about this ideology at a mandatory, whites-only student and faculty Zoom meeting. (Such racially segregated sessions are now commonplace at my school.) It was a bait-and-switch “self-care” seminar that labelled “objectivity,” “individualism,” “fear of open conflict,” and even “a right to comfort” as characteristics of white supremacy. I doubted that these human attributes — many of them virtues reframed as vices — should be racialized in this way. In the Zoom chat, I also questioned whether one must define oneself in terms of a racial identity at all. My goal was to model for students that they should feel safe to question ideological assertions if they felt moved to do so.
It seemed like my questions broke the ice. Students and even a few teachers offered a broad range of questions and observations. Many students said it was a more productive and substantive discussion than they expected.
However, when my questions were shared outside this forum, violating the school norm of confidentiality, I was informed by the head of the high school that my philosophical challenges had caused “harm” to students, given that these topics were “life and death matters, about people’s flesh and blood and bone.” I was reprimanded for “acting like an independent agent of a set of principles or ideas or beliefs.” And I was told that by doing so, I failed to serve the “greater good and the higher truth.”
He further informed me that I had created “dissonance for vulnerable and unformed thinkers” and “neurological disturbance in students’ beings and systems.” The school’s director of studies added that my remarks could even constitute harassment.
A few days later, the head of school ordered all high school advisors to read a public reprimand of my conduct out loud to every student in the school. It was a surreal experience, walking the halls alone and hearing the words emitting from each classroom: “Events from last week compel us to underscore some aspects of our mission and share some thoughts about our community,” the statement began. “At independent schools, with their history of predominantly white populations, racism colludes with other forms of bias (sexism, classism, ableism and so much more) to undermine our stated ideals, and we must work hard to undo this history.”
Students from low-income families experience culture shock at our school. Racist incidents happen. And bias can influence relationships. All true. But addressing such problems with a call to “undo history” lacks any kind of limiting principle and pairs any allegation of bigotry with a priori guilt. My own contract for next year requires me to “participate in restorative practices designed by the Office of Community Engagement” in order to “heal my relationship with the students of color and other students in my classes.” The details of these practices remain unspecified until I agree to sign.
I asked my uncomfortable questions in the “self-care” meeting because I felt a duty to my students. I wanted to be a voice for the many students of different backgrounds who have approached me over the course of the past several years to express their frustration with indoctrination at our school, but are afraid to speak up.
They report that, in their classes and other discussions, they must never challenge any of the premises of our “antiracist” teachings, which are deeply informed by Critical Race Theory. These concerns are confirmed for me when I attend grade-level and all-school meetings about race or gender issues. There, I witness student after student sticking to a narrow script of acceptable responses. Teachers praise insights when they articulate the existing framework or expand it to apply to novel domains. Meantime, it is common for teachers to exhort students who remain silent that “we really need to hear from you.”
But what does speaking up mean in a context in which white students are asked to interrogate their “white saviorism,” but also “not make their antiracist practice about them”? We are compelling them to tiptoe through a minefield of double-binds. According to the school’s own standard for discursive violence, this constitutes abuse.
Every student at the school must also sign a “Student Life Agreement,” which requires them to aver that “the world as we understand it can be hard and extremely biased,” that they commit to “recognize and acknowledge their biases when we come to school, and interrupt those biases,” and accept that they will be “held accountable should they fall short of the agreement.” A recent faculty email chain received enthusiastic support for recommending that we “‘officially’ flag students” who appear “resistant” to the “culture we are trying to establish.”
When I questioned what form this resistance takes, examples presented by a colleague included “persisting with a colorblind ideology,” “suggesting that we treat everyone with respect,” “a belief in meritocracy,” and “just silence.” In a special assembly in February 2019, our head of school said that the impact of words and images perceived as racist — regardless of intent — is akin to “using a gun or a knife to kill or injure someone.”
Imagine being a young person in this environment. Would you risk voicing your doubts, especially if you had never heard a single teacher question it?
Last fall, juniors and seniors in my Art of Persuasion class expressed dismay with the “Grace bubble” and sought to engage with a wider range of political viewpoints. Since the BLM protests often came up in our discussions, I thought of assigning Glenn Loury, a Brown University professor and public intellectual whose writings express a nuanced, center-right position on racial issues in America. Unfortunately, my administration put the kibosh on my proposal.
The head of the high school responded to me that “people like Loury’s lived experience—and therefore his derived social philosophy” made him an exception to the rule that black thinkers acknowledge structural racism as the paramount impediment in society. He added that “the moment we are in institutionally and culturally, does not lend itself to dispassionate discussion and debate,” and discussing Loury’s ideas would “only confuse and/or enflame students, both those in the class and others that hear about it outside of the class.” He preferred I assign “mainstream white conservatives,” effectively denying black students the opportunity to hear from a black professor who holds views that diverge from the orthodoxy pushed on them.
I find it self-evidently racist to filter the dissemination of an idea based on the race of the person who espouses it. I find the claim that exposing 11th and 12th graders to diverse views on an important societal issue will only “confuse” them to be characteristic of a fundamentalist religion, not an educational philosophy.
My administration says that these constraints on discourse are necessary to shield students from harm. But it is clear to me that these constraints serve primarily to shield their ideology from harm — at the cost of students’ psychological and intellectual development.
It was out of concern for my students that I spoke out in the “self-care” meeting, and it is out of that same concern that I write today. I am concerned for students who crave a broader range of viewpoints in class. I am concerned for students trained in “race explicit” seminars to accept some opinions as gospel, while discarding as immoral disconfirming evidence. I am concerned for the dozens of students during my time at Grace who shared with me that they have been reproached by teachers for expressing views that are not aligned with the new ideology.
One current student paid me a visit a few weeks ago. He tapped faintly on my office door, anxiously looking both ways before entering. He said he had come to offer me words of support for speaking up at the meeting.
I thanked him for his comments, but asked him why he seemed so nervous. He told me he was worried that a particular teacher might notice this visit and “it would mean that I would get in trouble.” He reported to me that this teacher once gave him a lengthy “talking to” for voicing a conservative opinion in class. He then remembered with a sigh of relief that this teacher was absent that day. I looked him in the eyes. I told him he was a brave young man for coming to see me, and that he should be proud of that.
Then I sent him on his way. And I resolved to write this piece.
CORRECTION: The anecdote about Glenn Loury was originally attributed to the head of Grace Church School. In fact, those statements were made by the head of the high school. Apologies for the error.